GLE 598 arizona Writing Question – Description
Purpose
The Preparing for Your Final Paper assignments in this course are designed with two aims in mind. First, the assignments should provide you an opportunity to think through major components of your paper in order to streamline the writing of the paper later in the term. Second, they should provide you an opportunity to get feedback from your professor in order to troubleshoot potential problems early in the course. Both of these aims are designed to save you time over the long run.
Procedures
First, read the final paper guidelines in the syllabus. As you can see, in this module you will need to select an author from one of the theoretical frameworks identified in Spring’s taxonomy of comparative and international education research.
Second, spend some time reviewing the three theoretical orientations identified in the Spring chapter assigned for this week. You will see that Spring mentions scholars associated with each theoretical framework, and you may be aware of other scholars who may fit into one of the frameworks.
Third, bearing in mind the final paper’s requirements, identify one scholar who will serve as the focus of your paper in this course. Bear in mind that the researcher’s extant work should be substantive and extensive enough to support the goals of the research paper. Include a rationale as to what you find interesting about that scholar. Then, write a draft for the “Brief biographical sketch” section in your final paper. Situate the researcher’s major research contributions as appropriate within the biography. In searching for your scholar, be sure that you select an author who works to a considerable degree with comparative and international global research.
Tips on selecting an author:
Review a researcher’s profile in Google Scholar or Scopus (it would be good to try them both out, as they have different features).
For Google Scholar, search on ‘google scholar’ or go to scholar.google.com and enter the last and first name of your scholar. Once on their page, you will see to the right ‘Cited by’ click on ‘View All” to see their trajectory over the years. Also look under the column for co-authors—this will also help you assess your scholar’s impact. In Google scholar, make sure you set your library to the ASU Library (https://lib.asu.eduLinks to an external site.) so that you can get the links to the documents in our ASU library so that your search results look like this:
To get the ASU links to show up in Scholar, click the three-line “hamburger menu” in the top-left of Google Scholar and go to “Settings.” Then, click “Library Links,” find “Arizona State University,” put a check in the “ASU Library – Get it! @ ASU” option, and then click “Save.”
Don’t pay for articles! This link will let you access ASU’s version of the document. If we don’t have something in our library, you can request it through ILLIAD at https://illiad.lib.asu.edu/illiad/illiad.dllLinks to an external site.
For Scopus, access the Scopus author search through the ASU Library (https://www-scopus-com.ezproxy1.lib.asu.edu/search/form.uri#authorLinks to an external site.), and then search for the author and select that author from the list of results (be sure you have the right one if more than one person appears). Then, you can sort by date or by number of citations to see which of this author’s works appear to have had the greatest influence in scholarship.
Be sure they contributed enough research to CIE to give you plenty of material to work with in your paper. Not all of the authors on Spring’s list have written widely and directly within the field. For instance, David Berliner appears on Spring’s list. Berliner is an eminent scholar of education policy and was the former dean at ASU’s college of education, but his work has focused primarily on educational policy in the United States and less on global themes.
Look for contributions to CIE journals. Regular contributions to journals like Compare or Comparative Education Review can often be a good sign that this scholar is making a contribution to this field of research
Look for pieces that are solo- or first-authored by your researcher of interest. Some of an author’s most highly cited pieces might have been co-authored works to which your chosen researcher may have contributed very little. Solo- and first-authored papers provide much stronger evidence of your researcher’s perspectives.
Make a note of the key works to consider for Module 2. In Module 2, you will be doing an annotated bibliography of the author’s key works, so make a note at this point of which items you might want to include in your review for next week’s assignment. You will want to select items that you can use to provide citations throughout your final paper, so review the Final Paper Guidelines to see what kinds of resources you will need to be looking for.
Fourth, draft the title page and the “Introduction and rationale” section to your paper with introductory sentence(s) and a description of your rationale as to what you find interesting about that scholar and why that scholar was chosen.
Finally, write a draft for the “Brief biographical sketch” section in your final paper. Situate the researcher’s major research contributions as appropriate within the biography and include key turning points in the researcher’s life, including any supporting details you can find, such as the author’s field of specialty is (e.g., psychology, education policy, economics, sociology, etc.), where the author has worked and taught, the author’s main collaborators, etc. As you can see, it will be very helpful if you are able to find your scholar’s curriculum vitae. The CV will help you see workplaces and career changes as well as the research interests that have been most central in this scholar’s work. You can revise this section as you go through the course and develop a better understanding of your chosen scholar.
Total length, not including bibliography, should not exceed 500 words.
THEORETICAL FRAMEWORKS IN GLOBAL EDUCATION
Adapted from Spring, 2014
Theoretical Perspective
World Education Culture
World System and Postcolonial/Critical
Culturalist
Authors
John Meyer, David Kamens, Aaron Benavot, David Baker, Gerald LeTendre’s
Daniel Schugurensky, Adam Davidson-Harden, Hans Weiler, Michael Apple, Phillip Brown Hugh Lauder, David Gabbard, Mark Olssen, Martin Carnoy, Joel Spring, John Willinsky, Gary Becker, Michael Crossley, Leon Tikly, Robert Rhoads, Carlos Torres, Nelly Stromquist, Karen Monkman.
Angela W. Little, Majid Rahnema, Ruth Hayhoe, Julia Pan, Zahra Zeera, David Berliner, Bruce Biddle, David Phillips, Kathryn M. Anderson-Levitt, Lesley Bartlett.
Main features
Promotes of uniform global education culture with similar goals, educational practices, and organizations.
Rich nations impose educational ideas and practices to benefit those with greater capital.
Opposed to the claim of growing uniformity of global policies and goals.
Promotes the acceptance of Western model of the nation-state, which requires mass education.
Strengthening global educational uniformity support the validation of rich nations hegemony
Local communities adapt and transform ideas borrowed from the global flow ideas and practices in Education.
More similarities in the structure of the educational levels and curriculum organization.
Global organizations supporting policies that benefit rich nations and educating to train workers for the global economy.
Recognition of the existence of different knowledges and global education models.
Uniformity in Education provides entrance into the global economy.
Dismissal of the idea that global organizations are working in unison to create global educational uniformity.
Evaluation
This assignment will be reviewed by the instructional team using the Final Paper Preparation RubricLinks to an external site..
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