Master of Education papers in Global Studies in Education
We welcome both New Zealand and International students to contact us for details about our postgraduate courses. International students wishing to enrol should visit the international student queries page, or the Faculty of Education postgraduate page.
Educators need to be ready to help students become globally informed, aware and compassionate human beings - "citizens of the world." We conceive education in its broadest sense as encompassing, but not limited to, the school-based sector.
The challenges presented by the complex, globalised world with rapid changes in technology make it imperative that educators help their students to navigate this globalising world; to internationalise their curriculum and pedagogy; and enable their students to reflect and critically understand contemporary processes and issues.
The postgraduate courses we offer are aimed at helping educators from all sectors (e.g., schools, universities, training institutions, libraries, nursing, welfare, non-government organisations, international companies) and those may wish to move into areas concerned with international education.
To enable students to become part of an online global community, it is intended that students proceed in a cohort, so numbers at Masters level will be limited to 25.
The Centre for Global Studies in Education offers a Specialisation in the following Masters degrees:
There are four 30 point, 500 level papers, all taught fully online. CGSE courses are taught in A Semester (March) and B Semester (July). These may be taken as part of the specialisation, or individually they may count towards another programme, with appropriate approval. Students need to consult with Centre staff or other Faculty members about their availability for supervision for research projects as either a Directed Study, Dissertation or Thesis.
Specialisation in Global Studies
For the 180 point Masters degree, with a Specialisation in Global Studies there is one required paper (PCSS587) and at least 60 points from a choice of three other global studies papers (PCSS588, 589 & 507) AND requisite research components such as a Directed Study (DSOE590 (30points), or Dissertation (DSOE592), or Thesis (DSOE593) (90 points).
Our online courses use Moodle as an asynchronous teaching mode. The university has excellent online Moodle tutorials available that students can use if they are unfamiliar with Moodle. Weekly discussion forums on Moodle are a vital place for students to interact online. Adobe Connect web-conferencing is not compulsory, but provides a synchronous mode for discussion with students who are opt in.
The entry requirement into a Masters degree is a Postgraduate Diploma, Honours degree or Bachelor's degree in a cognate subject with an average B grade in 300 level papers, and/or relevant professional experience.
Check online or visit the Centre for Postgraduate Studies located next to the Faculty of Education's main reception for programme planning and enrolment advice.
Applications can be made online at: www.waikato.ac.nz/study/enrol/
500 Level Papers
PROF551-18S(BTG) - Special Topic: Challenging Practice Through Dialogue for 21st Century Learners
Summer School, Associate Professor Jayne White
A Tauranga based paper which explores the dialogic partnership role of the practitioner across diverse learning contexts and disciplines. This includes early years teachers, primary, secondary and those who work with individuals or groups outside of the classroom (e.g. councillors & therapists).
Delivered at the end of each day, over a Tauranga summer, with online critical dialogues between NZ and Norwegian scholars and application of dialogic principles to everyday situations in and outside of the classroom.
PCSS587-18A(NET) Globalisation, Cultures, Identities & Education
A Semester, Professor Tina Besley
Globalisation processes currently challenge many of our cherished assumptions about identities and cultures. The global movements of people (goods and capital) either voluntary or forced are now part of a new global interconnectedness that encourage and determine student and faculty global mobility patterns.
In this course, we examine the notion of globalisation to understand its impact on the formation of identities and cultures and how this impacts on education. We look at the concepts of interculturalism (and associated concepts – multiculturalism, biculturalism) and dialogue and how they form policies to manage diversity, especially in Europe and Canada.
By examining multiple narratives of personal, gender, ethnic, and national identity, students will develop their understanding about theories and practices associated with cultures and identities, including youth and knowledge cultures. They will critically analyse how global forces influence education policy and practices and in the process, develop an understanding of and appreciation for narrative research methodology.
PCSS588 Globalisation and Education
This paper will not be offered in 2018.
This course will introduce course participants to the emergent paradigm of Open Education through an examination of the development of new learning technologies associated with open education.
