The course is intended for anyone interested in critically examining the role human rights can play in advancing social and ecological wellbeing. It aims to critically and collectively examine dominant systems and structures whose discriminatory and exclusive practices contribute to social and ecological vulnerability.

Students engage in discussions on current social and ecological concerns and apply a critical human rights lens to examine these. A case study approach will be used whereby students analyse relevant topics in local and global contexts that they identify at the start of the course. These may include matters related to asylum seekers and refugees, disability, gender, poverty, and sexuality, and the intersections of these.

Critical analysis skills and the capacity to situate oneself in relation with diverse perspectives informed by diverse lived realities are encouraged through a relational pedagogical approach.  

Although taught mainly in English, the universal design aims for accessibility of all students irrespective of language, cultural background, disability, and diverse learning needs. Different materials (written, spoken, visual) will be developed in both Icelandic and English using subtitling and easy read features. These materials will reflect local and global perspectives on human rights and draw on narratives and views of diverse scholars, practitioners, and activists.

In the course we examine the field methods and train students in their application. The focus is on ethical issues, research design, the fieldwork setting, participant observation, different kinds of interviews, use of visual material and the analysis of data and presentation of research results.

The purpose of this course is to provide students with understanding on how to plan and conduct survey research. The course will address most common sampling design and different type of survey research (phone, face-to-face, internet, mail etc.). The basic measurement theories will be used to explore fundamental concepts of survey research, such as validity, reliability, question wording and contextual effect. The use of factor analysis and item analysis will be used to evaluate the quality of measurement instruments.  The course emphasizes students’ active learning by planning survey research and analyzing survey data.

This course is taught every other year.

The purpose of this course is to provide students with understanding on how to plan and conduct survey research. The course will address most common sampling design and different type of survey research (phone, face-to-face, internet, mail etc.). The basic measurement theories will be used to explore fundamental concepts of survey research, such as validity, reliability, question wording and contextual effect. The use of factor analysis and item analysis will be used to evaluate the quality of measurement instruments.  The course emphasizes students’ active learning by planning survey research and analyzing survey data.

This course is taught every other year.

In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored.  The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings. 

The Gender and Education is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.

Topics and approach
Specific methodological approaches are covered, their academic foundations explained, prevailing practices tried out and the skills of the students in this regard assessed. The topics selected to begin with are less complex than later ones. Different methods used to collect and analyse data are discussed according to the purpose of the research. Training includes the application of the same methodology to solve different types of research questions. The teaching consists of lectures and studies through discussions and assignments. Emphasis is placed on creativity and communication during analysis of data and the presentation of results. Active participation of students is encouraged that can take the form of instigating discussion, sharing ideas and referring to the research of others.

In this course the emphasis is on discussion and theories in international and comparative education. These fields are defined as the systematic study of similarities and differences in and among education systems across regions, countries, and cultures. 

The course consists of a series of seminars and workshops. In seminars the students will get practice in discussing the various topics of the course within a critical setting and by placing them in a wide theoretical and practical context. In the workshops students will have the opportunity to apply what they are learning. Comparative International Education is a required course for undergraduate and graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.

The MA final project/thesis is an individual research project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor. 

The choice of topic is primarily the responsbility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation. 

In most cases, preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the MA projects which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's Thesis.

The MA final project/thesis is an individual research project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor. 

The choice of topic is primarily the responsbility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation. 

In most cases, preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the MA projects which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's Thesis.

This course treats the debate on aid effectiveness, and institutions and actors within international aid, approaches to development cooperation, and their strengths and weaknesses. Multilateral institutions, bilateral donors, non-governmental organizations and emerging donors will be presented. Important approaches to aid, such as project support, sector-wide approach, budget support, result-based management, participatory methods and gender sensitive approaches will be introduced. as well as challenges in environmental and resource management and disaster aid.

Note: The course is only open to students that are yet to complete this course as a mandatory option, i.e. students registered for a postgraduate diploma in Development studies or Global health, and Global study MA-students with development studies as area of specialization.

This course elucidates the early Chinese philosophy of education in the broadest sense of the term. During the fall semester, the focus will be on Confucian philosophy, beginning with the discussion of education and personal cultivation in the Confucian Analects. We will then move to selected parts of other important Confucian writings, such as the Zhongyong (Doctrine of the Mean), Daxue (The Great Learning), the Xueji (Records of Learning), the Mengzi and the Xunzi. Primary notions of the Chinese philosophy of education will be introduced and explained, including jiao 教 (teaching), xue 学 (study/emulation), xiuji 修己 and xiushen 修身 (cultivating onself), li 礼 (rituals), xing 性 (natural dispositions), and junzi 君子 (exemplary people), among others. We will also investigate the importance of role models in Confucian education.

In addition to these positive notions, we will explore some of their opposites as well, including phrases such as “rotten wood cannot be carved” (xiumu buke diao ye 朽木不可雕也), and descriptions of “petty people (xiao ren 小人),” or those who have not learned much. We will also look at descriptions of people who merely imitate but do not cultivate themselves, or pretenders. Exploring those who do not educate themselves properly helps define the contours of what education means.

Goals

Some of the main questions that will be raised (and possibly answered) are: How is education understood in early Chinese culture? What are its primary aims? What happens when education fails? Can education be bad or dangerous? What social and what “individualist” aspects do education and personal cultivation entail? How does one’s education influence others? What role do others play in education? Are role models necessary? What sort of roles do tradition and emulation play as methods of learning in Confucianism? And, finally, can tradition and emulation be overemphasized? What status does education generally play in Confucian philosophy?  

