190102 SE M6.2 Erz u Bildg b Beeinträchtigung d Sinne, d motorischen, kogn, sprachl u sozial-emot Entw (2021W)
Disability at the Intersection of Gender and Poverty
Prüfungsimmanente Lehrveranstaltung
Labels
GEMISCHT
An/Abmeldung
Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").
- Anmeldung von Mi 01.09.2021 06:30 bis Di 21.09.2021 09:00
- Anmeldung von Fr 24.09.2021 09:00 bis Mi 29.09.2021 09:00
- Abmeldung bis Mo 18.10.2021 09:00
Details
max. 25 Teilnehmer*innen
Sprache: Englisch
Lehrende
Termine (iCal) - nächster Termin ist mit N markiert
UPDATE: der Termin am 30.11.2021 findet digital statt
Update 10.1.: Pandemiebedingt werden auch die Termine im Jänner online stattfinden.- Dienstag 05.10. 16:45 - 20:00 Seminarraum 4 Sensengasse 3a 1.OG
- Dienstag 19.10. 16:45 - 20:00 Seminarraum 4 Sensengasse 3a 1.OG
- Dienstag 16.11. 16:45 - 20:00 Digital
- Dienstag 30.11. 16:45 - 20:00 Digital
- Dienstag 14.12. 16:45 - 20:00 Seminarraum 4 Sensengasse 3a 1.OG
- Dienstag 11.01. 16:45 - 20:00 Digital
- Dienstag 25.01. 16:45 - 20:00 Digital
Information
Ziele, Inhalte und Methode der Lehrveranstaltung
This course will tackle the learning and teaching under challenging conditions at the intersection of gender and poverty. These challenging conditions such as poverty, gender discrimination, discrimination based on gender or sexual orientation will be discussed within their intersection to disability and inclusion.
Art der Leistungskontrolle und erlaubte Hilfsmittel
Students are expected to work in pairs or groups for some specific tasks and also they have to perform individually.
In-Class Activities: Classroom interaction is very asked in this course. Students will be expected to finish some tasks within the given time during the course
Reflections: Students are supposed to write reflections on the assigned texts or videos
Presentations and Leading Classroom Discussion
Term Paper: Students can choose between seminar paper or any other equivalent task at the end of the semester based on their needs and interests
In-Class Activities: Classroom interaction is very asked in this course. Students will be expected to finish some tasks within the given time during the course
Reflections: Students are supposed to write reflections on the assigned texts or videos
Presentations and Leading Classroom Discussion
Term Paper: Students can choose between seminar paper or any other equivalent task at the end of the semester based on their needs and interests
Mindestanforderungen und Beurteilungsmaßstab
Regular attendance and active participation are important to achieve in this course as well as writing a term paper
Prüfungsstoff
English language is required to follow this course
-Class discussion
-Term paper
-Presentation
-written short tasks
-Class discussion
-Term paper
-Presentation
-written short tasks
Literatur
It will be provided by the instructor and uploaded on Moodle platform.
The literature for this course: academic articles, policy documents, videos, newspaper articles and blogs as well as international conventions and recommendationsBešić, E., L. Paleczek, P. Rossmann, M. Krammer, and B. Gasteiger-Klicpera. 2020. „Attitudes towards inclusion of refugee girls with and without disabilities in Austrian primary schools.” International Journal of Inclusive Education 24 (5): 463–478. doi: 10.1080/13603116.2018.1467976.Blitz, L. V., L. Kida, M. Gresham, and L. R. Bronstein. 2013. „Prevention Through Collaboration: Family Engagement With Rural Schools and Families Living in Poverty.” Families in Society: The Journal of Contemporary Social Services 94 (3): 157–165. doi: 10.1606/1044-3894.4306.Kirk, J. 2010. “Gender, forced migration and education: identities and experiences of refugee women teachers.” Gender and Education 22 (2): 161–176. doi: 10.1080/09540251003606925.Moodley, J., and L. Graham. 2015. “The importance of intersectionality in disability and gender studies.” Agenda 29 (2): 24-33. doi: 10.1080/10130950.2015.1041802.Oh, S.-A., and M. van der Stouwe. 2008. “Education, Diversity and Inclusion in Burmese Refugee Camps in Thailand.” Comparative Education Review 52 (4): 589–617. doi: 10.1086/591299.Sellers, M. D. 2018. “Absent Inclusion Polices: Problems Facing Homeless Transgender Youth.” Public Integrity 20 (6): 625–639. doi: 10.1080/10999922.2018.1446629.
The literature for this course: academic articles, policy documents, videos, newspaper articles and blogs as well as international conventions and recommendationsBešić, E., L. Paleczek, P. Rossmann, M. Krammer, and B. Gasteiger-Klicpera. 2020. „Attitudes towards inclusion of refugee girls with and without disabilities in Austrian primary schools.” International Journal of Inclusive Education 24 (5): 463–478. doi: 10.1080/13603116.2018.1467976.Blitz, L. V., L. Kida, M. Gresham, and L. R. Bronstein. 2013. „Prevention Through Collaboration: Family Engagement With Rural Schools and Families Living in Poverty.” Families in Society: The Journal of Contemporary Social Services 94 (3): 157–165. doi: 10.1606/1044-3894.4306.Kirk, J. 2010. “Gender, forced migration and education: identities and experiences of refugee women teachers.” Gender and Education 22 (2): 161–176. doi: 10.1080/09540251003606925.Moodley, J., and L. Graham. 2015. “The importance of intersectionality in disability and gender studies.” Agenda 29 (2): 24-33. doi: 10.1080/10130950.2015.1041802.Oh, S.-A., and M. van der Stouwe. 2008. “Education, Diversity and Inclusion in Burmese Refugee Camps in Thailand.” Comparative Education Review 52 (4): 589–617. doi: 10.1086/591299.Sellers, M. D. 2018. “Absent Inclusion Polices: Problems Facing Homeless Transgender Youth.” Public Integrity 20 (6): 625–639. doi: 10.1080/10999922.2018.1446629.
Zuordnung im Vorlesungsverzeichnis
M6.2
Letzte Änderung: Fr 12.05.2023 00:18