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190058 SE Education - Alterity - Cultur(alism) (2025S)
Culture, Language and Education (In)equality
Continuous assessment of course work
Labels
Details
max. 25 participants
Language: German, English
Lecturers
Classes (iCal) - next class is marked with N
- N Thursday 06.03. 09:45 - 13:00 Seminarraum 5 Sensengasse 3a 1.OG
- Thursday 20.03. 09:45 - 13:00 Seminarraum 5 Sensengasse 3a 1.OG
- Thursday 03.04. 09:45 - 13:00 Seminarraum 5 Sensengasse 3a 1.OG
- Thursday 10.04. 09:45 - 13:00 Seminarraum 5 Sensengasse 3a 1.OG
- Thursday 22.05. 09:45 - 13:00 Medien-und Methodenlabor Sensengasse 3a 2.OG
- Thursday 12.06. 09:45 - 13:00 Seminarraum 5 Sensengasse 3a 1.OG
- Thursday 26.06. 09:45 - 13:00 Seminarraum 5 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. This course will be taught through different styles of presentation and small group and large group discussions.
Assessment and permitted materials
Active participation, memos, and a final seminar paper or written exam.(Please keep in mind that 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. The final seminar work will be due by February 28, 2025.
Minimum requirements and assessment criteria
Sufficient knowledge of English to read and understand English texts and to follow the English-speaking course instructor. Tasks/homework can be written in either English or German.Active participation either during class discussions, small group discussions, and/or individual memos.
Examination topics
Main, recurring points and content covered in the course, especially the main themes of the course and considerations of your own and others' experiences, ideologies, and plans as well as those presented in the seminar. Supporting learning material is available on Moodle.
Reading list
Weber, J-J. (2015). Language Racism. Basingstoke, UK: Palgrave Macmillan.
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.
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.
Association in the course directory
WM-M12
Last modified: Fr 10.01.2025 00:02