Approach and readings

We will mainly focus on the primary texts, namely, Analects, Zhongyong (Doctrine of the Mean), Daxue (The Great Learning), the Xueji (Records of Learning), the Mengzi and the Xunzi. Students may follow along with any translation (in English or their native language) of these classics. During the class we will likely read directly from the original, students may refer to ctext.org for all the abovementioned texts. The course is co-taught with Paul J. D’Ambrosio and his students at East China Normal University. No prior knowledge of Chinese philosophy is expected.

Daoist thinkers, notably the authors of the Daodejing 道德经 and the Zhuangzi 庄子, reacted critically to some aspects of the Confucian philosophy of education, often arguing that it is likely to lead to dogmatism and hypocrisy. Instead, they suggest a less socially bound and more independent kind of learning or cultivation that takes seriously the “way of the world,” or the general cosmological tendency and how to align with it. They speak, for instance, of unlearning and diminishing the self. As an alternative to concentrating on learning from classics and others, Daoist texts advocate being more natural, acting in ziran 自然 (self-so) and wuwei 无为 (non-action) manners.  

After focusing on Daoism for the approximately first half of the semester, we will move to Xuanxue 玄学 philosophy, sometimes translated as “Neo-Daoism,” where the relationship between Daoism and Confucianism is critically reimagined. Neo-Daoist thinkers often found creative ways to intertwin the arguments of early Confucian texts with Daoist ones. Here we find new meanings of important terms such as xing 性 (human nature) and xue 学 and reimaged understandings of role models. While early Daoist classics such as the Daodejing and the Zhuangzi might be read as coming down very harshly on any form of imitation or study of past models favoring being self-so and practicing non-action instead, Xuanxue thinkers find an alternative way to think about learning. According to prominent Xuanxue thinkers Daoist ideas of self-so and non-action are actually commensurable with studying. Rather than learn the content of what others have done, one can learn how to do what they do, which involves being self-so and practicing non-action. This is a third perspective on learning, which critically reimagines the relationship between classical Confucian and Daoist views on education.

Goals

Some of the main questions that will be raised (and possibly answered) are: How is education understood in early Chinese culture? What are its primary aims? What happens when education fails? Can education be bad or dangerous? What social and what “individualist” aspects do education and personal cultivation entail? How does one’s education influence others? What role do others play in education? Are role models necessary? What sort of roles do tradition and emulation play as methods of learning in Confucianism? And, can tradition and emulation be overemphasized? What status does education generally play in Confucian philosophy?  

Approach and readings

We will mainly focus on the primary texts, namely, Daodejing, Zhuangzi and Neo-Daoist writings. Students may follow along with any translation (in English or their native language) of these classics. During the class we will likely read directly from the original, students may refer to ctext.org for most of the abovementioned texts. The course is co-taught with Paul J. D’Ambrosio and his students at East China Normal University. No prior knowledge of Chinese philosophy is expected, but students who do not take the prior course on Confucianism (autumn 2024) are encouraged to watch recordings from that course, which will be made available.

This course provides students with an introduction to the major approaches and theories of International Relations.  Students are introduced to the aims of theory, theoretical frameworks - rationalist vs reflectivist - as well as the main theories themselves.  How the theories can be applied in practice is also examined.

Theory aims to identify broad patterns and draw wider conclusions from a series of discrete moments in international affairs, in order to generate greater insight into, and meaning from, our world. With this in mind, this course explores the various ‘great debates’ that have emerged over time between and among theories of international relations, as well as more recent contributions. How theories can be used to interpret and understand world affairs will be demonstrated throughout the course, drawing on real-life case studies.

The aim of this course is to develop skills in analyzing and discussing international cooperation and in particular, Iceland´s role in global affairs. Globalization from an historical and theoretical perspective is presented and the influence of globalization on politics, economics, states and individuals discussed. The foreign policy of Iceland is analyzed with an emphasis on the current priorities. Iceland´s role in the international system in relation to the current challenges is presented with an emphasis on security and defence matters, Arctic issues and Nordic cooperation. European integration will be explored relating to Iceland´s choices in European affairs, with a particular focus on the effects of the EEA agreement in Iceland. Moreover, Iceland´s UN participation and campaign for a non-permanent seat on the UN Security Council will be covered.

Global health priorities are the focus of this course. The global burden of disease across countries will be scrutinized, as well as inequality and other important socio-economic determinants of health in a globalized world. Particular focus will be given to maternal, newborn, child and adolescent health from a global perspective, as well as health systems designed to provide good and timely services. Global nutritional challenges and mental health issues will be discussed as well as prevention and impact of infectious diseases such as malaria, tuberculosis, HIV/AIDS, cholera, Ebola and COVID-19. Other subjects for discussion and analysis with importance for health include violence, environment, culture, disaster and complex emergencies, as well as ethical issues. In addition, the work and policies of international institutions and development organizations will be discussed, including the Sustainable Development Goals.

Global health priorities are in focus in this course. Global burden of disease across countries will be scrutinized as well as inequality and other important socio-economic determinants of health in a globalized world. Particular focus will be given to maternal, newborn, child and adolescent health in low- and middle-income countries, health systems and care-seeking. Global nutritional challenges and mental health issues will be discussed as well as prevention and impact of infectious diseases such as malaria, tuberculosis, HIV/AIDS, cholera, Ebola and COVID-19. Along the coursework, other subjects for discussion and analysis with importance for health include violence, environment, culture, disaster and complex emergencies, as well as ethical issues. In addition, the work and policies of international institutions and development organizations will be discussed, including the new Sustainable Development Goals.

