Education in a global comparative perspective

• Compulsory attendance: 80% attendance.

This course offers a comparative exploration of learning and education in different cultures and societies around the world, with a particular focus on the role of education in building and strengthening democracy, ensuring equal access to decision-making power in society, and enabling people to improve their living conditions and social standing.

Central themes in this course are:

• Global and Comparative Education
• Educational Anthropology
• Barriers to equitable, quality education for all
• Global Citizenship Education
• The role of education in promoting democracy, social justice, and freedom
• Class, Social Mobility, and Education

Upon completion of the course, the candidate should have achieved the following learning outcomes: 

Knowledge

The student

• has knowledge of different anthropological approaches to the study of learning and education in different societies.
• has knowledge of key theories and concepts in comparative education.
• has knowledge of conventions and other international documents which outline education as a human right.
• has knowledge of key barriers to learning, including (but not limited to) gender, ethnicity, mother tongue, and refugee status.
• has knowledge of the connection between education and (a) democracy, (b) liberation, and (c) social justice.
• has knowledge of the relationship between education, class, and social mobility, both in the Global North and the Global South

Skills

The student

• can apply knowledge of different anthropological approaches to studies of learning in different societies.
• shows the ability for comparative reflection on what learning and education can mean in different societies.
• can elaborate on the consequences of conceptualizing education as a human right.
• can assess the impact of social inequalities such as gender, ethnicity and class in access to education, and its role in social mobility.
• masters relevant subject terminology.

General competence

The student

• knows the most important opportunities and challenges education provides for people in different societies
• has comparative insights into relevant academic issues related to learning and education in different societies
• can reflect on the connections between access to learning and opportunities for democracy, liberation, social justice, and social mobility in different societies.

On completion of the course, the candidate should have achieved the following learning outcomes: 

Knowledge

The student

• has knowledge of different anthropological and cultural science approaches to the study of learning and education in different societies.
• has comparative knowledge of what learning and education can entail in different societies, including learning as a cognitive, cultural, and physical process.
• has knowledge of the differences between formal and informal forms and contexts for learning and education in different societies.
• has knowledge of connections between language, reading and writing skills and education, with special focus on illiteracy, adult education, multilingualism, and mother tongue teaching.
• has knowledge of the connections between education and development issues.
• has knowledge of human rights and transnational organizations' objectives, follow-ups and challenges for -Education for all by the year 2015- (EFA).
• has knowledge of the connections between learning, education and social differences such as gender, class and ethnicity.
• has knowledge of the connections between learning, education and social mobilityhas knowledge of education in processes related to nation building, decolonization and the identity and rights of indigenous peoples.

Skills

The student

• can apply knowledge of different anthropological and cultural science approaches to studies of learning in different societies
• shows the ability for comparative reflection on what learning and education can mean in different societies, as well as what formal and informal contexts can mean for the learning process.
• can reflect critically on the connections between development and education, including transnational organizations' goals for education for all (EFA framework)
• can assess the impact of social inequalities such as gender, ethnicity and class in access to education, and its role in social mobility.
• can point to how education has been a central component in historical and contemporary political and social processes related to colonialism and nation building, as well as indigenous peoples' struggle for distinctive rights and self-assertion.
• masters relevant subject terminology

General competence

The student

• has comparative insights into relevant academic issues related to learning and education in different societies
• know the most important opportunities and challenges education provides for people in different societies
• can reflect on the connections between social identity and access to learning and education in different societies.

