Course coordinator
Dr Ravinder Sidhu
Course overview
- Study period
- Semester 1, 2026 (23/02/2026 - 20/06/2026)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
EDUC7111 aims to develop a broad-based understanding of the political, economic, socio-cultural and ethical dimensions of globalization and their effects on education policy and practice. Students will have the opportunity to engage with critical debates and situated case studies from both the `West/Global North' and 'East/Global South'. Topics examined will include the educational needs of mobile populations (eg refugees, asylum seekers, migrants), policymaking processes by states under globalising conditions, the rise of knowledge economies and Asian education hubs, the gendered effects of globalising policies and the limits and possibilities of audit technologies and Anglophone curricula. This course seeks to open up an intellectual space to develop an 'empowered imagination' for the educator.
This course may not be offered in person if the enrolment is less than 10 students.
This course examines the complex terrain of education ﾠpolicies and practices that influenceﾠthe work of administrators, educators andﾠcounsellors under contemporary conditions of globalisation. EDUC 7111 introduces globalisation as a long-standing set of historical processes and examinesﾠthe role of actors and interests that shapeﾠglobalizing practices. ﾠﾠUsing the intellectual resources ofﾠdifferent disciplines, theﾠcourse delves into the power politics of global flows and networks and analyses their emergentﾠeffects on the social contract, onﾠsocial institutions,ﾠknowledge-making practices,ﾠcommunities and individuals.ﾠCourseﾠreadings will explore institutional and personalﾠresponses to the economic, cultural and political dimensions ofﾠglobalisation, with a focus on what this means for theﾠidentitiesﾠof citizens, learners and workers as well asﾠcommunities of practice.ﾠ Using research-based casestudies, we will analyse theﾠlived realities of border-crossing byﾠdevelopment professionals, ﾠtransnational workers, asylum seekers and refugees,ﾠinternational students,ﾠexpatriates and policy actors. On completing the course, you will have an interdisciplinaryﾠvocabulary to understand andﾠexplainﾠglobal interconnections and interdependencies and what these networks and flows mean for educational practices.
Course requirements
Assumed background
You will require a background in one or more of the following areas: sociology of education, cultural studies, development studies, public policy or public administration. Weekly readings are assigned to complement theories and conceptualisations delivered through the lectures. Students are expected to read independently and widely to support their learning. Course-related readings are important in helping you to meet the requirements of assessments. The lectures, in other words, should not be seen as 'stand alone'. If you do not have the background listed above and/or are returning to university after considerable time away from study, we recommend that you take this course later in your programme if you have the choice to do so. ﾠﾠ
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC7023, EDUC7024
Restrictions
Restricted to students enrolled in the GCEdSt, MEdSt or MPaCS
Jointly taught details
This course is jointly-taught with:
- Another instance of the same course
EDUC7111 is jointly taught to external and internal students. The course content is identical. Lectures are offered through hybrid mode. All lectures are recorded. External students will have the opportunity to attend an online tutorial. Internal students will have access to in-person tutorials. Tutorial will not be recorded.
Course contact
Course coordinator
Dr Enoch Nyarkoh
Course staff
Tutor
Dr Enoch Nyarkoh
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
The aims of EDUC7111 are to:
- Introduce conceptualisations of globalisation, the locations from which they emerge and the theoretical debates they have inspired.
- Develop a critical understanding of the influence of actors, interests,ﾠand power politics in shaping contemporary understandings ofﾠglobalisation and their emerging impact on social institutions such as schooling, knowledge practices, and practitioner andﾠstudentﾠidentities.
- Apply knowledge from across the disciplines to critically analyse processes of globalisation especially in relation to educational policies and practices.ﾠ
- Acquire an informed and empowered set of insights into how globalising processes shape prospects for social justice.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Understand how key positions on globalisation are studied and shaped by disciplines across the social sciences.
LO2.
Critically analyse the influence of local, national and transnational actors in shaping the global mobilities of policies in comparative contexts.
LO3.
Develop an informed understanding of the responsibilities and limitations confronting national institutions such as schooling and higher education in meeting the social contract and enabling social cohesion under conditions of globalisation.
LO4.
Acquire a working framework informed by research to understand the influence of globalising processes on international, national and local education systems.
LO5.
Communicate a critical understanding of the dynamics of global/national/local nexus through written work that is free of textual and referencing errors.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Presentation, Project, Reflection |
Developing a situated perspective
|
40% 5 min video presentation plus powerpoint slides |
31/03/2026 2:00 pm |
| Paper/ Report/ Annotation, Essay/ Critique, Project, Reflection | Power/Knowledge & making sense of the Global: Research Report | 60% 2500 word research paper |
29/05/2026 2:00 pm |
Assessment details
Developing a situated perspective
- Identity Verified
- Mode
- Product/ Artefact/ Multimedia
- Category
- Presentation, Project, Reflection
- Weight
- 40% 5 min video presentation plus powerpoint slides
- Due date
31/03/2026 2:00 pm
- Other conditions
- Time limited.
