Type of Credit: Elective
Credit(s)
Number of Students
This seminar will discuss educational issues in the context of globalization, internationalization, localization, Sinicization, Westernization, and cross-straitization. Our content will explore theories and examples in peace and conflict education in an age of increasing international exchange in spite of the threat from the pandemic, the COVID 19. Starting with the case of the educational system and exchange activities between China and Taiwan in the last two most dynamic decades, this seminar also attempts to showcase some other concurrent international case studies among Asian states by justifying how cultural and educational exchange contributed to better understanding of some former rival states in Asia. In Yale Richmond’s renowned book, titled Cultural Exchange and the Cold War: Raising the Iron Curtain, the author concludes that cultural exchange has a gradual but compelling and long-lasting effect over transforming people’s attitude and mind-set, and therefore, it will change the relationship between rivalry parties and enemies.
Weekly topics include cultural exchange and critical educational issues such as between North and South Korea, China and Taiwan, Israel and Palestine, etc. The seminar is designed to brainstorm a possible paradigm shift in dealing with peace and conflict education via cultural exchange in the context during the pandemic. By demonstrating the dynamic relationship between the above-mentioned case studies, the discussion will also compare different national strategies toward cultural exchange via in-personal or virtual practices among different sets of examples to introduce a new paradigm shift during the pandemic. These changes altogether produce multifaceted influences on people and society in Asia.
Participants of this class will be able to discuss a wide-variety of concerning issues from comparative, international and even personal perspectives of educational exchanges. Classes will be conducted in a two-way and interactive format between instructor and students, which intends to invite more shared ideas and inspiration about the topics. It is hoped this class will help students understand educational theories and practices in peacemaking and conflict resolution and apply this knowledge and experience in their future careers.
能力項目說明
1. Broaden students’vision about the impacts cultural exchange and international student mobility from theoretical and practical perspectives.
2. Showcase how peace education and international conflict resolution can be achieved through exchange programs.
3. Encourage more two-way communication and participation in the classroom and provide hands-on experience in evaluating the cultural exchange programs of different countries.
4. Relate student educational exchange experiences and prepare them for future career development.
5. Provide students with the opportunity to produce research that can be used for publication or other practical purposes.
Thursday, February 17th
Week 1: Introduction & Impacts of Cultural and Educational Exchanges in the Covid 19 Era
1. COVID-19: Higher Education challenges and responses - IAU https://www.iau-aiu.net/COVID-19-Higher-Education-challenges-and-responses
2. Sustaining Higher Education in the Coronavirus Crisis https://www.edsurge.com/research/guides/sustaining-higher-education-in-the-coronavirus-crisis
3. From globalization to localization: the COVID-19 pandemic era https://www.thestatesman.com/features/globalization-localization-covid-19-pandemic-era-1502944824.html
Film: 1. Erasmus in the time of Coronavirus. Covid-19 affects Education and Erasmus+ Students https://www.youtube.com/watch?v=_ZOGSHRcrns
2. Online education amid COVID-19 https://www.youtube.com/watch?v=wLbL1C3gt-E
3. What does Covid-19 mean for global higher education? https://www.youtube.com/watch?v=nEPlu-RJuUg
Thursday, Feb. 24th
Week 2: Cultural and Educational Exchanges between Rival Societies: History and Theory
Facilitator: _______________
1. Chou, C. P. “Preface,” in Chou & Spangler, 2018, Cultural and Educational Exchanges between Rival Societies, pp. vii-x.
2. Deardorff, Darla K. “Theories of Cultural and Educational Exchange, Intercultural Competence, Conflict Resolution, and Peace Education,” in Chou & Spangler, 2018, Cultural and Educational Exchanges between Rival Societies, pp. 23-38.
3. Spangler, Jonathan “The History and Impacts of Cultural and Educational Exchanges between Rival Societies,” in Chou & Spangler, 2018, Cultural and Educational Exchanges between Rival Societies, pp. 1-21.