Book

Education for social change : perspectives on global learning
Bourn, Douglas, London New York; London New York, Bloomsbury Academic, xi, 319 sider, 2022, isbn:9781350192836; 9781350192843,

Article

The Two Traditions in Educational Ethnography: Sociology and Anthropology Compared
Author(s): Sara Delamont and Paul Atkinson, Journal of Sociology of Education, 2, 139-152,

Article

Gender and Education Constructing new identities? The role of gender and education in rural girls' life aspirations in Peru
Patricia Ames,

Article

British Journal of Sociology of Education Education, opportunity and the prospects for social mobility
Phillip Brown,

Article

Education and Social Change
Author(s): John Dewey, Bulletin of the American Association of University Professors (1915-1955), 6, 23, 1937, 472-474,

Article

Global citizens or global workers? Comparing university programmes for global citizenship education in Japan and the UK
Christopher D. Hammond & Avril Keating, Compare: A Journal of Comparative and International Education, 48:6, 2018, 915-934,

Article

Black Deprivation, Black Resistance, and Black Liberation: the influence of #BlackLivesMatter (BLM) on higher education
Chayla Haynes, Milagros Castillo-Montoya, Meseret Hailu & Saran Stewart, International Journal of Qualitative Studies in Education, 32:9, 2019, 1067-1071,

Book Chapter

The Cultural Production of the Educated Person: An Introduction
Bradley A Levinson, The Cultural Production of the Educated Person: An Introduction, Albany, N.Y., State University of New York Press, XIV, 338 s., c1996, 1-54, isbn:0791428591; 0791428605,

Article

Anthropological Approaches to Comparative Education
Vandra Maseman, Comparative Education Review, 3, 20, 1976, 368-380,

Article

Education and Liberation
Julius Nyerere, Africa Development / Afrique et Développement, 3, 1, 1976, 5-12,

Book

Comparative and international education : an introduction to theory, method, and practice
Phillips, David, Michele Schweisfurth (1962-), London, Continuum, IX, 181 s., c2006, isbn:9780826478542; 0826478549; 9781847060594,

Article

Students and brides: a qualitative analysis of the relationship between girls' education and early marriage in Ethiopia and India
Anita Raj, Marissa Salazar, Emma C. Jackson, Natalie Wyss, Katherine A. McClendon, Aarushi Khanna, Yemeserach Belayneh and Lotus McDougal, BMC Public Health, 19, 19, 2019, 1-20,

Article

Gender and environmental education in the time of #MeToo
Constance Russell, Annette Gough & Hilary Whitehouse, The Journal of Environmental Education, 4, 49, 2018, 273-275,

Book Chapter

The World’s Best Investment: Girls’ Education
Gene B. Sperling & Rebecca Winthrop, Gene B. Sperling, Rebecca Winthrop, Christina Kwauk, and Malala Yousafzai, The World’s Best Investment: Girls’ Education, 15-62,

Book

A Human Rights-Based Approach to EDUCATION FOR ALL
UNESCO & UNICEF, 161, 2007,
View online

Book Chapter

Education for All 2000-2015: Achievements and Challenges. EFA Global 2015 Global Monitoring Report. Overview
UNESCO, UNESCO, Education for All 2000-2015: Achievements and Challenges. EFA Global 2015 Global Monitoring Report. Overview, 1-44,
View online

Book

Setting Commitments: National SDG 4 Benchmark to transform education
UNESCO, 142, 2022,
View online

Book

Pedagogy of the Oppressed
Paolo Freire, 1970,
View online

Article

Seeking asylum in Scandinavia: a comparative analysis of recent restrictive policy responses towards unaccompanied afghan minors in Denmark, Sweden and Norway
Marianne Garvik and Marko Valenta, Comparative Migration Studies, 15, 9, 2021, 1-22,

Article

Educational failure as a potential opening to real teaching – The case of teaching unaccompanied minors in Norway
Wills Kalisha & Tone Saevi, Indo-Pacific Journal of Phenomenology, 1, 21, 2021, 1-9,

• 5-hour individually written exam.