- Learning outcomes
- L01, L02, L03, L04
Task description
Assignment 1 and Assignment 2 are interlinked. Your task is to plan, conduct and write up a research project that captures an expression of ‘globalisation’. There are two topics to choose from. Option 1 investigates education market-making. Option 2 explores a globalising technology, generative AI and its effect on teachers' labour.
Option 1: Education Market-making: A situated perspective
Education markets are now ubiquitous, and feature in both schooling and higher education. Education markets are constituted through decision-making about which institutions to choose for study and which places are considered hospitable and safe. Markets are also enabled by complex circuits of financing, from the contributions of individuals and/or families and governments. Markets are increasingly enabled by the uses of sociotechnical devices to persuade and legitimise the desires and perceptions of stakeholders. Education markets are also known to have broader multi-scalar effects on urban and national settings, and on the livelihoods and identities of people and places.
As part of Assignment 1, describe how you intend to investigate market-making. Include a description of your context - schooling or higher education - and national setting. Decide on which actor (s) you will focus on, e.g. students and their parents/families, educators or education agents, or another market actor. How will you use the theoretical constructs introduced in EDUC 7111 to inform your project? What kinds of questions might you ask of your respondents?
Option 2: Generative AI & Teachers' Labour : A situated perspective
Generative AI is currently taking the world by storm. Drawing on peer reviewed and empirically driven literature, your task is to examine how generative AI is affecting the labour of teachers and the craft of teaching in your context. You will use literature to formulate a series of questions will form the basis of Assignment 2 where you will analyse changes to the working conditions and subjectivity or personhood of teachers as they engage with generative AI in the everyday.
What to submit for Assignment 1
You are required to submit three (3) items:
- A five (5) minute video where you describe your topic and rationale, how you will design and conduct your research project and the theoretical constructs or concepts that will inform your study. You must use core concepts and readings introduced in EDUC 7111. Concepts not covered in the course will have to be linked to core course concepts.
- Up to three (3) PowerPoint slides with the above details outlined.
- A bibliography of five to eight key references that have informed your preliminary research.
Submission guidelines
A link will be provided on Blackboard to enable submission.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Power/Knowledge & making sense of the Global: Research Report
- Mode
- Written
- Category
- Paper/ Report/ Annotation, Essay/ Critique, Project, Reflection
- Weight
- 60% 2500 word research paper
- Due date
29/05/2026 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
In Assignment 2, you will report on the project that you have undertaken including the literature review and methodological design which formed part of Assignment 1 along with analysis of interviews with identified actors. Your research report must include the following elements:
- An introduction that outlines your thesis statement.
- Details of your chosen conceptual framework drawing on key concepts introduced in EDUC7111,
- Methodology
- Findings
- Discussion.
- A 300-word reflection on what you learnt from this research project.
You are expected to use a minimum of ten (10) relevant references to inform your research project. You must use peer-reviewed material from credible journals. Use of materials from predatory journals or incorrect referencing will incur a penalty.
You are permitted to use generative AI tools to assist you in completing assessment tasks in EDUC 7111. However, you must acknowledge and reference the use of these tools. 100% AI generated assignments are not acceptable.
You are expected to maintain details and records of your empirical work including interviews and may be asked to provide them before your results can be finalised.
All referencing must be in accordance with the APA 7 style. Details are available by following this link: https://guides.library.uq.edu.au/referencing/apa7. You must adhere to the University’s policy on academic integrity in producing your work. For further details consult this link https://my.uq.edu.au/information-and-services/manage-my-program/student-integrity-and-conduct/academic-integrity-and-student-conduct
Submission guidelines
A link up on Blackboard for assignment submission.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: Poor understanding of course concepts. Written work riddled with textual and referencing errors. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: ﾠDemonstrates some understanding of key concepts in course but unable to show skills in critical analysis in assessment. ﾠLimited use of research-based materials to back up key arguments.ﾠ |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: ﾠDemonstrates some understanding of key concepts in course but unable to show skills in critical analysis in assessment. ﾠLimited use of research-based materials to back up key arguments. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Adequate knowledge of key concepts introduced in course. ﾠSufficient use of research literature to construct argument. Some evidence of critical analysis. ﾠWritten work largely error free but with some ﾠtextual and referencing errors. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates ﾠsubstantive knowledge of key concepts studied in course. Limited ﾠbut sufficient use of research literatureﾠto demonstrate central arguments. ﾠSome evidence of critical analysis and the ability to formulate an integrated approach to theory and practice. Submitted work ﾠreasonably well written with occasional errors. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrates high level of understanding of theoretical constructs introduced in course and skills in integrating theory with practice. Extensive use of research-based literature.ﾠWell written and well argued work that is free of textual errors.ﾠ |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Sophisticated and comprehensive grasp of key theoretical constructs introduced in course. ﾠExpansive reading to depicit an integrated framework of practice. Exceptionally high levels of analytical skills. ﾠError free writing.ﾠ |
Additional course grading information
An exemplar to show calculation of the final grade:
Both assessments in this course will be provided a grade out of 7. The final grade will be calculated using the weighting and the individual assignment grades as follows.
