Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- 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 educationﾠpolicies 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 and EDUC7024
Restrictions
Entry to the Graduate Certificate in Educational Studies, Master of Educational Studies program and the Master of Peace and Conflict Studies program.
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 staff
Lecturer
Tutor
Mr Enoch Nyarkoh
Mr Muhammad Musofer
Mr Ricky Lee
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, Reflection |
Developing a situated perspective
|
40% 5 min video recording plus 300 word reflection |
11/04/2025 2:00 pm |
| Essay/ Critique | Power/Knowledge & Contemporary Practice | 60% 2500 word research paper |
30/05/2025 2:00 pm |
Assessment details
Developing a situated perspective
- Identity Verified
- Mode
- Product/ Artefact/ Multimedia
- Category
- Presentation, Reflection
- Weight
- 40% 5 min video recording plus 300 word reflection
- Due date
11/04/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04
Task description
Assessment Item 1: Developing a Situated Perspective
Your task is to 1/ first undertake research the environmental effects of generative AI to prepare for your interview. 2/ interview a fellow student enrolled in the EDUC 7111 course using the question (s) below as prompts.
Interview Topic and Question:
There has been explosion of interest in generative AI and its affordances for social improvements in domains ranging from economic productivity to the management of research, teaching and learning. What impact does generative AI have on energy and water security? What are the ethical and political implications of a heavy reliance on generative AI? How are differently positioned countries or places affected by the normalization of generative AI? Why does this issue matter to education?
Who should you interview
You must interview a fellow student enrolled in the EDUC 7111 course. Ideally, you should choose someone who is positioned in a different professional, institutional or geographical, cultural/national context from yours. A link will be set up on Blackboard in Week 2 to allow students to interact and to find someone to interview.
Conducting the interview
Start with getting some information about your peer: their country of origin, professional background, experiences and aspirations, before moving on to explore their use of AI and the substantive question. You will need to include this introductory information in your video presentation.
What should you submit
• Video Presentation: A 5 minute video record of the findings of your interview with your peer. Please keep within the time limit and penalties will be imposed if you exceed 5.5 minutes.
• A written reflection of up to 300 words outlining what you learnt from this exercise about human-nature relations and the role of machine learning technology.
• A list of bibliographic resources used to complete the assignment.
You are permitted to use generative AI tools to complete this assignment, however, you must acknowledge use and reference appropriately. To complete this assignment, it is recommended that you use multiple resources including material from the lectures, weekly readings and peer reviewed research on this topic.
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 & Contemporary Practice
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 60% 2500 word research paper
- Due date
30/05/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Pick one (1) of the options listed below and write a 2500 word research paper. . You must use core concepts from the course introduced in lectures and readings and additional research to complete your work.
1. International student mobility has been associated with the turn to market-making by universities with the support of governments in both sending and receiving countries. Drawing on literature that explores the ‘global education industry’ and market-making practices and using specific examples from your local/national context, discuss how the international student is imagined and constructed in promotional materials and /or policy discourse and the effects of their identities on how international education is understood and experienced. At the conclusion, provide a 200-300 word reflection on why you chose this topic and what you learnt about international students from your situated position.
2. Eugenics was once regarded as a science of improvement. Variously acclaimed and discredited, eugenic logics nonetheless remain implicit in systems of governance, social policies, academic disciplines and professional practices. Drawing on your knowledge of the discursive and material processes of globalisation, explain how eugenic logics may have influenced your chosen field. It is important that you start from a specific place/context and use a policy or testing instrument, or disciplinary practice as your focal point. You may want to consider a specific policy introduced to provide support for students with a disability, a particular learning assessment tool used in the cognitive sciences, or the use of a screening test. At the conclusion, provide a 200-300 word reflection on what you learnt about the global reach of eugenics logics from your situated position.
3. Much has been written about the need for education systems to respond to globalisation. Education institutions and systems more broadly are also agents of globalisation – i.e. that they construct visions of territories, resources and people within globalised world. Your task is to identify and discuss the different metaphors of competitiveness used in and by education institutions. Choose a formal policy text or an informal text to situate your analysis. At the conclusion, provide a 200-300 word reflection on what you learnt about citizenship from your situated position.
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 use a minimum of eight (8) relevant references to inform your analysis to include peer-reviewed material from credible journals.
All referencing must be in accordance with the APA 7 style. Details for this referencing mode are available here: https://guides.library.uq.edu.au/referencing/apa7. You must adhere to the University’s policy on academic integrity in producing your work. 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 | Cut off % | Description |
|---|---|---|
| 1 (Low Fail) | 1 - 24 |
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) | 25 - 44 |
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) | 45 - 49 |
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) | 50 - 64 |
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) | 65 - 74 |
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) | 75 - 84 |
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) | 85 - 100 |
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
Final Gradesﾠ
The final grades are determined by the aggregate of assessment grades for both assessment items
Final Grade =ﾠAssignment 1 + Assignment 2
Final grades will be awarded in the form of 7 (85% +); 6 (75% - 84%); 5 (65% - 74%); 4 (50% - 64%), 3 (45% - 49%); 2 (25% - 44%); 1 (1% - 24%)
Example: A student scores a 6 in Assignment 1 and a 4 for Assignment 2. (40% X 6) + (60% X 4)
Overall grade: 4
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.
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 |
|---|---|---|
Not Timetabled |
Independent study for Assignment 3 Learning outcomes: L01, L02, L03, L04, L05 |
|
Week 1 (24 Feb - 02 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 (03 Mar - 09 Mar) |
Lecture |
Assembling globalisation politics of technology & connectivity 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 (10 Mar - 16 Mar) |
Lecture |
Assembling globalisation: nation-states as actors 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 (17 Mar - 23 Mar) |
Lecture |
Assembling globalisation: travelling policies In this lecture we discuss the effects of globalising trends on policies. Learning outcomes: L01, L02, L03, L04 |
Week 5 (24 Mar - 30 Mar) |
Lecture |
Assembling global culture: imaginaries & emotions 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 (31 Mar - 06 Apr) |
Lecture |
Assembling global educational spaces In this lecture we examine global education markets with a focus market-making practices. Learning outcomes: L01, L02, L03, L04 |
Week 7 (07 Apr - 13 Apr) |
Lecture |
Relations of care & 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 (14 Apr - 20 Apr) |
Lecture |
Relations of care 1: ethics for global citizenship 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 (28 Apr - 04 May) |
Lecture |
Relations of care 2 :environmental justice 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 (05 May - 11 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 12 (19 May - 25 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 (26 May - 01 Jun) |
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 - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.