On completion of the course, the candidate should have achieved the following learning outcomes: 

Knowledge:
The candidate

• has knowledge of different anthropological and cultural science approaches to the study of learning and education in different societies.
• has comparative knowledge of what learning and education can entail in different societies, including learning as a cognitive, cultural, and physical process.
• has knowledge of the differences between formal and informal forms and contexts for learning and education in different societies.
• has knowledge of connections between language, reading and writing skills and education, with special focus on illiteracy, adult education, multilingualism, and mother tongue teaching.
• has knowledge of the connections between education and development issues.
• has knowledge of human rights and transnational organizations' objectives, follow-ups and challenges for -Education for all by the year 2015– (EFA).
• has knowledge of the connections between learning, education and social differences such as gender, class and ethnicity.
• has knowledge of the connections between learning, education and social mobility
• has knowledge of education in processes related to nation building, decolonization and the identity and rights of indigenous peoples.

Skills:

The candidate

• can apply knowledge of different anthropological and cultural science approaches to studies of learning in different societies
• shows the ability for comparative reflection on what learning and education can mean in different societies, as well as what formal and informal contexts can mean for the learning process.
• can reflect critically on the connections between development and education, including transnational organizations' goals for education for all (EFA framework)
• can assess the impact of social inequalities such as gender, ethnicity and class in access to education, and its role in social mobility.
• can point to how education has been a central component in historical and contemporary political and social processes related to colonialism and nation building, as well as indigenous peoples' struggle for distinctive rights and self-assertion.
• masters relevant subject terminology

General competence

The candidate

• has comparative insights into relevant academic issues related to learning and education in different societies
• know the most important opportunities and challenges education provides for people in different societies
• can reflect on the connections between social identity and access to learning and education in different societies.

• 5 timers individuell skriftlig skoleeksamen.

Emnet tilbyr en komparativ utforskning av læringsprosesser -og utdannelse i ulike samfunn verden over. Utdanning er faghistorisk sett et av de viktigste kjerneområdene innen antropologi og kulturstudier, ikke minst siden disse fagene er svært opptatt av ulike samfunns kunnskapsproduksjon om seg selv. Således er det en overlapp mellom antropologiens faglige interesse av å forstå og skape kunnskap om ulike samfunn, og disse samfunnenes egen læring -og kunnskapsproduksjon. Emnet begynner derfor med en innføring i ulike kulturvitenskapelige tilnærmingsmåter i studiet av læring og utdanning. Mens en vanlig forståelse av læring og utdannelse er at dette er en prosess som hovedsakelig skjer i våre hoder og sinn mens vi sitter i klasserom, vil emnet granske hvordan læring ikke bare er en kognitiv, men også kulturell og kroppslig prosess. Vi vil deretter diskutere forskjellene og innvirkningene av læring og utdannelse slik den formelt skjer på skoler, og mot den læringen som skjer i uformelle kontekster, som i hjem og hos læremestre, i ulike samfunn.

Et sentralt aspekt ved emnet er å reflektere omkring hvem som har tilgang til utdannelse. Hvilke konsekvenser har det hvis man har tilgang på utdannelse på grunn av ens kjønnsmessige, etniske eller klassemessige bakgrunn? Hva skjer hvis det en lærer om ens egen etniske bakgrunn bryter med ens egen selvoppfatning? Undervisningsspråk kan ha en sterk innvirkning på denne tilgangen, for hva gjør man hvis man ikke forstår hva læreren sier? Analfabetisme hos barn og voksne et stort problem i mange land, som har store sosiale, økonomiske og politiske konsekvenser utover den innvirkningen dette har for enkeltindividets liv. Emnet vil derfor fokusere på arbeidet som gjøres av transnasjonale organisasjoner som FN for å spre tilgangen til kvalitetsutdannelse verden over. I denne sammenhengen inkluderer emnet en kritisk diskusjon av sammenhengene mellom utdannelse og økonomisk utvikling i ulike samfunn. Emnet har følgelig et makroskopisk perspektiv på globale utviklingsprosesser, men vel så viktig er dets mikroskopiske fokus på utdanningens viktighet for sosial mobilitet.

