International and Comparative Education: Globalization, conflict, and development

Grant:

Internationalizing the Curriculum (ITC)

Academic Year:

2015 - 2016 (June 1, 2015 through May 31, 2016)

Funding Requested:

$10,000.00

Project Dates:

Fri, 05/15/2015 - Wed, 08/15/2018

Applicant(s):

bellino

Overview of the Project:

Comparative and international education is a growing field and is increasingly important in a globalized world. The proposed project centers on course development in an effort to internationalize curriculum within the School of Education, allowing for increased student opportunities to learn about international contexts and issues, and to develop the skills necessary to carry out international and cross-national work. The project aims to develop and strengthen two courses: "Comparative and International Education" and "Education and Armed Conflict in Comparative Perspective." Across both proposed courses, students will study global educational challenges and innovative solutions, gain skills relevant to a range of educational settings, and practice applying those skills in communication with global actors. Because the courses are aimed at current and future educational leaders, they will simultaneously respond to the international, transnational, and intercultural identities that comprise the student body at U-M, while building capacity among students to deepen global connections in their own educational practice. Finally, these courses are intentionally oriented around cultivating a comparative perspective so that students are encouraged to make meaningful comparisons and address issues of shared concern in an increasingly connected world.

Final Report Fields

Project Objectives:

Comparative and international education is a growing field and is increasingly important in a globalized world. This project centered on course development in an effort to internationalize curriculum within the School of Education, allowing for increased student opportunities to learn about international contexts and issues, and to develop the skills necessary to carry out international and cross-national work. Across both courses developed, students study global educational challenges and innovative solutions, gain skills relevant to a range of educational settings, and cultivate a comparative perspective.

Project Achievements:

Summarize the project’s major achievements, including the impact this project has had on your teaching and on your department, program, school or college. How many undergraduate students, graduate students, or courses were impacted by this project? With CRLT support, I have developed two courses. “Comparative and International Education” has been taught twice to approximately 30 graduate students (within and outside the SOE). “Education, Peace, and Conflict” will be taught in Fall 2018 to graduate and undergraduate students, and enrollment is TBD. This grant supported the analysis and writing of curricular materials I have developed and disseminated online. Along with Dr. Donald Freeman, I co-organized the Global Education Discussion Group (GEDG), supporting students in their efforts to better understand and carry out international and cross-national educational research. The GEDG, which continues to meet monthly, has brought together approximately 30 graduate and undergraduate students, faculty, staff, and visiting scholars. Together, these efforts have raised the profile of international research, dialogue, and collaboration within the School of Education. They have also added momentum to SOE’s new Global Education pathway, offered through our undergraduate minor.

Continuation:

I will continue teaching both courses I developed with the support of this grant, EDUC 644 Comparative and International Education and EDUC 450 Education, Peace, and Conflict. Both courses are open to students across the university. I hope to develop additional relevant courses as SOE’s Global Education pathway grows.

Dissemination:

This grant supported the analysis and writing of curricular materials I have developed and disseminated online, particularly this case: Bellino, M.J., & Dryden-Peterson, S. (2016). “Access or quality?: Decision-making on education in Kakuma Refugee Camp, Kenya.” Harvard Education Publishing Group.

Advice to your Colleagues:

I found it useful that CRLT required explicit conversations and written support from my department before applying for this grant, as this allowed for a shared commitment to the course development work I proposed. I encourage other colleagues to take advantage of these opportunities to consider short and long-term goals within your department, unit, school, etc.

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