The aim of this course is to develop the students' critical thinking and leadership skills for a sustainable future.  The material that will be introduced will show actions that can be taken to reduce individual/organisational/community/ country ecological/environmental footprints. The students will master scientific framework for sustainability - based on systems thinking. They will learn to link science/economics/social sciences to underpin policy, become aware of skills and methods needed to lead change, understanding carbon trading schemes, become aware of necessities of developing new economic, policy and legal systems and understand the components needed for building sustainable communities.  At the end of the course the students will be equipped to lead change towards a sustainable future, understand economic consequences of "business as usual", be able to detail measures to avert dangerous climate change, understand the legal framework for simultaneous policy and be fully aware of societal and economic consequences of "peak oil". Students will also be able to organise and run workshops on topics relating to sustainability, learn about successful cradle to cradle good practice, understand the meaning of embedded water and embedded energy and be aware of system's adaptation to climate change. Evaluation will be through workshops, presentations and group projects.

Intensive course, taught in modules over four weekends: Dates for spring semester 2023: January 20-21, February 10-11, March 3-4, and March 24-25.

During the course, the emphasis is on discussions and reflections on the concept of professionalism and related concepts, how they have developed, and influencing factors, i.e. the professional mandate (the governmental influence), the influence of stakeholders, professionals, and the professions. The concepts 'collaborative professionalism' and 'democratic professionalism' will be analysed and discussed. Further, the focus will be on development of a ‘professional’ and what affects his or her 'professional identity'. ‘Professional learning communities’, ideology and characteristics, will be examined.

The course consists of lectures, discussions and group work. Students are expected to take an active part in discussions and are required to present papers regularly related to the subject.

The course focuses on volunteering and the various social, educational and psychological theories that are related to this type of civic participation. Incentives for volunteering are also discussed as well as gender differences in that context. Organizational and structural elements of volunteering will then be introduced as they can contribute to increasing the likelihood of finding the volunteering participation meaningful as well as encouraging future engagement. Students will also get opportunities to experience volunteering on their own and participate for a chosen organization or social association that brings assistance to people with social justice and welfare in mind. 

Teaching and learning methods: Lectures, discussions and class assignments will be scheduled four times in total; twice in on-site sessions I and twice in on-site session II. Attendance is mandatory. Volunteer sessions for social associations or organizations will be six in certain number of hours each time and participation needs to be 100%.

This course offers an introduction to inclusive education policy and practic. It explores examples from the history of (special) education, theories and perspectives from disability studies, stigma and othering, democracy and social justice. The course will provide students with basic understanding of heterogeneous group teaching and learning, and how teachers and schools can work with learners with special needs and their families in general education schools and society.

The apple does not fall far from the tree? This course explores how a person’s social background affect the social position they ultimately attain in life and how inequality is reproduced from one generation to the next. The course addresses how social mobility has changed over time and across countries and which role education plays for the process of social mobility. We will discuss the main theories used to explain inequality in education and social mobility and (potential) changes over time. The course will focus on individuals’ social background (social class of origin, parental education or parental socio-economic status) but gender and ethnic inequalities will also be considered in the last meetings. In the seminar, we will read a mix of classic readings and more recent literature. Furthermore, special emphasis will be paid on discussing readings and findings from other countries with respect to the Icelandic country case.

The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation. 

To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).

Examples of issues to be dealt with:

• Education for sustainability in formal and informal settings (e.g. in workplaces)
• Leadership for sustainability (e.g. whole school or leisure activity change)
• Relations between science and sustainability (e.g. tactic/principle)
• Wicked problems
• Rural development and sustainability
• Creating shared values (including corporate social responsibility) 
• Curriculum change

The course is intended for anyone interested in critically examining the role human rights can play in advancing social and ecological wellbeing. It aims to critically and collectively examine dominant systems and structures whose discriminatory and exclusive practices contribute to social and ecological vulnerability.

Students engage in discussions on current social and ecological concerns and apply a critical human rights lens to examine these. A case study approach will be used whereby students analyse relevant topics in local and global contexts that they identify at the start of the course. These may include matters related to asylum seekers and refugees, disability, gender, poverty, and sexuality, and the intersections of these.

Critical analysis skills and the capacity to situate oneself in relation with diverse perspectives informed by diverse lived realities are encouraged through a relational pedagogical approach.  

Although taught mainly in English, the universal design aims for accessibility of all students irrespective of language, cultural background, disability, and diverse learning needs. Different materials (written, spoken, visual) will be developed in both Icelandic and English using subtitling and easy read features. These materials will reflect local and global perspectives on human rights and draw on narratives and views of diverse scholars, practitioners, and activists.

In the course we examine the field methods and train students in their application. The focus is on ethical issues, research design, the fieldwork setting, participant observation, different kinds of interviews, use of visual material and the analysis of data and presentation of research results.

The purpose of this course is to provide students with understanding on how to plan and conduct survey research. The course will address most common sampling design and different type of survey research (phone, face-to-face, internet, mail etc.). The basic measurement theories will be used to explore fundamental concepts of survey research, such as validity, reliability, question wording and contextual effect. The use of factor analysis and item analysis will be used to evaluate the quality of measurement instruments.  The course emphasizes students’ active learning by planning survey research and analyzing survey data.

This course is taught every other year.

The purpose of this course is to provide students with understanding on how to plan and conduct survey research. The course will address most common sampling design and different type of survey research (phone, face-to-face, internet, mail etc.). The basic measurement theories will be used to explore fundamental concepts of survey research, such as validity, reliability, question wording and contextual effect. The use of factor analysis and item analysis will be used to evaluate the quality of measurement instruments.  The course emphasizes students’ active learning by planning survey research and analyzing survey data.

