NB! Endringer i emnebeskrivelsene (inkludert litteraturlistene) og eksamensdatoene kan forekomme fram til semesterstart det aktuelle semestret. Ved få studenter kan det på noen emner forekomme endringer i undervisningstilbud og eksamensform.
SAM5041: Religion, Education and Development
|Emneansvarlig:||Merethe Skårås (Merethe.Skaras@mf.no)|
|Studieprogramtilhørighet:||2-årige masterprogrammer - Master in Religion in Contemporary Society|
|Avdelingstilhørighet:||Avdeling for religion, skole og samfunn|
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|Eksamenstype||Eksamens- / innleveringsdato||Trekkfrist|
|Individuell skriftlig oppgave||2020-05-20 20. mai 2020||2020-05-01 1. mai 2020|
This course will introduce the students to development theories and on-going debates regarding the multiple relationships between education, religion and development. Often religion plays a key role in development on different levels. On a macro level, the course gives an introduction to central theories within the field of development studies. Added to these general theoretical frameworks the course introduces some central global dynamics of education. On a meso- and micro level, the course looks at religion in education giving examples from both national policies and local contexts where religion plays a central part in development. Some of the central theories presented in the course will be examined in-depth in selected empirical case studies. Perspectives will be drawn from religious studies, development studies, comparative and international education, international relations and the study of civil society and faith-based organizations. Both the role of religion in development and religion at different levels of educational policies and practices will be addressed.
SAM5041 Religion, Education and Development overlaps partly with SAM5146 Religion and Development. Students who have already completed SAM5146, will receive 5 credit points (ECTS) for SAM5041 on their transcript of records or diploma.
In order to receive a final assessment, the student must:
- present one article from the literature list to be shared with fellow students in your course. The presentation should be in an electronic format (for instance a podcast or video) and demonstrate oral communication and presentation skills and your ability to critically analyze an academic text. Please see detailed descriptions on the Canvas course page.
- attend at least 75% of lectures and seminars
- participate in the electronic evaluation of the course if such evaluation is stipulated in the relevant term
When course requirements are not fulfilled, this will count as one examination attempt, unless the student withdraws within the set deadline (1 May/ 1 November).
In order to pass SAM5041 the student must fulfil all the study requirements and write an essay (4000-4500 words) on a topic given by the professor. The essay is assessed with grades (A-F).
The student has:
- A thorough knowledge of the role of religion in development thought and development practice
- A thorough knowledge of selected case studies about education and religion in development
- A good knowledge of development theories
- A good knowledge of the global governance of education and implications for development
- knowledge of key topics within contemporary development research
The student can:
- analyse and discuss critically the concept and history of «development»
- analyse and discuss critically the different positions and theories regarding the role of religion in education and development
- identify key dilemmas and challenges in the interrelationship between religiosity and social, political and cultural development worldwide
- apply relevant theories on the role of religion in development, specifically related to education
- demonstrate oral communication and presentation skills and the ability to critically analyze an academic text
- Adamu, F. ., Ajala, A., Para-Mallam, O. & Lanre-Abass, B. (2011). Religions and development research programme. University of Birmingham:.. Hentet fra pdfs.semanticscholar.org
- Borchgrevink, K. & Erdal, M. (2017). With faith in development: Organizing transnational islamic charity. Progress in development studies, 17(3), s. 214-228. Bibliotek (Kompendium).
- Bourdieu, P. (1997). The forms of capital. I A. H. Halsey (Red.), Education: Culture, economy and society (s. 46-59). Oxford: Oxford University Press. Bibliotek (Kompendium)
- Breidlid, A. (2005). Education in the Sudan: The privileging of an islamic discourse. Compare: A journal of comparative and international education, 35(5), s. 247-263. (Kompendium).
- Chhabra, M. (2016). A social-psychological perspective on teaching a historical event of collective violence: The case of the 1947 British India pratition. I D. Bentrovato, K. Korostelina & M. Schulze (Red.), History can bite: History education in divided and postwar societies. Vandenhoeck & Ruprecht. Bibliotek. Hentet fra www.vr-elibrary.de
- De Kadt, E. (2009). Should God play a role in development?. Journal of international development: The journal of the Development Studies Association, 21(6). Bibliotek (Kompendium).
- Deneulin, S. & Bano, M. (2009). Religion in development: Rewriting the secular script. London: Zed Books. Bibliotek
- Durrani, N. & Dunne, M. (2010). Curriculum and national identity: Exploring the links between religion and nation in Pakistan. Journal of curriculum studies, 42(2), s. 215-240. Bibliotek (Kompendium).
- Ehaab D Abdou, . (2018). Copts in egyptian history textbooks: Towards an integrated framework for analyzing minority representations. Journal of curriculum studies, 50(4), s. 476-507. Bibliotek (Kompendium).
- Fraser, N. (2000). Rethinking recognition: Overcoming displacement and reification in cultural politics. New left review, 3(May-June), s. 107-120. Bibliotek (Kompendium).
- Freeman, D. (2012). The pentecostal ethic and the spirit of development.. I D. Freeman (Red.), Pentecostalism and development: Churches, NGOs and social change in Africa (s. 1-38). Basingstoke: Palgrave Macmillan. Bibliotek. Hentet fra bibsys-almaprimo.hosted.exlibrisgroup.com
- Harber, C. (2014). Education and international development: Theory, practice and issues (s. 83-99, 145-155). Oxford: Symposium Books. Bibliotek (Kompendium)
- Jones, P. (2007). Education and world order. Comparative education, 43(3), s. 325-337. Bibliotek (Kompendium).
- Kamat, S. & Mathew, B. (2010). Religion, education and the politics of recognition: A critique and counter proposal. Comparative education, 46(3), s. 359-376. Bibliotek (Kompendium).
- Klees, S. (2016). How do economists understand education?.. Hentet fra www.freshedpodcast.com
- Klees, S. J. (2012). World Bank and education: Ideological premises and ideological conclusions. I S. J. Klees, J. Samoff & N. P. Stromquist (Red.), The World Bank and Education: Critiques and Alternatives. Rotterdam: SensePublishers : Imprint: SensePublishers. Bibliotek (Kompendium)
- Marshall, K. (2010). Education for all: Where does religion come in?. Comparative education, 46(3), s. 273-287. Bibliotek (Kompendium).
- Mundy, K. & Verger, A. (2015). The World Bank and the global governance of education in a changing world. International journal of educational development, 40, s. 9-18. Bibliotek (Kompendium).
- Parsitau, D. (2012). Agents of gendered change: Empowerment, salvation and gendered transformation in urban Kenya. I D. Freeman (Red.), Pentecostalism and development: Churches, NGOs and social change in Africa (s. 203-221). Basingstoke: Palgrave Macmillan. Bibliotek. Hentet fra bibsys-almaprimo.hosted.exlibrisgroup.com
- Payne, A. & Phillips, N. (2010). Development. Cambridge: Polity. Bibliotek
- Skårås, M. & Breidlid, A. (2016). Teaching the violent past in secondary schools in newly independent South Sudan. Education as change, 20(3), s. 98-118. Bibliotek (Kompendium).
- Watson, K. & Ozanne, W. (2010). Education, religion and politics: Can they ever be disentangled?. Comparative education, 46(3), s. 267-271. Bibliotek (Kompendium).
- Yablon, Y. (2010). Religion as a basis for dialogue in peace education programs. Cambridge journal of education, 40(4), s. 341-351. Bibliotek (Kompendium).