Thursday, March 3rd
Week 3: Globalization, Internationalization, Localization, and Cross-straitization in 21st-Century Higher Education
Facilitator: _______________
1. Chou, Chuing Prudence, & and Ching, Gregory S. (2012). Taiwan Education at the Crossroad: When Globalization Meets Localization. New York: Palgrave Macmillan. [Download: lib.nccu.edu.tw]
2. Neubauer, Deane, Shin, Jung Cheol, & Hawkins, John N. (Eds.). (2013). The Dynamics of Higher Education Development in East Asia: Asian Cultural Heritage, Western Dominance, Economic Development, and Globalization. Palgrave Macmillan.
3. Chou & Ching, “Chapter 4: East Asian and Taiwan Education in the Context of Worldwide Education Reform,” pp. 47-62.
4. Hawkins, John N., Neubauer, Deane, & Shin, Jung Cheol, “Chapter 1: Introduction: Four Hypotheses of Higher Education Development,” in Neubauer, Deane, Shin, Jung Cheol, & Hawkins, John N. (Eds.), (2013), The Dynamics of Higher Education Development in East Asia: Asian Cultural Heritage, Western Dominance, Economic Development, and Globalization, Palgrave Macmillan, pp. 1-8.
5. Kritz, M. (2012). “Globalization of Higher Education and International Student Mobility.” [Presentation]
Additional Readings
1. Ministry of Education Taiwan (R.O.C.) (2019) “Education in Taiwan,” http://stats.moe.gov.tw/files/ebook/Education_in_Taiwan/2019-2020_Education_in_Taiwan.pdf
2. Institute of International Education (2018). “Open Doors 2018: Fast Facts.” https://www.iie.org/Research-and-Insights/Open-Doors/Fact-Sheets-and-Infographics/Fast-Facts [Data summary]
3. Eurostat (2016). “Tertiary education students from abroad by ISCED level, 2016.” https://ec.europa.eu/eurostat/statistics-explained/index.php?title=File:Tertiary_education_students_from_abroad_by_ISCED_level,_2016_(number)_ET18.png#file
4. Yang, Rui (2003). “Globalisation and Higher Education Development: A Critical Analysis.” International Review of Education, 49. doi: https://doi.org/10.1023/A:1025303303245
Thursday, March 10th
Week 4: China & Taiwan & (Hong Kong, Macau / Singapore)
Facilitator: _______________
1. Chou & Ching, “Chapter 16: Cross-Strait Relationships Between Taiwan and China,” pp. 263-274.
2. Chou, C. P. & Ching, Gregory S. (2015). “Cross-Straitization of Higher Education: Voices of the Mainland Chinese Students Studying in Taiwan.” International Journal of Information and Education Technology, 5(2). doi: 10.7763/IJIET.2015.V5.482
3. Chapman, David W., Cummings, William K. & Postiglione, Gerard A. (eds.). (2010). Crossing Borders in East Asian Higher Education. Springer. [Download: scholar.google.com at NCCU]
4. Hennock, Mary. (2011). “In Quest for Foreign Students, Taiwan Tries to Step Out of China’s Shadow.” The Chronicle of Higher Education, May 22. http://chronicle.com/article/In-Quest-for-Foreign-Students/127592/ [subscription]
5. Denlinger, Paul. (2010). “Can education draw Taiwan, China closer?,” Asian Correspondent, February 27. http://asiancorrespondent.com/29328/can-education-draw-taiwan-china-closer/
Thursday, March 17th
Week 5: US and USSR: Cultural Exchange in the Cold War (1)
Facilitator: ___________________
Richmond, Yale. (2003). Cultural Exchange and the Cold War: Raising the Iron Curtain.
University Park: Penn State University Press.
1. Richmond, “Introduction,” xiii-xiv.
2. Richmond, “Chapter 1: Russia and the West,” pp. 1-10.
3. Richmond, “Chapter 3: The Cultural Agreement,” pp. 14-20.
4. Richmond, “Chapter 24: Obmen or Obman,” pp. 210-225.
5. Richmond, “Chapter 25: The Future,” pp. 226-228.
Thursday, March 24th
DUE: BOOK REVIEW CITATION AND ONE-PARAGRAPH SUMMARY
Week 6: US and USSR: Cultural Exchange and the Cold War (2)