Emnet avsluttes med en diskusjon omkring sammenhengene mellom utdanningens plass i nasjonsbyggingsprosesser, koloniale samfunn, dekolonialiseringsprosesser og urbefolkningers selvhevdelse - og rettigheter.  

Etter fullført emne har studenten følgende læringsutbytte:

Kunnskap:

Studenten

• har kunnskap om ulike antropologiske og kulturvitenskapelige tilnærminger til studiet av læring og utdannelse i forskjellige samfunn
• har komparativ kunnskap om hva læring og utdannelse kan innebære i ulike samfunn, inkludert læring som en kognitiv, kulturell og kroppslig prosess
• har kunnskap om forskjellene mellom formelle og uformelle former og kontekster for læring og utdannelse i ulike samfunn
• har kunnskap om sammenhenger mellom språk, lese ¿og skriveferdigheter og utdanning, med særlig fokus på analfabetisme, voksenopplæring, flerspråklighet og morsmålsundervisning
• har kunnskap om sammenhenger mellom utdannelse og utviklingsspørsmål
• har kjennskap til menneskerettigheter og transnasjonale organisasjoners målsetninger, oppfølginger og utfordringer for ¿Utdanning for alle innen år 2015¿ (EFA)
• har kunnskap om sammenhenger mellom læring, utdannelse og sosial ulikheter som kjønn, klasse og etnisitet
• har kunnskap om sammenhenger mellom læring, utdanning og sosial mobilitet
• har kunnskap om utdannelse innen prosesser relatert til nasjonsbygging, dekolonialisering og urbefolkningers identitet -og rettigheter.

Ferdigheter:

Studenten

• kan anvende kunnskap om ulike antropologiske og kulturvitenskapelige tilnærminger til studier av læring i forskjellige samfunn
• viser evne til komparativ refleksjon om hva læring og utdannelse kan innebære i ulike samfunn, så vel som hva formelle og uformelle kontekster kan innebære for læringsprosessen.
• kan reflektere kritisk omkring sammenhengene mellom utvikling og utdannelse, herunder transnasjonale organisasjoners mål om utdannelse for alle (EFA rammeverket)
• kan vurdere innvirkningen av sosiale ulikheter som kjønn, etnisitet og klasse i tilgangen til utdannelse, og dens rolle for sosial mobilitet.
• kan vise til hvordan utdannelse har vært en sentral komponent i historiske og samtidige politiske og sosiale prosesser relatert til kolonialisme og nasjonsbygging, samt urbefolkningers kamp for særegne rettigheter og selvhevdelse.  
• behersker relevant fagterminologi

Generell kompetanse:

Studenten

• har komparativ innsikt i relevante faglige problemstillinger knyttet til læring og utdanning i ulike samfunn
• kjenner til de viktigste mulighetene og utfordringene utdanning gir for mennesker i ulike samfunn
• kan reflektere over sammenhenger mellom sosial identitet og tilgang til læring og utdannelse i ulike samfunn.

Pensum Ca 750 sider, med forbehold om endringer

Akinnaso, F.N., 1992.Schooling, language, and knowledge in literate and nonliterate societies. Comparative Studies in Society and History, 34(01), pp.68-109. (41s)

Anderson-Levitt, K.M., 1996. Behind schedule: Batch-produced children in French and US classrooms. The cultural production of the educated person: Critical ethnographies of schooling and local practice, pp.57-78. (21s)

Astuti, R. 2001. Are we all natural dualists? A cognitive developmental approach. In Journal of the Royal Anthropological Institute 7 (3), pp. 429-447.(18s)

Bénéï, V., 2005. Introduction: manufacturing citizenship: confronting public spheres and education in contemporary worlds (pp. 1-34). Routledge.(34s)

Bishop, R., 2003. Changing Power Relations in Education: Kaupapa Maori messages for "mainstream" education in Aotearoa/New Zealand. Comparative Education, 39(2), pp.221-238. (17s)

Bryant, R., 2005. Disciplining ethnicity and citizenship in colonial Cyprus. Manufacturing citizenship: Education and nationalism in Europe, South Asia and China, pp.104-126. (22s)

Drange, L. D. (2011). Intercultural education in the multicultural and multilingual Bolivian context i Intercultural Education, Vol. 22, Issue 1, s. 29 - 42 (9s).