This course is taught every other year.

In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored.  The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings. 

The Gender and Education is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.

Topics and approach
Specific methodological approaches are covered, their academic foundations explained, prevailing practices tried out and the skills of the students in this regard assessed. The topics selected to begin with are less complex than later ones. Different methods used to collect and analyse data are discussed according to the purpose of the research. Training includes the application of the same methodology to solve different types of research questions. The teaching consists of lectures and studies through discussions and assignments. Emphasis is placed on creativity and communication during analysis of data and the presentation of results. Active participation of students is encouraged that can take the form of instigating discussion, sharing ideas and referring to the research of others.

In this course the emphasis is on discussion and theories in international and comparative education. These fields are defined as the systematic study of similarities and differences in and among education systems across regions, countries, and cultures. 

The course consists of a series of seminars and workshops. In seminars the students will get practice in discussing the various topics of the course within a critical setting and by placing them in a wide theoretical and practical context. In the workshops students will have the opportunity to apply what they are learning. Comparative International Education is a required course for undergraduate and graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.

The MA final project/thesis is an individual research project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor. 

The choice of topic is primarily the responsbility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation. 

In most cases, preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the MA projects which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's Thesis.

The MA final project/thesis is an individual research project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor. 

The choice of topic is primarily the responsbility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation. 

In most cases, preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the MA projects which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's Thesis.

This course treats the debate on aid effectiveness, and institutions and actors within international aid, approaches to development cooperation, and their strengths and weaknesses. Multilateral institutions, bilateral donors, non-governmental organizations and emerging donors will be presented. Important approaches to aid, such as project support, sector-wide approach, budget support, result-based management, participatory methods and gender sensitive approaches will be introduced. as well as challenges in environmental and resource management and disaster aid.

Note: The course is only open to students that are yet to complete this course as a mandatory option, i.e. students registered for a postgraduate diploma in Development studies or Global health, and Global study MA-students with development studies as area of specialization.

This course elucidates the early Chinese philosophy of education in the broadest sense of the term. During the fall semester, the focus will be on Confucian philosophy, beginning with the discussion of education and personal cultivation in the Confucian Analects. We will then move to selected parts of other important Confucian writings, such as the Zhongyong (Doctrine of the Mean), Daxue (The Great Learning), the Xueji (Records of Learning), the Mengzi and the Xunzi. Primary notions of the Chinese philosophy of education will be introduced and explained, including jiao 教 (teaching), xue 学 (study/emulation), xiuji 修己 and xiushen 修身 (cultivating onself), li 礼 (rituals), xing 性 (natural dispositions), and junzi 君子 (exemplary people), among others. We will also investigate the importance of role models in Confucian education.

In addition to these positive notions, we will explore some of their opposites as well, including phrases such as “rotten wood cannot be carved” (xiumu buke diao ye 朽木不可雕也), and descriptions of “petty people (xiao ren 小人),” or those who have not learned much. We will also look at descriptions of people who merely imitate but do not cultivate themselves, or pretenders. Exploring those who do not educate themselves properly helps define the contours of what education means.

Goals

Some of the main questions that will be raised (and possibly answered) are: How is education understood in early Chinese culture? What are its primary aims? What happens when education fails? Can education be bad or dangerous? What social and what “individualist” aspects do education and personal cultivation entail? How does one’s education influence others? What role do others play in education? Are role models necessary? What sort of roles do tradition and emulation play as methods of learning in Confucianism? And, finally, can tradition and emulation be overemphasized? What status does education generally play in Confucian philosophy?  

Approach and readings

We will mainly focus on the primary texts, namely, Analects, Zhongyong (Doctrine of the Mean), Daxue (The Great Learning), the Xueji (Records of Learning), the Mengzi and the Xunzi. Students may follow along with any translation (in English or their native language) of these classics. During the class we will likely read directly from the original, students may refer to ctext.org for all the abovementioned texts. The course is co-taught with Paul J. D’Ambrosio and his students at East China Normal University. No prior knowledge of Chinese philosophy is expected.

Daoist thinkers, notably the authors of the Daodejing 道德经 and the Zhuangzi 庄子, reacted critically to some aspects of the Confucian philosophy of education, often arguing that it is likely to lead to dogmatism and hypocrisy. Instead, they suggest a less socially bound and more independent kind of learning or cultivation that takes seriously the “way of the world,” or the general cosmological tendency and how to align with it. They speak, for instance, of unlearning and diminishing the self. As an alternative to concentrating on learning from classics and others, Daoist texts advocate being more natural, acting in ziran 自然 (self-so) and wuwei 无为 (non-action) manners.  

After focusing on Daoism for the approximately first half of the semester, we will move to Xuanxue 玄学 philosophy, sometimes translated as “Neo-Daoism,” where the relationship between Daoism and Confucianism is critically reimagined. Neo-Daoist thinkers often found creative ways to intertwin the arguments of early Confucian texts with Daoist ones. Here we find new meanings of important terms such as xing 性 (human nature) and xue 学 and reimaged understandings of role models. While early Daoist classics such as the Daodejing and the Zhuangzi might be read as coming down very harshly on any form of imitation or study of past models favoring being self-so and practicing non-action instead, Xuanxue thinkers find an alternative way to think about learning. According to prominent Xuanxue thinkers Daoist ideas of self-so and non-action are actually commensurable with studying. Rather than learn the content of what others have done, one can learn how to do what they do, which involves being self-so and practicing non-action. This is a third perspective on learning, which critically reimagines the relationship between classical Confucian and Daoist views on education.

