490046 PS Lifeworlds (2020S)
Heterogeneity, diversity and inclusion in the school context
Prüfungsimmanente Lehrveranstaltung
Labels
An/Abmeldung
Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").
- Anmeldung von Mo 03.02.2020 09:00 bis Mo 17.02.2020 09:00
- Anmeldung von Do 20.02.2020 09:00 bis Di 25.02.2020 09:00
- Abmeldung bis Do 30.04.2020 12:00
Details
max. 25 Teilnehmer*innen
Sprache: Englisch
Lehrende
Termine (iCal) - nächster Termin ist mit N markiert
- Dienstag 17.03. 13:15 - 16:30 Seminarraum 3 Porzellangasse 4, EG05
- Dienstag 31.03. 13:15 - 16:30 Seminarraum 3 Porzellangasse 4, EG05
- Dienstag 28.04. 13:15 - 16:30 Seminarraum 3 Porzellangasse 4, EG05
- Dienstag 12.05. 13:15 - 16:30 Seminarraum 3 Porzellangasse 4, EG05
- Dienstag 26.05. 13:15 - 16:30 Seminarraum 3 Porzellangasse 4, EG05
- Dienstag 09.06. 13:15 - 16:30 Seminarraum 3 Porzellangasse 4, EG05
- Dienstag 30.06. 13:15 - 16:30 Seminarraum 3 Porzellangasse 4, EG05
Information
Ziele, Inhalte und Methode der Lehrveranstaltung
Art der Leistungskontrolle und erlaubte Hilfsmittel
Each student is expected to contribute to classroom discussions and activities.
Each student is furthermore expected to give a group presentation about an elective topic within those of the course.
Each student will furthermore write an essay as part of the final grade. The topic will be elective.
Each student is furthermore expected to give a group presentation about an elective topic within those of the course.
Each student will furthermore write an essay as part of the final grade. The topic will be elective.
Mindestanforderungen und Beurteilungsmaßstab
Active participation and presence (2 absences allowed). This means that:
- You can be absent for one lesson (3hrs)
- You can be absent twice for 1hr30min (which will equal to 3hrs at the end)The final grade is based on active participation (30%), a classroom presentation (30%) and a written essay (40%).The seminar will be taught in English, therefore a minimum level of A2 is required.
N.B. Learning a vocabulary proper to education and education theories and approaches in English is part of the learning objectives of the course. Therefore, previous knowledge of English related to education is not a requirement.
- You can be absent for one lesson (3hrs)
- You can be absent twice for 1hr30min (which will equal to 3hrs at the end)The final grade is based on active participation (30%), a classroom presentation (30%) and a written essay (40%).The seminar will be taught in English, therefore a minimum level of A2 is required.
N.B. Learning a vocabulary proper to education and education theories and approaches in English is part of the learning objectives of the course. Therefore, previous knowledge of English related to education is not a requirement.
Prüfungsstoff
The topic of the presentation and the essay will be elective from those studied during the course.
Literatur
The full list of readings will be announced at the beginning of the course.
Examples of texts that will be used are:
- Banks, J. (2008). Diversity, Group Identity, and Citizenship Education in a Global Age. Educational Researcher, 37(3), 129-139. Retrieved from http://www.jstor.org/stable/30137954
- Freire Paulo, Pedagogy of the oppressed (Chapter 2), 1970, 30th anniversary edition, Continuum London New York
- Georgi, V., B., The Making of Citizens in Europe: New Perspectives on Citizenship Education in Europe. Ch. Citizenship and Diversity. Bonn: Bundeszentrale für Politische Bildung, 2008.
- Pecore, J. L. (2015). From Kilpatrick’s project method to project-based learning. International Handbook of Progressive Education, 155-171
- Reichert, F., & Torney-Purta, J. (2019). A cross-national comparison of teachers’ beliefs about the aims of civic education in 12 countries: A person-centered analysis. Teaching and Teacher Education, 77, 112-125.
- Schmid, Veronika/ Bös, Mathias: National Identity, Ethnic Heterogeneity and the New Culturalization of Citizenship. In: B. A. Corral: El pueblo del Estado. Nacionalidad y ciudadania en el Estado constitucional-democratio. Junta General del Principado de Austurias, Ovido. Ovido 2012, S.131-159
- Stevenson, Clifford/ Hopkins, Nick/ Luyt, Russell/ Dixon, John: The Social Psychology of Citizenship: Engagement with Citizenship Studies and Future Research. In: Journal of Social and Political Psychology, 2015, Vol. 3(2), S.192-210
- Turner, J., (2016) (En)gendering the political: Citizenship from marginal spaces, in: Citizenship Studies, 20 (2)
Examples of texts that will be used are:
- Banks, J. (2008). Diversity, Group Identity, and Citizenship Education in a Global Age. Educational Researcher, 37(3), 129-139. Retrieved from http://www.jstor.org/stable/30137954
- Freire Paulo, Pedagogy of the oppressed (Chapter 2), 1970, 30th anniversary edition, Continuum London New York
- Georgi, V., B., The Making of Citizens in Europe: New Perspectives on Citizenship Education in Europe. Ch. Citizenship and Diversity. Bonn: Bundeszentrale für Politische Bildung, 2008.
- Pecore, J. L. (2015). From Kilpatrick’s project method to project-based learning. International Handbook of Progressive Education, 155-171
- Reichert, F., & Torney-Purta, J. (2019). A cross-national comparison of teachers’ beliefs about the aims of civic education in 12 countries: A person-centered analysis. Teaching and Teacher Education, 77, 112-125.
- Schmid, Veronika/ Bös, Mathias: National Identity, Ethnic Heterogeneity and the New Culturalization of Citizenship. In: B. A. Corral: El pueblo del Estado. Nacionalidad y ciudadania en el Estado constitucional-democratio. Junta General del Principado de Austurias, Ovido. Ovido 2012, S.131-159
- Stevenson, Clifford/ Hopkins, Nick/ Luyt, Russell/ Dixon, John: The Social Psychology of Citizenship: Engagement with Citizenship Studies and Future Research. In: Journal of Social and Political Psychology, 2015, Vol. 3(2), S.192-210
- Turner, J., (2016) (En)gendering the political: Citizenship from marginal spaces, in: Citizenship Studies, 20 (2)
Zuordnung im Vorlesungsverzeichnis
Letzte Änderung: Mi 21.04.2021 10:49
Inclusive Citizenship Education is the starting point and red thread of the course.
The course will cover fundamentals of Project-based Learning and (short) films as teaching tools.AimsStudents are expected to become familiar with Inclusive Citizenship Education, Project-based Learning and teaching strategies and tools for inclusion.
They are furthermore expected to develop/strengthen teaching abilities, including:
1.1 Communication skills: education related vocabulary in English, ability to convey evidence-based ideas in discussions, capacity to convey one’s point of view in a discussion.
1.2 Methodological skills: understanding of multiple perspectives and reflecting on the plurality of students' needs and interests in teaching.MethodologyThe course takes place entirely online. In the Moodle you can find PowerPoint presentations, assignments and literature for home study.
Before the "class" hours, the lecturer communicates with students via e-mail about meeting online. The platforms used are Edumeet, Jitsi or BigBlueButton.This course is designed on active education and student-centred methodologies. Therefore, students’ active participation is required.
The course will involve activities around (short) films, communication exercises, presentations and group discussions.