190094 PS BM 21 Gesellschaft und soziale Veränderung (2018S)
Culture and power: Intercultural approaches to education.
Prüfungsimmanente Lehrveranstaltung
Labels
An/Abmeldung
Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").
- Anmeldung von Do 01.02.2018 06:30 bis Mo 19.02.2018 09:00
- Abmeldung bis Mo 19.03.2018 09:00
Details
max. 35 Teilnehmer*innen
Sprache: Englisch
Lehrende
Termine (iCal) - nächster Termin ist mit N markiert
Samstag
14.04.
09:00 - 16:30
Seminarraum 1 Sensengasse 3a 1.OG
Freitag
04.05.
09:00 - 16:30
Seminarraum 4 Sensengasse 3a 1.OG
Freitag
18.05.
09:00 - 16:30
Seminarraum 4 Sensengasse 3a 1.OG
Information
Ziele, Inhalte und Methode der Lehrveranstaltung
Art der Leistungskontrolle und erlaubte Hilfsmittel
- Attending classes, contributing to the discussions (20%)
- Preparing for the classes by reading the assignments (30%)
- Preparing for the course activities, participating group work(30%)
- Creating a portfolio (20%)1. Title of the portfolio, your name and student ID
2. Introduction page (introduce yourself in a creative way, as a future expert/developer/researcher in education)
3. A 4-5 page reflexion/essay, incorporating literature read in other courses.
Here a good idea is to choose 3 issues you encountered during the course and discuss them in the essay, based on scientific literature (pedagogy, psychology, social science, research methodology, etc. up to your choice.)
4. A maximum 3 pages research plan for an issue relevant to the focus of this course. The research topic should be in the intersection of your own professional interest and the Austrian educational setting.
The plan should introduce the following segments:
a) Research Question
b) 2-3 hypotheses, supported by scientific evidence (with references)
c) target group
d) research design (methods for data collection and analysis)
e) why is this research necessary, how it may contribute to your field of interest, who can use the results.
Please name your file in this format (using your own name!), and upload in a -pdf file by 31 June 2019 the latest. Surname_Firstname_portfolio.pdf
- Preparing for the classes by reading the assignments (30%)
- Preparing for the course activities, participating group work(30%)
- Creating a portfolio (20%)1. Title of the portfolio, your name and student ID
2. Introduction page (introduce yourself in a creative way, as a future expert/developer/researcher in education)
3. A 4-5 page reflexion/essay, incorporating literature read in other courses.
Here a good idea is to choose 3 issues you encountered during the course and discuss them in the essay, based on scientific literature (pedagogy, psychology, social science, research methodology, etc. up to your choice.)
4. A maximum 3 pages research plan for an issue relevant to the focus of this course. The research topic should be in the intersection of your own professional interest and the Austrian educational setting.
The plan should introduce the following segments:
a) Research Question
b) 2-3 hypotheses, supported by scientific evidence (with references)
c) target group
d) research design (methods for data collection and analysis)
e) why is this research necessary, how it may contribute to your field of interest, who can use the results.
Please name your file in this format (using your own name!), and upload in a -pdf file by 31 June 2019 the latest. Surname_Firstname_portfolio.pdf
Mindestanforderungen und Beurteilungsmaßstab
Group work, projects, discussions, individual work, presentations, essay writing
Prüfungsstoff
Literatur
Allemann-Ghionda, Cristina (2008): Intercultural Education In Schools. A Comparative Study. Brussels, European Parliament, 2008. https://www.hf.uni-koeln.de/data/eso21/File/Schwerpunkte_Forschung/Intercultural.Education.in.Schools.pdf
Banks, James A. (2015): Curriculum and teaching strategies for decision making and action. In: Banks (szerk.): Cultural Diversity and Education. Foundations, Curriculum, and Teaching. Routledge. 160-224.
