Universität Wien

190071 SE WM-M11 Anthropologie und Pädagogik (2020S)

5.00 ECTS (2.00 SWS), SPL 19 - Bildungswissenschaft
Prüfungsimmanente Lehrveranstaltung

Das Seminar wird online stattfinden.
Moodle

An/Abmeldung

Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").

Details

max. 25 Teilnehmer*innen
Sprache: Englisch

Lehrende

Termine

Die Lehrveranstaltung wird in Form von home-learning stattfinden und nicht in den Räumlichkeiten der Universität Wien.

Nähere Hinweise finden Sie auf moodle. Bitte beachten Sie die Ankündigungen auf der Moodle Plattform und nutzen die dort gebotenen Möglichkeiten.

Information

Ziele, Inhalte und Methode der Lehrveranstaltung

The course presents a broad and state-of-the-art outline of the field, exploring the social and cultural dimensions of educational processes in various settings. It explores how classical anthropological paradigms and concepts can be applied to the study of education and introduces participants to the ethnographic methodology (observations, interviewing, and gathering of documentation/artifacts) that underlies it while questioning how these add to our understandings of educational theory and practice. While executing short ethnographic assignments, in which they will undertake detailed descriptions of interactional work and conduct a short interview, participants will learn both the basic process of research design, data collection, description, analysis and interpretation and the need to contextualize and historicize educational/learning processes. Overall, we aim to equip participants with the basics needed to critically design, carry out, report, read, and evaluate ethnographic research projects.

Aims of lecturer(s)
Critically evaluate the relevance of anthropological concepts to theories and practices of education. Demonstrate a critical understanding of how education can both reproduce and challenge culture and society. Provide participants with a basic yet solid understanding of the ethnographic methods and its application to and implications for educational research

Art der Leistungskontrolle und erlaubte Hilfsmittel

All participants will be required to make a short oral presentation on articles presenting ethnographic studies and submit a final written assignment based on the data they have gathered (10-15 typed double-spaced pages).

Mindestanforderungen und Beurteilungsmaßstab

Given the concentrated nature of the summer course a variety of educational approaches will be adopted (frontal presentations and group discussions). Participants will be required in advance of the course to conducts short observations and a short interview; these will serve in the course for close reading and interpretation in a workshop setting.

Prüfungsstoff

Literatur

Bekerman, Z. (2017). The graduate(s): the harvests of Israel’s integrated multicultural bilingual education. Race Ethnicity and Education, 1-18. doi:10.1080/13613324.2017.1294574
Bekerman, Z. (2009). The complexities of teaching historical conflictual narratives in integrated Palestinian-Jewish schools in Israel. International Review of Education(55), 235-250.
Carbaugh, D. (1996). Situating selves: The communication of social identities in American scenes. Albany: SUNY Press.
Erickson, F. (1986). Qualitative Methods in Research on Teaching. In M. Wittrock (Ed.), Handbook of Research on Teaching (3rd ed., pp. 119-161). NY: MacMillan.
Gutierrez, Rymes, B., & Larson, J. (1995). Script, counterscript, and underlife in the classroom: James Brown v. Board of Education. Harvard Educational Review, 95(3), 445-471.
Lincoln, Y. S., & Guba, E. G. (2000). Paradigmatic controversies, contradictions, and emerging confluences. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2 ed., pp. 163-188). London: Sage.
McDermott, R. (1993). The acquisition of a child by a learning disability. In S. Chaiklin & J. Lave (Eds.), Understanding practice (pp. 269-306). Cambridge: Cambridge University Press.
McDermott, R., & Varenne, H. (1995). Culture as disability. Anthropology & Education Quarterly, 26(3), 324-348.
Wenger, E. (2009). A social theory of learning. In K. Illeris (Ed.), Contemporary theories of learning (pp. 209-218). London and New York: Routledge.

Zuordnung im Vorlesungsverzeichnis

WM-M11

Letzte Änderung: Di 12.05.2020 09:48