Downey, G. 2008. "Scaffolding Imitation in Capoeira: Physical Education and Enculturation in an Afro-Brazilian Art". American Anthropologist 110: 204-213. (9s)

Evans, G., 2006. Educational failure and workingclass white children in Britain. Basingstoke: Palgrave Macmillan. Chapter 1: Introduction: Social class and Education. Pp 1-13. (13s). 

Foley, D., Levinson, B. and J. Hurtig (2001) 'Anthropology Goes inside: The New Educational Ethnography of Ethnicity and Gender'. Review of Research in Education 25: 37-98. (61s)

Freire, P. (1970). Pedagogy of the oppressed. New York: The Seabury Press. Kap. 3 (38s).

Froerer, P. (2011) 'Anthropology and Learning'. In Jarvis, Peter (ed.) The Routledge International Handbook on Learning. London: Routledge (9s)

Froerer, P. (2011). Education, inequality and social mobility in Central India. The European Journal of Development Research, 23(5), 695-711. (16s)

Gaskins, S. 1999. Children's daily lives in a Mayan village: a case study of culturally constructed roles and activities. In Children's engagement in the world: Sociocultural perspectives (ed.) A. Goncu. Cambridge: Cambridge University Press. Pp 25-62. (37s)

Goldstein*, H. (2004). Education for all: the globalization of learning targets. Comparative Education, 40(1), 7-14. (7s)

Hirschfeld, L. A. 1988. On Acquiring Social Categories: Cognitive Development and Anthropological Wisdom. Man 23: 611-638. (27s)

Kipnis, A., 2001. The Disturbing Educational Discipline of 'Peasants'. The China Journal, (46), pp 1-24. (24s)

Koehler, G. (2015). Seven Decades of 'Development', and Now What? Journal of International Development, 27(6), 733-751. (18s)

Levinson, B.A. and Dorothy, C., Holland 1996 The Cultural Production of the Educated Person: An Introduction. In The Cultural Production of the Educated Person: Critical Ethnographies of Schooling and Local Practice. Bradley A. Levinson, DouglasE. Foley, and DorothyC. Holland, eds, pp.1-54. (54s)

Lave, J. (1996) 'Teaching and Learning in Practice'. In Mind, Culture and Activity 3(3): 149-164. (15s)

Luttrell, W., 1996. Becoming somebody in and against school: Toward a psychocultural theory of gender and self-making. The cultural production of the educated person: Critical ethnographies of schooling and local practice, pp.93-118. (25s)

Maddox, B. (2010). Marginal returns: re-thinking mobility and educational benefit in contexts of chronic poverty. Compare, 40(2), 213-222. (9s)

Pelissier, C. 1991. The Anthropology of Teaching and Learning. Annual Review of Anthropology 20: 75-95 (20s)

Rival, L. (1996) "Formal schooling and the production of modern citizens in the Ecuadorian Amazon". In Levinson, B. et al (eds.) The Cultural Production of the Educated Person. New York: SUNY Press. (16s)

Shaw, T.A., 1996. Taiwanese schools against themselves: school culture versus the subjectivity of youth. The cultural production of the educated person: Critical ethnographies of schooling and local practice, pp.187-207. (20s)

Stromquist, N. P. (2001) 'What Poverty Does to Girls' Education: The intersection of class, gender and policy in Latin America'. Compare 31(1): 39-56. (17s)

Trujillo, A., 1996. In search of Aztlan: Movimiento ideology and the creation of a Chicano worldview through schooling. The cultural production of the educated person, pp.119-149. (30s)

UNESCO (2015). EDUCATION FOR ALL 2000-2015: Achievements and Challenges. EFA Global 2015 GLobal Monitoring Report. Overview pp 1-44. (44s)

Unterhalter, Elaine (2014) "Measuring Education for the Millennium Development Goals: Reflection on       Targets, Indicators, and a Post-2015 Framework" in Journal of Human Development and Capabilities, Vol. 15, Nos. 2-3, s.176-187 (10s)

Totalt: 681 sider. Pensumlisten vil bli utvidet med noen flere artikler før oppstart av emnet

• 5 timers individuell skriftlig skoleeksamen.

