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Quality Education 1
- 1. Education Quality in Low Income Countries Dave Bainton
- 2. This course is…..A collaborative intellectual project of interrogating the concept of Quality Education, and what it might mean in diverse low-income contexts, and for diverse communities
- 3. Our group asa learning community No ‘expert’ voice here…. Learn from each other… here all experiences and thoughts Dialogic, affective, experiential, narrative All have diverse experiences.. Voices of the group… No ‘right answer’.. Only developing meanings of what this might be in specific contexts, and specific times….. (already positioned)
- 4. What experiences connecthere Consider personally Discuss with neighbour Share with group
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- 10. Throwing men intothe middle of the river…….. Gender mainstreaming
- 11. Translation….. Meanings ofquality, education….
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- 13. More words…. JusticeHuman rights Education Livelihoods Capabilities Community of practice Vision Quality Knowledge production Multilevel modelling Frameworks Development Education Education for Sustainable development MDGS, EFA Context Voice
- 14. knowledge production (ofEducation Quality) We are therefore engaged in a process of knowledge production – individually and as a group. We produce some forms of knowledge (and not others) So there is power here (what forms of knowledge are produced) Knowledge of (education quality) is not separable from the ways that we might come to know it… not a objective category
- 15. Aims So.. Thiscourse will aim to consider ‘education quality’ from multiple perspectives, and multiple methods, and then compare the limitations of each, and the multiplicity of what we have learned. Build up an understanding of quality education…. add layers of perspectives to address the issue from…. Bricolage of knowings… build something out of the complexity
- 16. Through considering arange of theories Poststructuralism (Educational Discourses) Capabilities approach Livelihoods Postmodernism Neo gramsciam Narrative Postcolonial writings – talking back (the colonial past… and readings of it) Standpoint theory De Sousa Santos… 5 logics of development, knowledge. South Indigenous theorising
- 17. Through a rangeof approaches Photos Narrative Multilevel modelling Articles
- 18. By working ona group case study and Presentation You shall work in a group to build up an understanding of what Quality Education might mean for a specific group of people, in a specific place
- 19. With an emphasison knowledge production http://qualityineducation.wordpress.com/
- 20. Course Structure – Flexible…. But each class will seek to add a new layers of knowing Quality Frameworks ESD Livelihoods and Capabilities approaches Global discourses of Quality Modelling quality
- 21. What do youwant to look at?
- 22. Activities/Assessment (s) Assessmentreflects this ‘multiplicity of knowledge production’ processes… A series of formative pieces that will be weaved together in a final reflexive text (portfolio, messy text, or traditional essay). Some of…. An individually written position piece A group position piece A Paper review A Presentation Narratives of personal experience Mapping education quality in a region, place, Envisioning alternatives Feedback on someone else’s piece Others
- 23. SO… Group workGroups that have something in common – geographically, culturally…. Choose a group (how are boundaries defined) Brainstorm issues of quality and education for the group
- 24. Finally…. ICSSeminar Series GMR colloqium (names) Last year’s blackboard site
- 25. For next time….1 Have a critical read of the Global Monitoring Report 2009: “ Overcoming Inequality: Why governance matters: A critical reflection on the EFA Global Monitoring Report 2009” http://www.unesco.org/en/education/efareport/
- 26. For next time….2 Write a page of text introducing yourself - in relation to the topic of quality education. (Send to me by Sunday pm) Is this way of working OK?