Globalisation, Education Policies, and Inequality
Code: 44040 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| 4313228 Social Policy, Employment and Welfare | OT | 0 |
Contact
- Name:
- Helena Troiano Goma
- Email:
- helena.troiano@uab.cat
Teachers
- Francesc Xavier Bonal Sarro
- Maria Isabel Garcia Gracia
- Rafael Merino Pareja
- (External) Pablo Andres Neut Aguayo
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
None
Objectives and Contextualisation
This module explores the impact of globalization processes on education systems and policies at the international level. It aims to familiarise students with the main actors involved in the definition of the global educational agenda, to identify the main educational policies and reforms that are being expanded and standardised worldwide, and to highlight their main effects on social and educational inequalities. The module will explore the current debates on globalisation, poverty and inequality as a key element for situating and understanding the global education agenda. Specific policies in the field of education privatisation, accountability, the fight against poverty and inequality, educational success, widening access or compensatory policies will be analysed.
Competences
- Design, implement and evaluate social policies and processes for resource redistribution and improvement of citizens' welfare, in different contexts and from a European perspective.
- Recognise the main economic, political, social and cultural transformations of complex societies in order to analyse the fundamental challenges they pose to equality and welfare.
- Work individually and in multidisciplinary, international teams.
Learning Outcomes
- Analyse the political and social processes that affect education policies at the local, national and global levels of social action.
- Apply theoretical knowledge of education policies to international case studies.
- Design and assess the impacts of education policies pursued by governments, regions and international bodies.
- Identify and analyse the interactions between education and all facets of human development and multi-dimensional poverty.
- Link the concepts used to analyse globalisation and its implications for education to general theories of development.
- Work individually and in multidisciplinary, international teams.
Content
Sessions:
S1. GLOBALISATION AND EDUCATION. DIMENSIONS AND IMPACTS ON POVERTY AND INEQUALITY. Definitions of globalisation and its impact on education. Debates on globalisation and its effects on poverty and educational and social inequality.
S2. EDUCATION, PRIVATISATION AND INEQUALITY. Trends in the privatisation of education. Public/private partnerships in education. School choice policies and their effects.
S3. THE UNIVERSITY AND ITS RECENT REFORMS. The evolution of the university in Europe. Recent reforms and transformations: expansion, differentiation, professionalisation and horizontal stratification.
S4. INEQUALITIES IN THE UNIVERSITY. Enrolment, social composition of the student population in the university and students' trajectories.
S5. EDUCATIONAL REFORMS IN SECONDARY EDUCATION. Differentiated educational models and their effects. Educational reforms and vocational training in Spain.
S6. EDUCATIONAL PATHWAYS IN POST-COMPULSORY TRANSITIONS. Transitions and training itineraries of young people: a longitudinal and biographical perspective. Early school drop-out itineraries in Spain.
S7. EDUCATIONAL THEORIES OF REPRODUCTION AND RESISTANCE. Initial proposals and current projections.
S8. PEDAGOGICAL AUTHORITY, DEINSTITUTIONALISATION OF SCHOOLS AND SCHOOL VIOLENCE. New educational inequality forms.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| master classes | 75 | 3 | 1, 2, 3, 4, 5 |
| Type: Supervised | |||
| tutorials | 40 | 1.6 | 1, 2, 3 |
| Type: Autonomous | |||
| seminars | 35 | 1.4 | 1, 3, 6 |
The methodology will combine master classes and practical exercises.
The students must attend previously prepared sessions, having made the mandatory readings and, where appropriate, preparing the practical sessions individually or collectively.
The practical sessions will consist of debates, case analysis, data analysis and other participatory methodologies.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Assignment | 75% | 0 | 0 | 1, 2, 3, 4, 5, 6 |
| Attending to class sessions | 5% | 0 | 0 | 6 |
| Proposal | 20% | 0 | 0 | 1, 2, 3, 6 |
The module is assessed on the basis of a course assignment that can be developed in three different formats:
Option 1: Development of a paper in the format of a scientific article based on a case analysis of an educational policy.