Etter fullført emne har studenten følgende læringsutbytte:

Kunnskap:

Studenten

• har kunnskap om ulike antropologiske og kulturvitenskapelige tilnærminger til studiet av læring og utdannelse i forskjellige samfunn
• har komparativ kunnskap om hva læring og utdannelse kan innebære i ulike samfunn, inkludert læring som en kognitiv, kulturell og kroppslig prosess
• har kunnskap om forskjellene mellom formelle og uformelle former og kontekster for læring og utdannelse i ulike samfunn
• har kunnskap om sammenhenger mellom språk, lese ¿og skriveferdigheter og utdanning, med særlig fokus på analfabetisme, voksenopplæring, flerspråklighet og morsmålsundervisning
• har kunnskap om sammenhenger mellom utdannelse og utviklingsspørsmål
• har kjennskap til menneskerettigheter og transnasjonale organisasjoners målsetninger, oppfølginger og utfordringer for ¿Utdanning for alle innen år 2015¿ (EFA)
• har kunnskap om sammenhenger mellom læring, utdannelse og sosial ulikheter som kjønn, klasse og etnisitet
• har kunnskap om sammenhenger mellom læring, utdanning og sosial mobilitet
• har kunnskap om utdannelse innen prosesser relatert til nasjonsbygging, dekolonialisering og urbefolkningers identitet -og rettigheter.

Ferdigheter:

Studenten

• kan anvende kunnskap om ulike antropologiske og kulturvitenskapelige tilnærminger til studier av læring i forskjellige samfunn
• viser evne til komparativ refleksjon om hva læring og utdannelse kan innebære i ulike samfunn, så vel som hva formelle og uformelle kontekster kan innebære for læringsprosessen.
• kan reflektere kritisk omkring sammenhengene mellom utvikling og utdannelse, herunder transnasjonale organisasjoners mål om utdannelse for alle (EFA rammeverket)
• kan vurdere innvirkningen av sosiale ulikheter som kjønn, etnisitet og klasse i tilgangen til utdannelse, og dens rolle for sosial mobilitet.
• kan vise til hvordan utdannelse har vært en sentral komponent i historiske og samtidige politiske og sosiale prosesser relatert til kolonialisme og nasjonsbygging, samt urbefolkningers kamp for særegne rettigheter og selvhevdelse.  
• behersker relevant fagterminologi

Generell kompetanse:

Studenten

• har komparativ innsikt i relevante faglige problemstillinger knyttet til læring og utdanning i ulike samfunn
• kjenner til de viktigste mulighetene og utfordringene utdanning gir for mennesker i ulike samfunn
• kan reflektere over sammenhenger mellom sosial identitet og tilgang til læring og utdannelse i ulike samfunn.

Pensum Ca 750 sider, med forbehold om endringer

Akinnaso, F.N., 1992. Schooling, language, and knowledge in literate and nonliterate societies. Comparative Studies in Society and History, 34(01), pp.68-109. (41s)

Anderson-Levitt, K.M., 1996. Behind schedule: Batch-produced children in French and US classrooms. The cultural production of the educated person: Critical ethnographies of schooling and local practice, pp.57-78. (21s)

Astuti, R. 2001. Are we all natural dualists? A cognitive developmental approach. In Journal of theRoyalAnthropological Institute 7 (3), pp. 429-447.(18s)