The present decade can be called the 'open' decade -- open systems, open source, open access, open management, open government, open archives, open publishing and open education. This course will introduce participants to the emergent paradigm of Open Education (OE): by outlining the challenges of education represented by globalisation, the knowledge economy and the development of new learning technologies; by reviewing and concept and contemporary forms of 'openness', including open source, open access and open education and their relation to the 'open society'; also, by providing a grounding in the state of the field of open education, including related topics like copyright, licensing and sustainability; and, lastly, by encouraging students to think and act creatively about current practices and possible alternative practices in open education. Students will develop an understanding of OE in both its theoretical and practical senses as an emergent paradigm of educational development; peer learning and online learning experience; standard academic skills in critical thinking, composition and research methodology.
PCSS589-18B(NET) Global Processes, Education and New Media Cultures
B Semester, Professor Tina Besley
New social media signals the end of print-based cultures and the beginning of dynamic, interactive social media that redefines and transforms learning, knowledge creation and communication. This is due to the coming generation of "digital natives" now learning, sharing, creating and communicating through mobiles and texting. This course uses recent critical work and current research to examine who owns the media and why this matters; persuasion and propaganda through the manufacture of consent; peer production and the wealth of networks as a new global paradigm of social production; and digital youth cultures, risky digital behaviours, including cyber-bullying. Students will develop a sound theoretical understanding of the media, its critical relationship to education and popular culture, and its crucial relevance and significance to understanding digital youth and contemporary youth cultures.
Examples of past students work can been seen in their papers from the course which have been published.
Peter Sampson from the Waikato Institute of Technology, New Zealand's paper 'Contested Frontier: examining YouTube from a critical perspective', can be found here, was published in the on-line professional journal E-Learning and Digital Media
Greg Diglin's forthcoming paper 'Living the Orwellian nightmare:new media and digital dystopia' will be found here and will be published in the on-line professional journal E-Learning and Digital Media
PCSS507-18B(NET) Global Citizenship and International Development Education
B Semester, Professor Michael A. Peters
This course aims to provide a critical history of global citizenship and international development education by reference to modernization, development theory, post-developmentalism and sustainability. It will focus on recent theories of economic development within the context of globalisation that highlight the role of education such as human capital theory, and it will examine the ideology of neoliberalism in relation to education policy. It will also introduce students to the recent paradigms of the knowledge, creative and innovation economies, and examine alternative development possibilities of open education, open science and open development.
Interest in global citizenship has developed considerably in the 21st century. International educational development has been a major feature of modernization and globalisation theory since the end of WW2 aimed at the development of life for humans and encompassing aspects of foreign aid, poverty reduction, gender equality, infrastructure and ICT development, human rights, and environment. This paper charts the transition from education considered as primarily a social issue to a new developmental paradigm where education is central to international economic development within a global knowledge economy. Investment in education benefits the individual, society, and the world as a whole. Broad-based education of good quality is among the most powerful instruments known to reduce poverty and inequality. Not only is education considered fundamental to the construction of democratic societies it is also key to creating, applying, and spreading knowledge - and thus to the development of dynamic, globally competitive economies.
Doctoral Studies - PhD
We currently have several students enrolled in PhDs relating to Global Studies in Education, and welcome both domestic and international students to contact us about potential study.
PhD Students associated with the Centre are being supervised to study the following topic areas:
- Julia Kristeva's ideas - Delirious constructions: Foreigners, strangers and too many strangers.
- Educational Leadership Development in the Solomon Islands: The Case of the Educational Leadership Training Project
- An analysis of community colleges within Malaysian higher education: Goals, contributions and challenges
- Pirsig and the Metaphysics of Quality: An inquiry in New Zealand's Higher Education
- The impact of gender discourses on the practice and pedagogy of early years teachers
- Environmental education - a Marxist critique of neoliberal policy
- The innovative subject - innovation and creativity in the university
- Chinese 'Study Abroad' After the Policy of Openness
Other students are currently in the process of enrolling for PhD.