Goals

Some of the main questions that will be raised (and possibly answered) are: How is education understood in early Chinese culture? What are its primary aims? What happens when education fails? Can education be bad or dangerous? What social and what “individualist” aspects do education and personal cultivation entail? How does one’s education influence others? What role do others play in education? Are role models necessary? What sort of roles do tradition and emulation play as methods of learning in Confucianism? And, can tradition and emulation be overemphasized? What status does education generally play in Confucian philosophy?  

Approach and readings

We will mainly focus on the primary texts, namely, Daodejing, Zhuangzi and Neo-Daoist writings. Students may follow along with any translation (in English or their native language) of these classics. During the class we will likely read directly from the original, students may refer to ctext.org for most of the abovementioned texts. The course is co-taught with Paul J. D’Ambrosio and his students at East China Normal University. No prior knowledge of Chinese philosophy is expected, but students who do not take the prior course on Confucianism (autumn 2024) are encouraged to watch recordings from that course, which will be made available.

This course provides students with an introduction to the major approaches and theories of International Relations.  Students are introduced to the aims of theory, theoretical frameworks - rationalist vs reflectivist - as well as the main theories themselves.  How the theories can be applied in practice is also examined.

Theory aims to identify broad patterns and draw wider conclusions from a series of discrete moments in international affairs, in order to generate greater insight into, and meaning from, our world. With this in mind, this course explores the various ‘great debates’ that have emerged over time between and among theories of international relations, as well as more recent contributions. How theories can be used to interpret and understand world affairs will be demonstrated throughout the course, drawing on real-life case studies.

The aim of this course is to develop skills in analyzing and discussing international cooperation and in particular, Iceland´s role in global affairs. Globalization from an historical and theoretical perspective is presented and the influence of globalization on politics, economics, states and individuals discussed. The foreign policy of Iceland is analyzed with an emphasis on the current priorities. Iceland´s role in the international system in relation to the current challenges is presented with an emphasis on security and defence matters, Arctic issues and Nordic cooperation. European integration will be explored relating to Iceland´s choices in European affairs, with a particular focus on the effects of the EEA agreement in Iceland. Moreover, Iceland´s UN participation and campaign for a non-permanent seat on the UN Security Council will be covered.

Global health priorities are the focus of this course. The global burden of disease across countries will be scrutinized, as well as inequality and other important socio-economic determinants of health in a globalized world. Particular focus will be given to maternal, newborn, child and adolescent health from a global perspective, as well as health systems designed to provide good and timely services. Global nutritional challenges and mental health issues will be discussed as well as prevention and impact of infectious diseases such as malaria, tuberculosis, HIV/AIDS, cholera, Ebola and COVID-19. Other subjects for discussion and analysis with importance for health include violence, environment, culture, disaster and complex emergencies, as well as ethical issues. In addition, the work and policies of international institutions and development organizations will be discussed, including the Sustainable Development Goals.

Global health priorities are in focus in this course. Global burden of disease across countries will be scrutinized as well as inequality and other important socio-economic determinants of health in a globalized world. Particular focus will be given to maternal, newborn, child and adolescent health in low- and middle-income countries, health systems and care-seeking. Global nutritional challenges and mental health issues will be discussed as well as prevention and impact of infectious diseases such as malaria, tuberculosis, HIV/AIDS, cholera, Ebola and COVID-19. Along the coursework, other subjects for discussion and analysis with importance for health include violence, environment, culture, disaster and complex emergencies, as well as ethical issues. In addition, the work and policies of international institutions and development organizations will be discussed, including the new Sustainable Development Goals.

The aim of this course is to develop the students' critical thinking and leadership skills for a sustainable future.  The material that will be introduced will show actions that can be taken to reduce individual/organisational/community/ country ecological/environmental footprints. The students will master scientific framework for sustainability - based on systems thinking. They will learn to link science/economics/social sciences to underpin policy, become aware of skills and methods needed to lead change, understanding carbon trading schemes, become aware of necessities of developing new economic, policy and legal systems and understand the components needed for building sustainable communities.  At the end of the course the students will be equipped to lead change towards a sustainable future, understand economic consequences of "business as usual", be able to detail measures to avert dangerous climate change, understand the legal framework for simultaneous policy and be fully aware of societal and economic consequences of "peak oil". Students will also be able to organise and run workshops on topics relating to sustainability, learn about successful cradle to cradle good practice, understand the meaning of embedded water and embedded energy and be aware of system's adaptation to climate change. Evaluation will be through workshops, presentations and group projects.

Intensive course, taught in modules over four weekends: Dates for spring semester 2023: January 20-21, February 10-11, March 3-4, and March 24-25.

During the course, the emphasis is on discussions and reflections on the concept of professionalism and related concepts, how they have developed, and influencing factors, i.e. the professional mandate (the governmental influence), the influence of stakeholders, professionals, and the professions. The concepts 'collaborative professionalism' and 'democratic professionalism' will be analysed and discussed. Further, the focus will be on development of a ‘professional’ and what affects his or her 'professional identity'. ‘Professional learning communities’, ideology and characteristics, will be examined.

The course consists of lectures, discussions and group work. Students are expected to take an active part in discussions and are required to present papers regularly related to the subject.