Bénéï, V., 2005. Introduction: manufacturing citizenship: confronting public spheres and education in contemporary worlds (pp. 1-34). Routledge.(34s)

Bishop, R., 2003. Changing Power Relations in Education: Kaupapa Maori messages for "mainstream" education in Aotearoa/New Zealand. Comparative Education, 39(2), pp.221-238. (17s)

Bryant, R., 2005. Disciplining ethnicity and citizenship in colonial Cyprus. Manufacturing citizenship: Education and nationalism in Europe, South Asia and China, pp.104-126. (22s)

Drange, L. D. (2011). Intercultural education in the multicultural and multilingual Bolivian context i Intercultural Education, Vol. 22, Issue 1, s. 29 - 42 (9s).

Downey, G. 2008. "Scaffolding Imitation in Capoeira: Physical Education and Enculturation in an Afro-Brazilian Art". American Anthropologist 110: 204-213. (9s)

Evans, G., 2006. Educational failure and workingclass white children in Britain. Basingstoke: Palgrave Macmillan. Chapter 1: Introduction: Social class and Education. Pp 1-13. (13s). 

Foley, D., Levinson, B. and J. Hurtig (2001) 'Anthropology Goes inside: The New Educational Ethnography of Ethnicity and Gender'. ReviewofResearchinEducation 25: 37-98. (61s)

Freire, P. (1970). Pedagogy of the oppressed. New York: The Seabury Press. Kap. 3 (38s).

Froerer, P. (2011) 'Anthropology and Learning'. In Jarvis, Peter (ed.) TheRoutledge Internationa lHandbook on Learning. London: Routledge (9s)

Froerer, P. (2011). Education, inequality and social mobility in Central India. The European Journal of Development Research, 23(5), 695-711. (16s)

Gaskins, S. 1999. Children's daily lives in a Mayan village: a case study of culturally constructed roles and activities. In Children's engagement in the world: Sociocultural perspectives (ed.) A. Goncu. Cambridge: Cambridge University Press. Pp 25-62. (37s)

Goldstein*, H. (2004). Education for all: the globalization of learning targets. Comparative Education, 40(1), 7-14. (7s)

Hirschfeld, L. A. 1988. On Acquiring Social Categories: Cognitive Development and Anthropological Wisdom. Man 23: 611-638. (27s)

Kipnis, A., 2001. The Disturbing Educational Discipline of 'Peasants'. The China Journal, (46), pp 1-24. (24s)

Koehler, G. (2015). Seven Decades of 'Development', and Now What? Journal of International Development, 27(6), 733-751. (18s)

Levinson, B.A. and Dorothy, C., Holland 1996 The Cultural Production of the Educated Person: An Introduction. In The Cultural Production of the Educated Person: Critical Ethnographies of Schooling and Local Practice. Bradley A. Levinson, DouglasE. Foley, and DorothyC. Holland, eds, pp.1-54. (54s)

Lave, J. (1996) 'Teaching and Learning in Practice'. In Mind, Culture and Activity 3(3): 149-164.¿ (15s)

Luttrell, W., 1996. Becoming somebody in and against school: Toward a psychocultural theory of gender and self-making. The cultural production of the educated person: Critical ethnographies of schooling and local practice, pp.93-118. (25s)

Maddox, B. (2010). Marginal returns: re¿thinking mobility and educational benefit in contexts of chronic poverty. Compare, 40(2), 213-222. (9s)

Pelissier, C. 1991. The Anthropology of Teaching and Learning. Annual Review of Anthropology 20: 75-95 (20s)

Rival, L. (1996) ¿Formal schooling and the production of modern citizens in the Ecuadorian Amazon¿. In Levinson, B. et al (eds.) The Cultural Production of the Educated Person. New York: SUNY Press. (16s)

Shaw, T.A., 1996. Taiwanese schools against themselves: school culture versus the subjectivity of youth. The cultural production of the educated person: Critical ethnographies of schooling and local practice, pp.187-207. (20s)