Facilitator: All participants
1. Richmond, “Chapter 4: Scholarly Exchanges,” pp. 21-64.
2. Richmond, Chapters 5–23 (shared between students).
Thursday, March 31st
Week 7: Two Koreas
Facilitator: ___________________
1. Shin, Gi-Wook, & Lee, Karin J. (eds.). (2011). U.S.-DPRK Educational Exchanges: Assessment and Future Strategy. Stanford, CA: The Walter H. Shorenstein Asia-Pacific Research Center. http://iis-db.stanford.edu/pubs/23213/US_DPRK_Educational_Exchanges.pdf
2. Robertson, Phil. (2016). “North Korea’s Caste System: The Trouble With Songbun.” Foreign Affairs, June 30, 2016.
3. Park, Kyung-Ae, “Lessons from North Korea’s Previous Exchange Programs,” in Shin & Lee, 2011, pp. 155-162.
Thursday, April 7th
Week 8: Chinese Education Models in a Global Age
Facilitator: _______________
1. Chou, C. P. & Spangler, Jonathan. (eds.). (2016). Chinese Education Models in a Global Age. Singapore: Springer.
2. Hayhoe, Ruth, “Forward,” in Chou & Spangler, 2016, Chinese Education Models in a Global Age, pp. vii-viii.
3. Chou, C. P. & Spangler, Jonathan, “Preface,” in Chou & Spangler, 2016, Chinese Education Models in a Global Age, pp. ix-x.
4. Spangler, Jonathan, “Chinese Education Models in a Global Age: Myth or Reality?,” in Chou & Spangler, 2016, Chinese Education Models in a Global Age, pp. 337-354.
5. Hartig, Falk. (2012). “Confucius Institutes and the Rise of China.” Journal of Chinese Political Science, 17, pp. 53-76. doi: 10.1007/s11366-011-9178-7
6. Taiwan Academy. (2016). “About the Academy.” http://english.moc.gov.tw/article/index.php?sn=2721
7. Poon, Aries. (2011). “Soft Power Smackdown! Confucius Institute vs. Taiwan Academy.” Wall Street Journal, August 12. http://blogs.wsj.com/chinarealtime/2011/08/12/soft-power-smackdown-confucius-institute-vs-taiwan-academy/
Thursday, April 14nd DUE: BOOK REVIEW PRESENTATION
Week 9: Mid- Term Book Review Presentation
Thursday, April 21st DUE: BOOK REVIEW
Week 10: Israel and Palestine: Peace and Conflict in the Backyard
Facilitator: _______________
1. Artzi, Itai “Changing Realities?: Insights from an Israeli-Palestinian Educational Exchange.” in Chou & Spangler, 2018, Cultural and Educational Exchanges between Rival Societies, pp. 79-97.
2. Schumacher, Tara. (2008). “The Education System of Israel.” [Presentation]
3. Bush, Kenneth, & Saltarelli, Diana. (2000). The Two Faces of Education in Ethnic Conflict: Towards a Peacebuilding Education for Children. Florence: UNICEF Innocenti Research Centre. http://www.unicef-irc.org/publications/pdf/insight4.pdf
4. Salomon, Gavriel. (2004). “Does peace education make a difference in the context of an intractable conflict?” Presented at the International Expert Meeting on Theory and Practice of Peace Education, February 9-11.
5. Podeh, Elie. (2000). “History and memory in the Israeli educational system: The portrayal of the Arab-Israeli conflict in history textbooks (1948-2000).” History & Memory, 12(1), pp. 65-100. doi: 10.1353/ham.2000.0005
Additional Readings
6. Bar-Tal, Daniel, & Rosen, Yigal. (2009). “Peace education in societies involved in intractable conflicts: Direct and indirect models.” Review of Educational Research, 79(2), pp. 557-575. doi: 10.3102/003465430833096
7. Birthright Israel. (2016). “About Us.” http://www.birthrightisrael.com/TaglitBirthrightIsraelStory/Pages/About-Birthright-Israel.aspx
8. Werleman, C. J. (2016). “How Israel’s ‘birthright’ denies Palestinians their basic rights.” Middle East Eye, February 10, 2016. http://www.middleeasteye.net/columns/how-israels-birthright-deny-palestinians-their-basic-rights-815211196
Thursday, April 28th
Week 11: Brexit: Wither UK – EU educational exchanges?