The course focuses on volunteering and the various social, educational and psychological theories that are related to this type of civic participation. Incentives for volunteering are also discussed as well as gender differences in that context. Organizational and structural elements of volunteering will then be introduced as they can contribute to increasing the likelihood of finding the volunteering participation meaningful as well as encouraging future engagement. Students will also get opportunities to experience volunteering on their own and participate for a chosen organization or social association that brings assistance to people with social justice and welfare in mind. 

Teaching and learning methods: Lectures, discussions and class assignments will be scheduled four times in total; twice in on-site sessions I and twice in on-site session II. Attendance is mandatory. Volunteer sessions for social associations or organizations will be six in certain number of hours each time and participation needs to be 100%.

This course offers an introduction to inclusive education policy and practic. It explores examples from the history of (special) education, theories and perspectives from disability studies, stigma and othering, democracy and social justice. The course will provide students with basic understanding of heterogeneous group teaching and learning, and how teachers and schools can work with learners with special needs and their families in general education schools and society.

The apple does not fall far from the tree? This course explores how a person’s social background affect the social position they ultimately attain in life and how inequality is reproduced from one generation to the next. The course addresses how social mobility has changed over time and across countries and which role education plays for the process of social mobility. We will discuss the main theories used to explain inequality in education and social mobility and (potential) changes over time. The course will focus on individuals’ social background (social class of origin, parental education or parental socio-economic status) but gender and ethnic inequalities will also be considered in the last meetings. In the seminar, we will read a mix of classic readings and more recent literature. Furthermore, special emphasis will be paid on discussing readings and findings from other countries with respect to the Icelandic country case.

The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation. 

To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).

Examples of issues to be dealt with:

• Education for sustainability in formal and informal settings (e.g. in workplaces)
• Leadership for sustainability (e.g. whole school or leisure activity change)
• Relations between science and sustainability (e.g. tactic/principle)
• Wicked problems
• Rural development and sustainability
• Creating shared values (including corporate social responsibility) 
• Curriculum change

The course is intended for anyone interested in critically examining the role human rights can play in advancing social and ecological wellbeing. It aims to critically and collectively examine dominant systems and structures whose discriminatory and exclusive practices contribute to social and ecological vulnerability.

Students engage in discussions on current social and ecological concerns and apply a critical human rights lens to examine these. A case study approach will be used whereby students analyse relevant topics in local and global contexts that they identify at the start of the course. These may include matters related to asylum seekers and refugees, disability, gender, poverty, and sexuality, and the intersections of these.

Critical analysis skills and the capacity to situate oneself in relation with diverse perspectives informed by diverse lived realities are encouraged through a relational pedagogical approach.  

Although taught mainly in English, the universal design aims for accessibility of all students irrespective of language, cultural background, disability, and diverse learning needs. Different materials (written, spoken, visual) will be developed in both Icelandic and English using subtitling and easy read features. These materials will reflect local and global perspectives on human rights and draw on narratives and views of diverse scholars, practitioners, and activists.

In the course we examine the field methods and train students in their application. The focus is on ethical issues, research design, the fieldwork setting, participant observation, different kinds of interviews, use of visual material and the analysis of data and presentation of research results.

The purpose of this course is to provide students with understanding on how to plan and conduct survey research. The course will address most common sampling design and different type of survey research (phone, face-to-face, internet, mail etc.). The basic measurement theories will be used to explore fundamental concepts of survey research, such as validity, reliability, question wording and contextual effect. The use of factor analysis and item analysis will be used to evaluate the quality of measurement instruments.  The course emphasizes students’ active learning by planning survey research and analyzing survey data.

This course is taught every other year.

The purpose of this course is to provide students with understanding on how to plan and conduct survey research. The course will address most common sampling design and different type of survey research (phone, face-to-face, internet, mail etc.). The basic measurement theories will be used to explore fundamental concepts of survey research, such as validity, reliability, question wording and contextual effect. The use of factor analysis and item analysis will be used to evaluate the quality of measurement instruments.  The course emphasizes students’ active learning by planning survey research and analyzing survey data.

This course is taught every other year.

In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored.  The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings. 

The Gender and Education is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.

Topics and approach
Specific methodological approaches are covered, their academic foundations explained, prevailing practices tried out and the skills of the students in this regard assessed. The topics selected to begin with are less complex than later ones. Different methods used to collect and analyse data are discussed according to the purpose of the research. Training includes the application of the same methodology to solve different types of research questions. The teaching consists of lectures and studies through discussions and assignments. Emphasis is placed on creativity and communication during analysis of data and the presentation of results. Active participation of students is encouraged that can take the form of instigating discussion, sharing ideas and referring to the research of others.

In this course the emphasis is on discussion and theories in international and comparative education. These fields are defined as the systematic study of similarities and differences in and among education systems across regions, countries, and cultures. 

The course consists of a series of seminars and workshops. In seminars the students will get practice in discussing the various topics of the course within a critical setting and by placing them in a wide theoretical and practical context. In the workshops students will have the opportunity to apply what they are learning. Comparative International Education is a required course for undergraduate and graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.

The MA final project/thesis is an individual research project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor. 

The choice of topic is primarily the responsbility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation. 

In most cases, preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the MA projects which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's Thesis.

The MA final project/thesis is an individual research project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor. 

The choice of topic is primarily the responsbility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation. 

In most cases, preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the MA projects which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's Thesis.

This course treats the debate on aid effectiveness, and institutions and actors within international aid, approaches to development cooperation, and their strengths and weaknesses. Multilateral institutions, bilateral donors, non-governmental organizations and emerging donors will be presented. Important approaches to aid, such as project support, sector-wide approach, budget support, result-based management, participatory methods and gender sensitive approaches will be introduced. as well as challenges in environmental and resource management and disaster aid.

