PRE-SCHOOL TEACHING | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
GEP0203 | Globalization and Istanbul | Spring | 3 | 0 | 3 | 4 |
This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
Language of instruction: | English |
Type of course: | GE-Elective |
Course Level: | Bachelor’s Degree (First Cycle) |
Mode of Delivery: | Face to face |
Course Coordinator : | Dr. BURCU ALARSLAN ULUDAŞ |
Recommended Optional Program Components: | none |
Course Objectives: | The course’s main purpose is to raise awareness of students on the transformations that are happening in Istanbul with the rise of globalization process. At the end, the student will understand how to evaluate the practice of neoliberal urbanization within the context of Istanbul. |
The students who have succeeded in this course; Define the origin of capitalism and urbanization, recognise the thoughts of Michel Foucault on governmentality, describe the meaning of globalization within an economical context, relate globalization process and Istanbul, interpreting the influences of globalization on Istanbul, debate the economic globalization and consumption culture in Istanbul, summarise the genesis of neoliberal globalization in Turkey, recognise the problems of neoliberal urban transformation in Istanbul, evaluate the idea of global city in terms of Istanbul example |
• Globalization • Economic perspective of Globalization • Neoliberal Globalization • Neoliberalism and Urbanization • Istanbul and Neoliberal Turkey • Urban Gentrification in Istanbul • Consumption Culture in Istanbul |
Week | Subject | Related Preparation |
1) | Introduction | |
2) | What is Globalization? | Reading Eric Hobsbawm’s text |
3) | Neoliberal Transformation in Turkey | Litereture of Ziya Öniş and Fikret Şenses |
4) | Daily Life in Istanbul | Movie Projection |
5) | Being Istanbullite and Arabesk Culture | The reading of Ayşe Öncü |
6) | Globalization and Istanbul | Martin Stokes’ article |
7) | New Life Styles and Lifespaces | Rıfat Bali’s reading |
8) | Guest Lecturer | Geoffrey Bowe makes a presentation |
9) | Urban Gentrification | Çağlar Keyder’s literature |
10) | Urban Gentrification 2 | Presentation on the transformation of Tarlabaşı |
11) | Global Culture of Consumption and Housing in Istanbul | The reading of Ayşe Öncü |
12) | The Transformation of Asmalimescit and Cihangir | The reading of Nihal Coşkun & Selcen Yalçın |
13) | Documentary | The documentary is called Ekümenepolis |
14) | Revision | |
15) | Final Exam | |
16) | Final Exam |
Course Notes / Textbooks: | Hobsbawm, Eric. (2007) Globalisation, Democracy and Terrorism, London: Abacus. pp. 1-15 Öniş, Ziya & Fikret Şenses. (2009) “The New Phase of Neo-liberal Restructing in Turkey”, in Turkey and the Global Economy by Ziya Öniş & Fikret Şenses, New York: Routledge. pp. 1-10 Öncü, Ayşe. (1999) “Istanbulites and Others: The Cultural Cosmology of Being Middle Class in the Era of Globalism”, in Çağlar Keyder İstanbul: Between the Global and Local, USA: Rowman and Littlefield Publishers, pp. 95-120 Stokes, Martin. (1999) “Sounding Out: The Culture Industries and Globalization of Istanbul”, in Çağlar Keyder İstanbul: Between the Global and Local, USA: Rowman and Littlefield Publishers, pp. 121-140 Bali, Rıfat. (2009) From Tarz-ı Hayat to Life Style, İstanbul: İletişim, pp.134-174 Öncü, Ayşe. (1997) “The Myth of the ‘Ideal Home’: Travel Across Culture Border to Istanbul”, in Ayşe Öncü and Petra Weyland Space, Culture and Power: New Identities in Globalizing Cities, USA: Macmillan. Coşkun, Nihal & Selcen Yalçın. (2007) “Gentrification In a Globalising World, Case Study: Istanbul”, |
References: | - |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 1 | % 10 |
Quizzes | 3 | % 10 |
Homework Assignments | 2 | % 5 |
Project | 2 | % 5 |
Midterms | 1 | % 30 |
Final | 1 | % 40 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 55 | |
PERCENTAGE OF FINAL WORK | % 45 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Application | 2 | 2 | 4 |
Project | 2 | 4 | 8 |
Quizzes | 3 | 6 | 18 |
Midterms | 1 | 10 | 10 |
Final | 1 | 10 | 10 |
Total Workload | 92 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Analyze and demonstrate knowledge of concepts, ideas, applications in early childhood education and to be able to evaluate them critically. | |
2) | To understand and know the developmental and learning capacities of 0-66 month old children and to reflect these to their education process. | |
3) | Implementation of the subject matter, pedagogical and professional knowledge necessary for early childhood education. | |
4) | Create teaching potential for 0-66 months old children regarding their multidimensional developmental process including skills and attitudes and behavior applicable to life. | |
5) | To know how to develop, apply and evaluate learning mediums with sıitable education programs, teaching approach and methods and techniques which is flexible for each individual child . | |
6) | To know and apply the necessary measurement and assessmant techniques suitable for early childhood educaton. | |
7) | To develop and apply projects that supports children, families and individuals in the community and contributing positively to their developmental process. | |
8) | To integrate the knowledge and experience of working together with different programs and different age groups. | |
9) | To demonstrate the commitment to early childhood profession, professionalism,life-long learning and professional growth. | |
10) | To cooperate and collaborate with other individuals and community to bring awareness about early childhood education to society. | |
11) | To be able to recognize problems in early childhood education, to bring scientifically acceptable solutions to these problems and participate effectively in projects leading to such solutions. | |
12) | Demonstrate knowledge of the laws, regulations and policies related to early childhood education and act accordingly. | |
13) | To demonstrate commitment to societial,scientific and professional values. | |
14) | To recognize and respect different cultures and to be sensitive to individual and cultural differences. | |
15) | To demonstrate competence and ethical approach in information and communication technologies. | |
16) | To demonstrate English profiency in communicating, knowledge sharing and professional development areas of early childhood education. |