Facilitator: _______________
1. Alexiadou, Nafsika & Bettina Lange (2013). “Deflecting European Union Influence on National Education Policy-Making: The Case of the United Kingdom.” Journal of European Integration, 35(1). doi: 10.1080/07036337.2012.661423
2. Cardwell, Paul James (2017). “UK students ‘may be barred from Erasmus after Brexit.’” Times Higher Education. August 1. https://www.timeshighereducation.com/blog/uk-students-may-be-barred-erasmus-after-brexit
3. Dincă, Violeta Mihaela, et. Al (2019). “Challenges Regarding the Internationalisation of Universities from Scotland, within the Brexit Landscape.” Amfiteatru Economic, 21(50). doi: 10.24818/EA/2019/50/194
4. Ellison, Marion (2017). “Through the Looking Glass: Young People, Work and the Transition between Education and Employment in a post-Brexit UK.” Journal of Social Policy, 46(4). doi: 10.1017/S0047279417000356
5. Giulio Marini (2018). “Higher education staff and Brexit. Is the UK losing the youngest and brightest from other EU countries?” Tertiary Education and Management, 24(4). doi: 10.1080/13583883.2018.1497697
Additional readings
6. Highman, Ludovic (2019). “Future EU-UK research and higher education cooperation at risk: what is at stake?” Tertiary Education and Management, 25(1). doi: 10.1007/s11233-018-09013-w
7. Oelkers, Jürgen (2017). “The European Crisis and Education for Democracy.” The European Legacy, 22(7-8). doi: 10.1080/10848770.2017.1368781
8. Weibl, Gabriel (2015). “Perceptions on the European Union’s role in the Internationalisation of Higher Education and support of International Student Mobility.” Australian and New Zealand Journal of European Studies, 7(2)
Thursday, May 5th DUE: FINAL PROJECT TITLE, ABSTRACT, AND KEYWORDS
Week 12: Field Trip
Thursday, May 12th
Week 13: Future of Cultural and Educational Exchanges in the post Covid-19 era
Facilitator: _______________
1. Liu, Leah. (2016). “China Has Its Own Birthright Tour.” Foreign Policy, July 27. http://foreignpolicy.com/2016/07/27/china-has-its-own-birthright-tour-overseas-chinese-diaspora-soft-power/
2. Yang, Rui. (2015). “China’s Soft Power Projection in Higher Education.” International Higher Education, pp. 24-25. https://ejournals.bc.edu/ojs/index.php/ihe/article/download/7938/7089
3. Marconi, Gabriele. (2016). “International Doctoral and Master’s Students: What the Data Tell Us.” International Higher Education, 86, pp. 3-5. https://ejournals.bc.edu/ojs/index.php/ihe/article/view/9359/8369
4. Henderson, Phillip L. & Jonathan Spangler “Cultural and Educational Exchanges Between Rival Societies: Challenges in Implementation and Strategies for Success,” in Chou & Spangler, 2018, Cultural and Educational Exchanges between Rival Societies, pp. 145-164.
Thursday, May 19th Open Session
Week 14: To be updated
Thursday May 26th FINAL PRESENTATION
Week 15: Final Oral Presentation
Thursday June 2nd
Week 16 Conclusion: Final Paper Due
(Thursday June 9th Make up class if necessary).
1. Attendance (10%) – Students are expected to attend and arrive on time for all sessions.
2. Participation (10%) – Students must complete the weekly readings, be prepared to answer the relevant discussion questions, and actively participate in the seminar.
3. Facilitation (20%) – Students are expected to facilitate several classes during the semester and should be prepared to lead discussions during those classes. Students must also share a cultural or educational exchange case study during one of the class sessions.
4. Book Review (30%) – Students must write a book review of a recently published book, find a target journal for publication, and submit their book review for consideration in that journal.
5. Final Project and Presentation (30%) – Students must complete one of the following options for their final projects: (1) writing an academic article, conference paper, or book chapter, (2) writing a grant or research project proposal, or (3) writing a dissertation proposal. Final projects must be directly related to the content of the course.
Required Readings:
1. Chou, C. P. & Jonathan Spangler (2018). Cultural and Educational Exchanges between Rival Societies. Singapore: Springer.
2. Richmond, Yale. (2003). Cultural Exchange and the Cold War: Raising the Iron Curtain. University Park: Penn State University Press.
Recommended Readings
Further Reading