学部後期課程
学内のオンライン授業の情報漏洩防止のため，URLやアカウント、教室の記載は削除しております。
最終更新日：2026年10月16日
授業計画や教室は変更となる可能性があるため、必ずUTASで最新の情報を確認して下さい。
UTASにアクセスできない方は、担当教員または部局教務へお問い合わせ下さい。
最終更新日：2026年10月16日
授業計画や教室は変更となる可能性があるため、必ずUTASで最新の情報を確認して下さい。
UTASにアクセスできない方は、担当教員または部局教務へお問い合わせ下さい。
グローバル教養科目（Global Learners, Unequal Worlds）
Education Across Borders: Comparative Policies, Power, and the SDGs
This course examines how education systems around the world both reflect and reproduce patterns of global inequality, and how efforts are made—locally and globally—to make education more equitable, inclusive, and transformative. Through the lens of comparative and international education, students will analyze how social, political, economic, and cultural forces shape education policy and practice across diverse contexts.
The course combines conceptual exploration (e.g., SDGs, global governance, equity vs. equality) with real-world case studies and regional examples, including refugee education, peace education in ASEAN, and internationalization in higher education. Students will engage directly with guest speakers from the field, participate in a collaborative joint seminar (tentatively with a Vietnamese university), and take part in a field visit to deepen their understanding of how education systems function on the ground.
In addition to building critical awareness of education’s role in sustaining or challenging inequality, the course encourages students to reflect on their own educational journeys, learn from peers across cultures and disciplines, and collaborate in designing practical solutions. The final “Student Policy Lab” project invites students to imagine and co-create equitable education systems informed by both theory and field insights.
The course combines conceptual exploration (e.g., SDGs, global governance, equity vs. equality) with real-world case studies and regional examples, including refugee education, peace education in ASEAN, and internationalization in higher education. Students will engage directly with guest speakers from the field, participate in a collaborative joint seminar (tentatively with a Vietnamese university), and take part in a field visit to deepen their understanding of how education systems function on the ground.
In addition to building critical awareness of education’s role in sustaining or challenging inequality, the course encourages students to reflect on their own educational journeys, learn from peers across cultures and disciplines, and collaborate in designing practical solutions. The final “Student Policy Lab” project invites students to imagine and co-create equitable education systems informed by both theory and field insights.
時間割／共通科目コード
コース名
教員
学期
時限
7V0101087A
FGL-GL3213S3
グローバル教養科目（Global Learners, Unequal Worlds）
柳 定賢
火曜2限
マイリストに追加
マイリストから削除
講義使用言語
英語
単位
2
実務経験のある教員による授業科目
NO
他学部履修
可
開講所属
グローバル教育センター
授業計画
1. Welcome/ Mapping your learning journey
2. What is comparative education?
3. What is equitable education? Equity vs. Equality
4. Global Governance of Education: History
5. Education and the SDGs: Global framework, Local Gaps
Why ODA?
6. Inclusive Education: Who is excluded?
7. Designing the University of the Future: Learning Across Borders
8. Internationalization and knowledge diplomacy: Mobility or hierarchy
9. Field visit: Night School at Katsushika- TBD
10. Education and Migration and Displacement
11. Education inequality in a movie
12. Student policy Lab: final project presentations
13. Student policy Lab: final project presentations
授業の方法
• Interactive lectures and thematic discussions
• Student-led comparative case studies
• Creative final group projects
• Integration of equitable education modules (multimedia, policy cases, reflections)
• Field trips to education development organizations
• Joint international seminar
成績評価方法
【Please check the grading scale that applies to this course. If the Course Code ends without “-P/F”, this is a course with a letter grade (A+, A, B, C, F). If the Course Code ends with “-P/F”, this is a Pass/Fail Course.】
• Class Attendance and Participation: 20%
• Autobiography Essay: 35%
• Policy Lab- Proposal 5%, Presentation 10%, Final Project 30%:
Educational Autobiography (Reflective Essay):
Students will write a reflective educational autobiography examining the personal, familial, social, and policy factors that have shaped their educational journey. The essay invites students to explore both the opportunities and challenges they have experienced and to reflect on how broader educational systems have influenced their lives.
Policy Lab:
In this final capstone project, student teams will act as policy design labs. Drawing on the course’s case studies, theories, and real-world examples, each team will propose a design for an equitable education system (or reform initiative) in a context of their choice.
NOTE:
Students are permitted to use generative AI tools (e.g., ChatGPT, DeepL, Grammarly) to support the learning and writing process—for example, to improve grammar. However, all final submissions must reflect the student’s own thinking, original analysis, and academic integrity.
• Do not submit AI-generated text as your own work. AI tools may assist, but cannot replace your critical thinking and authorship.
• You must take full responsibility for all submitted content, including verifying factual accuracy and proper citation.
• If AI-generated content is found to have been misused—e.g., copied and pasted with no substantive editing or misrepresented as original thinking—your assignment will not be accepted.
履修上の注意
1. If enrollment exceeds 20 students, a selection process may be implemented. Details regarding the process will be explained during the first class, so all interested students MUST attend.
2. This course emphasizes group work with peers from diverse cultural and academic backgrounds. Students who are open to learning collaboratively in a multicultural environment are especially welcome.
3. Don’t worry about your English proficiency—this course values ideas, perspectives, and effort over perfect language. Support will be provided to ensure all students can fully participate.
実務経験と授業科目の関連性
This course is grounded in real-world experience and designed to bridge theory and practice. The instructor brings extensive professional experience from organizations such as JICA, KOICA, and the OECD, where she worked on education development policies and programs across diverse contexts. She has also held positions in the higher education sectors of the US, Korea, Japan, and Vietnam, offering students a deeply comparative perspective informed by on-the-ground institutional knowledge.