Banks, James A. (2015): Intergroup relations and principles for teaching and learning. In: Banks (szerk.): Cultural Diversity and Education. Foundations, Curriculum, and Teaching. Routledge. 275-320.
Banks, James A. (ed.) (2012): Encyclopedia of Diversity in Education. Sage
Benet-Martinez V. (2012): Multiculturalism: Cultural, personality, and social processes. In: Deaux, K – Snyder, M. (eds.): Handbook of personality and social psychology. Oxford University Press. 623–648.
Grant, Carl – Sleeter, Christine (2007): Doing Multicultural Education for Achievement and Equity. Routledge, New York
Hopkins-Gillispie, D. (2011) Curriculum & Schooling: Multiculturalism, Critical Multiculturalism and Critical Pedagogy, The South Shore Journal Vol. 4, 2011. Retrieved from http://www.maailmakool.ee/wp-content/uploads/hopkins-gillispie-multiculturalism.pdf
http://faculty.washington.edu/rsoder/EDUC310/OgbuSimonsvoluntaryinvoluntary.pdf
Mthethwa-Sommers, Shirley (2014): What is Social Justice Education. In S. Mthethwa-Sommers: Narratives of Social Justice Educators. Springer. 7-25.
Ogbu, J. U. and Simons, H. D. (1998): Voluntary and Involuntary Minorities: A Cultural-Ecological Theory of School-Performance with Some Implications for Education. Anthropology & Education Quarterly 29(2): 155-188.
Banks, James A. (2015): Curriculum and teaching strategies for decision making and action. In: Banks (szerk.): Cultural Diversity and Education. Foundations, Curriculum, and Teaching. Routledge. 160-224.
Banks, James A. (2015): Intergroup relations and principles for teaching and learning. In: Banks (szerk.): Cultural Diversity and Education. Foundations, Curriculum, and Teaching. Routledge. 275-320.
Banks, James A. (ed.) (2012): Encyclopedia of Diversity in Education. Sage
Benet-Martinez V. (2012): Multiculturalism: Cultural, personality, and social processes. In: Deaux, K – Snyder, M. (eds.): Handbook of personality and social psychology. Oxford University Press. 623–648.
Grant, Carl – Sleeter, Christine (2007): Doing Multicultural Education for Achievement and Equity. Routledge, New York
Hopkins-Gillispie, D. (2011) Curriculum & Schooling: Multiculturalism, Critical Multiculturalism and Critical Pedagogy, The South Shore Journal Vol. 4, 2011. Retrieved from http://www.maailmakool.ee/wp-content/uploads/hopkins-gillispie-multiculturalism.pdf
http://faculty.washington.edu/rsoder/EDUC310/OgbuSimonsvoluntaryinvoluntary.pdf
Mthethwa-Sommers, Shirley (2014): What is Social Justice Education. In S. Mthethwa-Sommers: Narratives of Social Justice Educators. Springer. 7-25.
Ogbu, J. U. and Simons, H. D. (1998): Voluntary and Involuntary Minorities: A Cultural-Ecological Theory of School-Performance with Some Implications for Education. Anthropology & Education Quarterly 29(2): 155-188.
Zuordnung im Vorlesungsverzeichnis
BM 21
Letzte Änderung: Mo 07.09.2020 15:37
The course helps the students in developing their
• knowledge of multicultural societies and equity in society
• knowledge of approaches and methods for understanding and researching diversity in education
• commitment to critical and analytical approaches in research on education
• ability to create small research projects in English
• ability to reflect of their own experiences in scientific frameworks
The following topics will be adressed in the course:
1. Social and cultural diversity in education. Inequality and equity: class, gender and ethnicity in education.
2. Socialization and identity development processes. Students’ and teachers’ attitudes towards social and cultural diversity.
3. Integration, inclusion and transformative pedagogies: the purposes of education. Social reproduction and social reconstruction. Social justice pedagogies. The social status of stakeholders in education: power, responsibilities, and networks