Option 2: Development of the first part (theoretical framework and model of analysis) of the research of the Master's thesis, as long as it addresses educational issues.
Option 3: Reflective paper or essay based on the knowledge acquired in the course.
It will be submitted in two phases:
1) Proposal and justification of the task to be carried out. After an initial exploration of topics, bibliography and data, before the Christmas holidays, the student will hand in a proposal for the work (20%).
2) Course assignment. The last or second to last week of January (to be specified) the student delivers the final assignment (75%).
In addition, attendance to class sessions, in which exercises and group discussions are carried out, will be taken into account (5%).
Bibliography
Acosta-Silva Adrián (2016), “La universidad, hoy: imágenes, prácticas y representaciones”, en Revista Iberoamericana de Educación Superior (ries), México, unam-iisue/Universia, vol. vii, núm. 18, pp. 99-108. https://ries.universia.net/article/view/1386/universidad-hoy-imagenes-practicas-representaciones
Ben-Porath, S.R. (2009). School Choice as a Bounded Ideal. Journal of Philosophy of Education, 43(4), 527-544.
Bernardi, Fabrizio and Cebolla, Héctor (2014). «Social Class and School Performance as Predictors of Educational Paths in Spain». Revista Española de Investigaciones Sociológicas, 146: 3-22. http://dx.doi.org/10.5477/cis/reis.146.3
Bonal, X. and Rambla, X. (2009). “In the Name of Globalisation: southern and northern paradigms of educational development”, in Dale, R. & Robertson, S. (eds) Globalisation and Europeanisation in Education. Oxford: Symposium Books. pp. 143-158.
Bonal, X., Zancajo, A. and Verger, A. (in press). Making poor choices? Demand rationalities and school choice in a local Chilean education market. Journal of School Choice, 11(2), 258-281, DOI: 10.1080/15582159.2017.1286206
Dubet, F., (2007). El declive y las mutaciones de la institución. Revista de Antropología Social, 16,39-66.
Duru-Bellat, M. (2010) Las desigualdades educativas en Europa. Una cuestión de actualidad. Revista Española de Educación Comparada,16, 105-130. https://www.researchgate.net/publication/278621916_Las_desigualdades_educativas_en_Europa_une_cuestion_de_actualidad
Echevarría, B.; Martínez Clares, P. (2019). Diagnóstico de la Investigación sobre la Formación Profesional Inicial en España (2005-2017). Madrid: Fundación Bankia por la Formación Dual. https://www.caixabankdualiza.es/recursos/doc/portal/2019/07/08/diagnostico-investigacion-fpi.pdf
García de Fanelli, A., & Adrogué, C. (2019). Equidad en el Acceso y la Graduación en la Educación Superior: Reflexiones desde el Cono Sur. Archivos Analíticos de Políticas Educativas, 27(96). https://www.researchgate.net/publication/335401324_Equidad_en_el_Acceso_y_la_Graduacion_en_la_Educacion_Superior_Reflexiones_desde_el_Cono_Sur
García Gracia, M., Sánchez Gelabert, A., & Valls Casas, O. (2022). Itinerarios educativos, trazabilidad y autopercepción de notas en las transiciones postobligatorias. Revista de educación. https://redined.educacion.gob.es/xmlui/bitstream/handle/11162/222123/GarciaGracia.pdf?sequence=1
Garcia Gràcia, M & Sánchez-Gelabert, A (2021) Los abandonos prematuros de la educación y la formación reflejan las desigualdades sociales. Observatorio de l'Obra Social de la Caixa Disponible en: https://observatoriosociallacaixa.org/en/-/early-leavers-from-education-and-training-reflect-social-inequalities-1
García Gràcia, M., & Valls, O. (2018). Trayectorias de permanencia y abandono educativo temprano: Análisis de secuencias y efectos de la crisis. Revista Metamorfosis, pp, 129-143. https://revistametamorfosis.es/index.php/metamorfosis/article/view/87
Giroux, H. (2023). Reprint: Theories of Reproduction and Resistance in the New Sociology of Education: A Critical Analysis, Harvard Educational Review, 93 (3): 396–437. https://doi.org/10.17763/1943-5045-93.3.396
Hirsch, D., Rio, V. (2015). Teorías de la reproducción y teorías de la resistencia: una revisión del debate pedagógico desde la perspectiva materialista. Foro de Educación, 13(18), pp. 69-91. http://dx.doi.org/10.14516/fde.2015.013.018.004
Kragten, N., Burgoon, B., & van de Werfhorst, H. (2022). The Politics of Equity and Efficiency in Educational Reforms in Europe. file:///C:/Users/1000890/Downloads/Kragten%20et%20al.pdf
Lynch, K., y Baker, J. 2005). Equality in education An equality of condition perspective. Theory and Research in Education, 3(2), pp. 131–164.
