Theme 1: Globalization, modernization and social change
Required readings (115 pp)
Alexander, J.C. (1994). Modern, anti, post, and neo: How social theories have tried to understand the ‘new world’ of ‘our time’. Zeitschrift für Soziologie 23(3): 165–97. (32 pp)
Bauman, Z. (1996). From pilgrim to tourist—or a short history of identity. In S. Hall & P. Du Gay (Eds.), Questions of cultural identity (pp. 18-36). Thousand Oaks, CA, US: Sage Publications, Inc. (18 pp)
Beck, U. and Beck-Gernsheim, E. (2002). Individualization: Institutionalised individualism and its social and political consequences. Chapter 1, pp. 1-21. London: Sage. (21pp)
Liu, F.S. (2016). The rise of the “priceless” child in China. Comparative Education Review, 60(1): 105-130. (25 pp)
Robertson, R. (1995). Glocalization. Time-space and homogeneity-heterogeneity. In M. Featherstone, S. Lash, and R. Robertson (eds.) Global modernities (pp. 25-44). Thousand Oaks: Sage. (19 pp)
Theme 2: Rooted, critical and eccentric cosmopolitanism
Required readings (103 pp)
Benhabib, S. (2006). Democratic iterations. The local, the national and the global. In: Post, R. C. (Ed.). Another Cosmopolitanism (pp. 45 – 80). Oxford: Oxford University Press (36 pp)
Mignolo, W. (2010). Cosmopolitanism and the De-colonial Option. Studies in Philosophy and education, 29 (2), 111 – 127 (17 pp)
Papastephanou, M. (2012). Thinking differently about cosmopolitanism. Theory, eccentricity, and the globalized world (pp. 9 – 27; 219 - 249). Boulder: Paradigm publishers (49 pp)
Strand, T. (2010). The Cosmopolitan Turn: Recasting ‘Dialogue’ and ‘Difference’. Paideusis. International Journal in Philosophy of Education, 19 (1), 49 – 58 (11 pp)
Theme 3: Modernization and education: Implications for social equity
Required readings (148 pp)
Baker, D. (2014). The schooled society: The educational transformation of global culture. (Introduction and Chapter 1, pp. 1-40). Stanford: Stanford University Press. (41 pp)
Brown, P. (2003). The opportunity trap: education and employment in a global economy. European Educational Research Journal, 2 (1), 141-179. (38pp)
Lucas, S.R. (2001). Effectively maintained inequality: Education transitions, track mobility, and social background effects. The American Journal of Sociology, 106 (6):1642-1690. (48 pp)
Raftery, A.E. and Hout, M. (1993). Maximally maintained inequality: Expansion, reform, and opportunity in Irish education, 1921-75. Sociology of Education 66: 41-62. (21 pp)
Theme 4: Introduction to sociology of gender
Required readings (107 pp)
Wharton, A. S. (2005). The sociology of gender: An introduction to theory and research (Chapters 2.3, pp. 17-78). Oxford: Blackwell. (61 pp)
Lauglo, J. and Liu, F.S. (2019). The reverse gender gap in adolescents’ expectation of higher education: Analysis of 50 education systems. Comparative Education Review 63(1): 28-57. (29 pp)
Liu, F. S. (2013) From degendering to( re)gendering self: Chinese youth negotiating modern womanhood. Gender and Education, 26 (1), 18 - 34 (17pp)
Theme 5: Competing concepts of justice
Required readings (112 pp):
Banakas, S. (2007). A global concept of justice – dream or nightmare. Looking at different concepts of justice or righteousness competing in today’s world. Louisiana Law Review, 67 (4), 1021 – 1042 (21 pp)
Fraser, N. and Honneth, A. (2003). Redistribution or recognition. A political-philosophical exchange (Intro + Chap. 2). London: Verso (56 pp)
Gardiner, S. M. (2012). Climate Justice. In: John S. Dryzek, Richard B. Norgaard, and David Schlosberg (Eds.). The Oxford Handbook of Climate Change and Society (pp. 309 – 323). Oxford: Oxford University Press. DOI: 10.1093/oxfordhb/9780199566600.003.0021 (17 pp)
Schmaltz, D. (2019). Social freedom in a global world: Axel Honneth’s and Seyla Benhabib’s reconsiderations of a Hegelian perspective on justice. Constellations, 2019 (26), 301 – 317. DOI:10.1111/1467-8675.12391 (18 pp)
Theme 6: Thinking education for social justice today
Required readings (97 pp):
Honneth, A. (2016). Remarks on the Philosophical Approach of Jacques Rancière. In: Genel, K. and Deranty, J.-P. (eds.) (2016). Recognition or Disagreement. A critical encounter on the politics of freedom, equality, and identity (pp. 96 - 106). New York: Colombia University Press (11 pp)
Kvamme, O.A. (forthcoming 2019). School strikes, environmental ethical values, and democracy. 澳门葡京手机版app下载 i P?dagogisk Filosofi (12pp)
Rancière, J. (2016). Critical Questions on the Theory of Recognition. In: Genel, K. and Deranty, J.-P. (eds.) (2016). Recognition or Disagreement. A critical encounter on the politics of freedom, equality, and identity (pp. 83 – 95). New York: Colombia University Press (12 pp)
Stiegler, B. (2015). The New responsibilities of the University: In the Global Economic War. In: Stiegler, B. (2015). States of Shock. Stupidity and knowledge in the 21st Century (pp. 151 – 172). Cambridge: Polity Press (22 pp)
Strand, T. (2016). Alain Badiou on political education. In: Papastephanou, M. (ed.). Cosmopolitanism: Educational, Philosophical and Historical Perspectives (pp. 165 – 175). Dordrecht: Springer (11 pp.)
Total pages for required readings: 665 pp