Note: The course is only open to students that are yet to complete this course as a mandatory option, i.e. students registered for a postgraduate diploma in Development studies or Global health, and Global study MA-students with development studies as area of specialization.

This course elucidates the early Chinese philosophy of education in the broadest sense of the term. During the fall semester, the focus will be on Confucian philosophy, beginning with the discussion of education and personal cultivation in the Confucian Analects. We will then move to selected parts of other important Confucian writings, such as the Zhongyong (Doctrine of the Mean), Daxue (The Great Learning), the Xueji (Records of Learning), the Mengzi and the Xunzi. Primary notions of the Chinese philosophy of education will be introduced and explained, including jiao 教 (teaching), xue 学 (study/emulation), xiuji 修己 and xiushen 修身 (cultivating onself), li 礼 (rituals), xing 性 (natural dispositions), and junzi 君子 (exemplary people), among others. We will also investigate the importance of role models in Confucian education.

In addition to these positive notions, we will explore some of their opposites as well, including phrases such as “rotten wood cannot be carved” (xiumu buke diao ye 朽木不可雕也), and descriptions of “petty people (xiao ren 小人),” or those who have not learned much. We will also look at descriptions of people who merely imitate but do not cultivate themselves, or pretenders. Exploring those who do not educate themselves properly helps define the contours of what education means.

Goals

Some of the main questions that will be raised (and possibly answered) are: How is education understood in early Chinese culture? What are its primary aims? What happens when education fails? Can education be bad or dangerous? What social and what “individualist” aspects do education and personal cultivation entail? How does one’s education influence others? What role do others play in education? Are role models necessary? What sort of roles do tradition and emulation play as methods of learning in Confucianism? And, finally, can tradition and emulation be overemphasized? What status does education generally play in Confucian philosophy?  

Approach and readings

We will mainly focus on the primary texts, namely, Analects, Zhongyong (Doctrine of the Mean), Daxue (The Great Learning), the Xueji (Records of Learning), the Mengzi and the Xunzi. Students may follow along with any translation (in English or their native language) of these classics. During the class we will likely read directly from the original, students may refer to ctext.org for all the abovementioned texts. The course is co-taught with Paul J. D’Ambrosio and his students at East China Normal University. No prior knowledge of Chinese philosophy is expected.

Daoist thinkers, notably the authors of the Daodejing 道德经 and the Zhuangzi 庄子, reacted critically to some aspects of the Confucian philosophy of education, often arguing that it is likely to lead to dogmatism and hypocrisy. Instead, they suggest a less socially bound and more independent kind of learning or cultivation that takes seriously the “way of the world,” or the general cosmological tendency and how to align with it. They speak, for instance, of unlearning and diminishing the self. As an alternative to concentrating on learning from classics and others, Daoist texts advocate being more natural, acting in ziran 自然 (self-so) and wuwei 无为 (non-action) manners.  

After focusing on Daoism for the approximately first half of the semester, we will move to Xuanxue 玄学 philosophy, sometimes translated as “Neo-Daoism,” where the relationship between Daoism and Confucianism is critically reimagined. Neo-Daoist thinkers often found creative ways to intertwin the arguments of early Confucian texts with Daoist ones. Here we find new meanings of important terms such as xing 性 (human nature) and xue 学 and reimaged understandings of role models. While early Daoist classics such as the Daodejing and the Zhuangzi might be read as coming down very harshly on any form of imitation or study of past models favoring being self-so and practicing non-action instead, Xuanxue thinkers find an alternative way to think about learning. According to prominent Xuanxue thinkers Daoist ideas of self-so and non-action are actually commensurable with studying. Rather than learn the content of what others have done, one can learn how to do what they do, which involves being self-so and practicing non-action. This is a third perspective on learning, which critically reimagines the relationship between classical Confucian and Daoist views on education.

Goals

Some of the main questions that will be raised (and possibly answered) are: How is education understood in early Chinese culture? What are its primary aims? What happens when education fails? Can education be bad or dangerous? What social and what “individualist” aspects do education and personal cultivation entail? How does one’s education influence others? What role do others play in education? Are role models necessary? What sort of roles do tradition and emulation play as methods of learning in Confucianism? And, can tradition and emulation be overemphasized? What status does education generally play in Confucian philosophy?  

Approach and readings

We will mainly focus on the primary texts, namely, Daodejing, Zhuangzi and Neo-Daoist writings. Students may follow along with any translation (in English or their native language) of these classics. During the class we will likely read directly from the original, students may refer to ctext.org for most of the abovementioned texts. The course is co-taught with Paul J. D’Ambrosio and his students at East China Normal University. No prior knowledge of Chinese philosophy is expected, but students who do not take the prior course on Confucianism (autumn 2024) are encouraged to watch recordings from that course, which will be made available.

This course provides students with an introduction to the major approaches and theories of International Relations.  Students are introduced to the aims of theory, theoretical frameworks - rationalist vs reflectivist - as well as the main theories themselves.  How the theories can be applied in practice is also examined.

Theory aims to identify broad patterns and draw wider conclusions from a series of discrete moments in international affairs, in order to generate greater insight into, and meaning from, our world. With this in mind, this course explores the various ‘great debates’ that have emerged over time between and among theories of international relations, as well as more recent contributions. How theories can be used to interpret and understand world affairs will be demonstrated throughout the course, drawing on real-life case studies.