Stromquist, N. P. (2001) 'What Poverty Does to Girls' Education: The intersection of class, gender and policy in Latin America'. Compare 31(1): 39¿56. (17s)

Trujillo, A., 1996. In search of Aztlan: Movimiento ideology and the creation of a Chicano worldview through schooling. The cultural production of the educated person, pp.119-149. (30s)

UNESCO (2015). EDUCATION FOR ALL 2000-2015: Achievements and Challenges. EFA Global 2015 GLobal Monitoring Report. Overview pp 1-44. (44s)

Unterhalter, Elaine (2014) "Measuring Education for the Millennium Development Goals: Reflection on       Targets, Indicators, and a Post-2015 Framework" in Journal of Human Development and Capabilities,        Vol. 15, Nos. 2-3, s.176-187 (10s)

Totalt: 681 sider. Pensumlisten vil bli utvidet med noen flere artikler før oppstart av emnet

• 5 timers individuell skriftlig skoleeksamen.

Etter fullført emne har studenten følgende læringsutbytte:

Kunnskap:

Studenten

• har kunnskap om ulike antropologiske og kulturvitenskapelige tilnærminger til studiet av læring og utdannelse i forskjellige samfunn
• har komparativ kunnskap om hva læring og utdannelse kan innebære i ulike samfunn, inkludert læring som en kognitiv, kulturell og kroppslig prosess
• har kunnskap om forskjellene mellom formelle og uformelle former og kontekster for læring og utdannelse i ulike samfunn
• har kunnskap om sammenhenger mellom språk, lese ¿og skriveferdigheter og utdanning, med særlig fokus på analfabetisme, voksenopplæring, flerspråklighet og morsmålsundervisning
• har kunnskap om sammenhenger mellom utdannelse og utviklingsspørsmål
• har kjennskap til menneskerettigheter og transnasjonale organisasjoners målsetninger, oppfølginger og utfordringer for ¿Utdanning for alle innen år 2015¿ (EFA)
• har kunnskap om sammenhenger mellom læring, utdannelse og sosial ulikheter som kjønn, klasse og etnisitet
• har kunnskap om sammenhenger mellom læring, utdanning og sosial mobilitet
• har kunnskap om utdannelse innen prosesser relatert til nasjonsbygging, dekolonialisering og urbefolkningers identitet -og rettigheter.

Ferdigheter:

Studenten

• kan anvende kunnskap om ulike antropologiske og kulturvitenskapelige tilnærminger til studier av læring i forskjellige samfunn
• viser evne til komparativ refleksjon om hva læring og utdannelse kan innebære i ulike samfunn, så vel som hva formelle og uformelle kontekster kan innebære for læringsprosessen.
• kan reflektere kritisk omkring sammenhengene mellom utvikling og utdannelse, herunder transnasjonale organisasjoners mål om utdannelse for alle (EFA rammeverket)
• kan vurdere innvirkningen av sosiale ulikheter som kjønn, etnisitet og klasse i tilgangen til utdannelse, og dens rolle for sosial mobilitet.
• kan vise til hvordan utdannelse har vært en sentral komponent i historiske og samtidige politiske og sosiale prosesser relatert til kolonialisme og nasjonsbygging, samt urbefolkningers kamp for særegne rettigheter og selvhevdelse.  
• behersker relevant fagterminologi

Generell kompetanse:

Studenten

• har komparativ innsikt i relevante faglige problemstillinger knyttet til læring og utdanning i ulike samfunn
• kjenner til de viktigste mulighetene og utfordringene utdanning gir for mennesker i ulike samfunn
• kan reflektere over sammenhenger mellom sosial identitet og tilgang til læring og utdannelse i ulike samfunn.

Pensum Ca 750 sider

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Totalt: 681 sider. Pensumlisten vil bli utvidet med noen flere artikler før oppstart av emnet