Assignment 1 (A1): grade of 6 at 40% weighting
Assignment 2 (A2): grade of 4 at 60% weighting
The final grade for this student taking into account the weighting of each assignment would be: (A1) + (A2)
(0.4 x 6) + (0.6 x 4) = 2.4 + 2.4 = 4.8
The final grade would be rounded to the nearest whole number; in this case the grade would be 5.
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of AI/MT to support or inform assessment
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools. Students must maintain records of the empirical work they undertook to complete their research project.
SAPD Extension Request
Students who hold a SAP for the current semester may be approved for up to 7 days extension initially, any further extension request(s) will require an explanation and further supporting documentation such as a medical certificate.ﾠ
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (23 Feb - 01 Mar) |
Lecture |
Introducing key concepts in globalisation debates In this first lecture, we introduce the course outline and expectations before introducing key concepts in debates on globalisation. Learning outcomes: L01, L02, L04 |
Week 2 (02 Mar - 08 Mar) |
Lecture |
Political & Cultural Economy of Globalisation 1: Studying Education markets This lectures explores the technopolitics of connectivity . It examines the effects of technologies of convenience as well as the technologies of surveillance on social and educational equity. Learning outcomes: L01, L02, L03, L04 |
Week 3 (09 Mar - 15 Mar) |
Lecture |
Political & Cultural Economy of Globalistion 2 : International student mobilities & education markets In this lecture, the nation-state is placed under the spotlight to reveal how it enables particular expressions of globalisation above others. Learning outcomes: L01, L02, L03, L04 |
Week 4 (16 Mar - 22 Mar) |
Lecture |
Political & Cultural Economy of Globalisation 3: Technopolitics In this lecture we discuss the effects of globalising trends on policies. Learning outcomes: L01, L02, L03, L04 |
Week 5 (23 Mar - 29 Mar) |
Lecture |
Policy Mobilities This week's lecture focuses on 'cultural globalisation' with a particular focus on the 'scapes' framework developed by an anthropologist. The lecture also discusses the role of emotions in enabling the cross border mobilities and uptakes of ideas. Learning outcomes: L01, L02, L03, L04 |
Week 6 (30 Mar - 05 Apr) |
Lecture |
Relations of Care: 1 Eugenics & the Helping Professions In this lecture we examine global education markets with a focus market-making practices. Learning outcomes: L01, L02, L03, L04 |
Mid-sem break |
No student involvement (Breaks, information) |
Mid-semester Break |
Week 7 (13 Apr - 19 Apr) |
Lecture |
Relations of care 2: Education & Sociospatial mobilities This lecture explores the global reach and enduring influence of eugenics on the helping and caring professions and their professional expertise. Learning outcomes: L01, L02, L03, L04 |
Week 8 (20 Apr - 26 Apr) |
Lecture |
Relations of care 3 : Environmental justice In this lecture, we explore multiple interpretations of global citizenship, and the role of the curriculum in developing global citizens. Learning outcomes: L01, L02, L03, L04 |
Week 9 (27 Apr - 03 May) |
Lecture |
Relations of care 4: ethics for global citizenship The lecture introduces the connections between environmental justice and social justice as a basis for beginning a conversation on the relevance and responsibilities of education. Learning outcomes: L01, L02, L03, L04 |
Week 10 (04 May - 10 May) |
Lecture |
Globalisation and decolonialisation In this lecture we discuss and re-visit themes that are concerned with the topic of decolonizing knowledges, forms of governance, intersubjective relations and understandings of what it means to be human. Learning outcomes: L01, L02, L03, L04 |
Week 11 |
Not Timetabled |
Independent study for Assignment 3 Learning outcomes: L01, L02, L03, L04, L05 |
Week 12 (18 May - 24 May) |
Lecture |
Summing Up 'Globalisation' This final lecture is a summary of key themes covered by the course and their relevance for education. Learning outcomes: L01, L02, L04, L05 |
Week 13 (25 May - 31 May) |
Workshop |
Re-visiting key concepts plus Q and A Learning outcomes: L01, L02, L04, L05 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments for Students Policy and Procedure
- AI for Assessment Guide
- Recording of Teaching Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.