The aim of this course is to develop skills in analyzing and discussing international cooperation and in particular, Iceland´s role in global affairs. Globalization from an historical and theoretical perspective is presented and the influence of globalization on politics, economics, states and individuals discussed. The foreign policy of Iceland is analyzed with an emphasis on the current priorities. Iceland´s role in the international system in relation to the current challenges is presented with an emphasis on security and defence matters, Arctic issues and Nordic cooperation. European integration will be explored relating to Iceland´s choices in European affairs, with a particular focus on the effects of the EEA agreement in Iceland. Moreover, Iceland´s UN participation and campaign for a non-permanent seat on the UN Security Council will be covered.

Global health priorities are the focus of this course. The global burden of disease across countries will be scrutinized, as well as inequality and other important socio-economic determinants of health in a globalized world. Particular focus will be given to maternal, newborn, child and adolescent health from a global perspective, as well as health systems designed to provide good and timely services. Global nutritional challenges and mental health issues will be discussed as well as prevention and impact of infectious diseases such as malaria, tuberculosis, HIV/AIDS, cholera, Ebola and COVID-19. Other subjects for discussion and analysis with importance for health include violence, environment, culture, disaster and complex emergencies, as well as ethical issues. In addition, the work and policies of international institutions and development organizations will be discussed, including the Sustainable Development Goals.

Global health priorities are in focus in this course. Global burden of disease across countries will be scrutinized as well as inequality and other important socio-economic determinants of health in a globalized world. Particular focus will be given to maternal, newborn, child and adolescent health in low- and middle-income countries, health systems and care-seeking. Global nutritional challenges and mental health issues will be discussed as well as prevention and impact of infectious diseases such as malaria, tuberculosis, HIV/AIDS, cholera, Ebola and COVID-19. Along the coursework, other subjects for discussion and analysis with importance for health include violence, environment, culture, disaster and complex emergencies, as well as ethical issues. In addition, the work and policies of international institutions and development organizations will be discussed, including the new Sustainable Development Goals.

The aim of this course is to develop the students' critical thinking and leadership skills for a sustainable future.  The material that will be introduced will show actions that can be taken to reduce individual/organisational/community/ country ecological/environmental footprints. The students will master scientific framework for sustainability - based on systems thinking. They will learn to link science/economics/social sciences to underpin policy, become aware of skills and methods needed to lead change, understanding carbon trading schemes, become aware of necessities of developing new economic, policy and legal systems and understand the components needed for building sustainable communities.  At the end of the course the students will be equipped to lead change towards a sustainable future, understand economic consequences of "business as usual", be able to detail measures to avert dangerous climate change, understand the legal framework for simultaneous policy and be fully aware of societal and economic consequences of "peak oil". Students will also be able to organise and run workshops on topics relating to sustainability, learn about successful cradle to cradle good practice, understand the meaning of embedded water and embedded energy and be aware of system's adaptation to climate change. Evaluation will be through workshops, presentations and group projects.

Intensive course, taught in modules over four weekends: Dates for spring semester 2023: January 20-21, February 10-11, March 3-4, and March 24-25.

During the course, the emphasis is on discussions and reflections on the concept of professionalism and related concepts, how they have developed, and influencing factors, i.e. the professional mandate (the governmental influence), the influence of stakeholders, professionals, and the professions. The concepts 'collaborative professionalism' and 'democratic professionalism' will be analysed and discussed. Further, the focus will be on development of a ‘professional’ and what affects his or her 'professional identity'. ‘Professional learning communities’, ideology and characteristics, will be examined.

The course consists of lectures, discussions and group work. Students are expected to take an active part in discussions and are required to present papers regularly related to the subject.

The course focuses on volunteering and the various social, educational and psychological theories that are related to this type of civic participation. Incentives for volunteering are also discussed as well as gender differences in that context. Organizational and structural elements of volunteering will then be introduced as they can contribute to increasing the likelihood of finding the volunteering participation meaningful as well as encouraging future engagement. Students will also get opportunities to experience volunteering on their own and participate for a chosen organization or social association that brings assistance to people with social justice and welfare in mind. 

Teaching and learning methods: Lectures, discussions and class assignments will be scheduled four times in total; twice in on-site sessions I and twice in on-site session II. Attendance is mandatory. Volunteer sessions for social associations or organizations will be six in certain number of hours each time and participation needs to be 100%.

This course offers an introduction to inclusive education policy and practic. It explores examples from the history of (special) education, theories and perspectives from disability studies, stigma and othering, democracy and social justice. The course will provide students with basic understanding of heterogeneous group teaching and learning, and how teachers and schools can work with learners with special needs and their families in general education schools and society.

The apple does not fall far from the tree? This course explores how a person’s social background affect the social position they ultimately attain in life and how inequality is reproduced from one generation to the next. The course addresses how social mobility has changed over time and across countries and which role education plays for the process of social mobility. We will discuss the main theories used to explain inequality in education and social mobility and (potential) changes over time. The course will focus on individuals’ social background (social class of origin, parental education or parental socio-economic status) but gender and ethnic inequalities will also be considered in the last meetings. In the seminar, we will read a mix of classic readings and more recent literature. Furthermore, special emphasis will be paid on discussing readings and findings from other countries with respect to the Icelandic country case.

The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation. 

To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).

Examples of issues to be dealt with:

• Education for sustainability in formal and informal settings (e.g. in workplaces)
• Leadership for sustainability (e.g. whole school or leisure activity change)
• Relations between science and sustainability (e.g. tactic/principle)
• Wicked problems
• Rural development and sustainability
• Creating shared values (including corporate social responsibility) 
• Curriculum change