190005 SE Education - Alterity - Cultur(alism) (2020S)
Culture, Language and Education (In)equality
Continuous assessment of course work
Labels
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Sa 01.02.2020 06:30 to Th 20.02.2020 09:00
- Registration is open from Tu 25.02.2020 09:00 to Fr 28.02.2020 09:00
- Deregistration possible until Th 30.04.2020 09:00
Details
max. 25 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
Die Lehrveranstaltung findet zur Zeit in Form von home-learning statt 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.- Thursday 05.03. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Thursday 14.05. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Thursday 21.05. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Thursday 28.05. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Thursday 04.06. 09:45 - 13:00 Medien-und Methodenlabor Sensengasse 3a 2.OG
- Thursday 25.06. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
- Thursday 02.07. 09:45 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
Information
Aims, contents and method of the course
"National ideologies/regional realities in the role of language, culture, and education (in)equality"Exploring different past and present contexts where cultural and language differences have affected school students' education.What should educational institutions strive for in terms of cultural and language goals: following international organization recommendations of teaching in the local language for as long as possible, teaching all subcultures for the national level, the international level, or even towards incorporating migrants' needs more?This course hopes to gain an awareness of struggles in the classroom due to cultural and linguistic differences. It hopes to do this by analyzing several case studies from different contexts, past and present, to try to answer this broad question.
Assessment and permitted materials
All assessment will be carried out in English.Class presentation: 50%
Memos: 15%
Final seminar paper: 35%
(This is an opportunity for you to practice and become more comfortable using English. Your level of English will NOT influence your final grades.)
You must have a passing grade on the seminar paper to pass the course.
Memos: 15%
Final seminar paper: 35%
(This is an opportunity for you to practice and become more comfortable using English. Your level of English will NOT influence your final grades.)
You must have a passing grade on the seminar paper to pass the course.
Minimum requirements and assessment criteria
Examination topics
Reading list
Cummings, W. K. (1999). The InstitutionS of Education: Compare, Compare, Compare! Comparative Education Review, 43(4), 413–437. READ pp. 421-437
Ricento, T. (2008). Researching Historical Perspectives on Language, Education and Ideology. In K. A. King and N. H. Hornberger (eds.), Encyclopedia of Languages and Education, 2nd Edition Volume 10: Research Methods in Language and Education, 41-54.
Baugh, J. (2015). Use and Misuse of Speech Diagnostics for African American Students. International Multilingual Research Journal, 9(4), 291-307.
Heath, Shirley B. (1982). What no bedtime story means: Narrative skills at home and school. Language in Society, 11(1), 49-76. Cambridge University Press.
Brock-Utne, B. (2008). Language and Democracy in Africa. In D. B. Holsinger and W. J. Jacob (eds.), Inequality in Education. CERC Studies in Comparative Education. Dordrecht: Springer. 172-189.
Zuengler, J. (1985). English, Swahili, or Other Languages? The Relationship of Educational Development Goals to Language of Instruction in Kenya and Tanzania. In N. Wolfson and J. Manes (eds.), Language of Inequality, 241-54. The Hague: Mouton.
Alcock, A. (2001). The South Tyrol Autonomy: A Short Introduction. In: http://www.provinz.bz.it/en/downloads/South-Tyrol-Autonomy.pdf [Last accessed: 19 Feb 2018]
Cavagnoli, S., & Nardin, F. (1999). Second language acquisition in South Tyrol: Difficulties, motivations, expectations. Multilingua, 18(1), 17-45.
Bister-Broosen, H., & Willemyns, R. (1998). French-German Bilingual Education in Alsace. International Journal of Bilingual Education and Bilingualism, 1(1), 3-17.
Hélot, C., & Young, A. (2005). The Notion of Diversity in Language Education: Policy and Practice at Primary Level in France. Language, Culture and Curriculum, 18(3), 242-257.
Davis, K. A. (1994). Chapter 4: Language Use and Schooling. Language Planning in Multilingual Contexts: Policies, Communities, and Schools in Luxembourg. Amsterdam: John Benjamins. 87-121.
Weber, J-J. (2015a). Chapter 6: Language and Culture. Language Racism. Basingstoke, UK: Palgrave Macmillan. 69-77.
Weber, J-J. (2015b). Chapter 7: Language and Education. Language Racism. Basingstoke, UK: Palgrave Macmillan. 78-93.
Ricento, T. (2008). Researching Historical Perspectives on Language, Education and Ideology. In K. A. King and N. H. Hornberger (eds.), Encyclopedia of Languages and Education, 2nd Edition Volume 10: Research Methods in Language and Education, 41-54.
Baugh, J. (2015). Use and Misuse of Speech Diagnostics for African American Students. International Multilingual Research Journal, 9(4), 291-307.
Heath, Shirley B. (1982). What no bedtime story means: Narrative skills at home and school. Language in Society, 11(1), 49-76. Cambridge University Press.
Brock-Utne, B. (2008). Language and Democracy in Africa. In D. B. Holsinger and W. J. Jacob (eds.), Inequality in Education. CERC Studies in Comparative Education. Dordrecht: Springer. 172-189.
Zuengler, J. (1985). English, Swahili, or Other Languages? The Relationship of Educational Development Goals to Language of Instruction in Kenya and Tanzania. In N. Wolfson and J. Manes (eds.), Language of Inequality, 241-54. The Hague: Mouton.
Alcock, A. (2001). The South Tyrol Autonomy: A Short Introduction. In: http://www.provinz.bz.it/en/downloads/South-Tyrol-Autonomy.pdf [Last accessed: 19 Feb 2018]
Cavagnoli, S., & Nardin, F. (1999). Second language acquisition in South Tyrol: Difficulties, motivations, expectations. Multilingua, 18(1), 17-45.
Bister-Broosen, H., & Willemyns, R. (1998). French-German Bilingual Education in Alsace. International Journal of Bilingual Education and Bilingualism, 1(1), 3-17.
Hélot, C., & Young, A. (2005). The Notion of Diversity in Language Education: Policy and Practice at Primary Level in France. Language, Culture and Curriculum, 18(3), 242-257.
Davis, K. A. (1994). Chapter 4: Language Use and Schooling. Language Planning in Multilingual Contexts: Policies, Communities, and Schools in Luxembourg. Amsterdam: John Benjamins. 87-121.
Weber, J-J. (2015a). Chapter 6: Language and Culture. Language Racism. Basingstoke, UK: Palgrave Macmillan. 69-77.
Weber, J-J. (2015b). Chapter 7: Language and Education. Language Racism. Basingstoke, UK: Palgrave Macmillan. 78-93.
Association in the course directory
WM-M12
Last modified: Mo 07.09.2020 15:21