Martín Criado, E., Alonso Carmona, C., y Castillo Rojas-Marcos, J. (2022). Los infortunios de la autoridad pedagógica. Un estudio de caso. Revista Española de Sociología, 31 (3), a117. https://doi.org/10.22325/fes/res.2022.117
Merino-Pareja, R., & García-Gracia, M. (2022). Vías e itinerarios de formación profesional: la persistencia de la asociación entre bajo rendimiento y opción profesional. Estudios sobre Educación. https://revistas.unav.edu/index.php/estudios-sobre-educacion/article/view/42459
Merino, R., Olmeda, E., García Gracia, M., & Palomares, D. (2022). Jóvenes y segunda oportunidad: cambios en las trayectorias formativas y laborales. Profesorado, Revista De Currículum Y Formación Del Profesorado, 26(3), 221–241. https://doi.org/10.30827/profesorado.v26i3.23455
Merino, R. (2023). "La formación profesional reglada. Evolución y perspectivas de futuro", en Blanco Martín, a. (coord.), Informe España 2023. Madrid: Universidad Pontifica Comillas, Cátedra José María Martín Patino. Pp. 129.139. https://blogs.comillas.edu/informeespana/wp-content/uploads/sites/93/2023/11/Informe_Espana_2023_Capitulo_1.pdf
Milanovic, B. (2003). The Two Faces of Globalization: Against Globalization as We Know It. World Development, 31(4), 667–683. doi:10.1016/S0305-750X(03)00002-0
Termes, Andreu (2022). «Las transiciones a la educación posobligatoria en Barcelona: vías diferentes, itinerarios desiguales». Revista Española de Investigaciones Sociológicas, 178: 143-164. (doi: 10.5477/cis/reis.178.143)
Troiano, H., & Torrents, D. (2018). La evolución del acceso a la universidad en Cataluña: ¿Cómo la explicamos? Revista Española de Sociología, 27(1), 127-136. https://recyt.fecyt.es/index.php/res/article/view/65608
Troiano, H., Sánchez-Gelabert, A., Torrents, D., Elias, M. & Daza, L. (2019). “Estudios sobre trayectorias y transiciones de los estudiantes universitarios. Una perspectiva sociológica.” En Pilar Figuera Gazo (Ed.) Trayectorias, transiciones y resultados de los estudiantes en la universidad. Ulzama: Laertes.
Troiano, H., Sànchez-Gelabert, A., & Elias, M. (2021). The horizontal stratification of the Catalonian university system: the role of the private university. Research in Post-Compulsory Education, 26(4), 503–524. https://doi.org/10.1080/13596748.2021.1980665
Vidal, J. (2018). ¿Qué es esto de la tercera misión? El blog de Studia XXI>UNIVERSÍDAD. Recuperado de: https://www.universidadsi.es/la-tercera-mision/
Software
No especific software is required.
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (TEm) Theory (master) | 1 | Spanish | first semester | afternoon |