190071 SE Anthropology and Education (2020S)
Continuous assessment of course work
Labels
Das Seminar wird online stattfinden.
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
Die Lehrveranstaltung wird in Form von home-learning stattfinden 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.Information
Aims, contents and method of the course
Assessment and permitted materials
All participants will be required to make a short oral presentation on articles presenting ethnographic studies and submit a final written assignment based on the data they have gathered (10-15 typed double-spaced pages).
Minimum requirements and assessment criteria
Given the concentrated nature of the summer course a variety of educational approaches will be adopted (frontal presentations and group discussions). Participants will be required in advance of the course to conducts short observations and a short interview; these will serve in the course for close reading and interpretation in a workshop setting.
Examination topics
Reading list
Bekerman, Z. (2017). The graduate(s): the harvests of Israel’s integrated multicultural bilingual education. Race Ethnicity and Education, 1-18. doi:10.1080/13613324.2017.1294574
Bekerman, Z. (2009). The complexities of teaching historical conflictual narratives in integrated Palestinian-Jewish schools in Israel. International Review of Education(55), 235-250.
Carbaugh, D. (1996). Situating selves: The communication of social identities in American scenes. Albany: SUNY Press.
Erickson, F. (1986). Qualitative Methods in Research on Teaching. In M. Wittrock (Ed.), Handbook of Research on Teaching (3rd ed., pp. 119-161). NY: MacMillan.
Gutierrez, Rymes, B., & Larson, J. (1995). Script, counterscript, and underlife in the classroom: James Brown v. Board of Education. Harvard Educational Review, 95(3), 445-471.
Lincoln, Y. S., & Guba, E. G. (2000). Paradigmatic controversies, contradictions, and emerging confluences. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2 ed., pp. 163-188). London: Sage.
McDermott, R. (1993). The acquisition of a child by a learning disability. In S. Chaiklin & J. Lave (Eds.), Understanding practice (pp. 269-306). Cambridge: Cambridge University Press.
McDermott, R., & Varenne, H. (1995). Culture as disability. Anthropology & Education Quarterly, 26(3), 324-348.
Wenger, E. (2009). A social theory of learning. In K. Illeris (Ed.), Contemporary theories of learning (pp. 209-218). London and New York: Routledge.
Bekerman, Z. (2009). The complexities of teaching historical conflictual narratives in integrated Palestinian-Jewish schools in Israel. International Review of Education(55), 235-250.
Carbaugh, D. (1996). Situating selves: The communication of social identities in American scenes. Albany: SUNY Press.
Erickson, F. (1986). Qualitative Methods in Research on Teaching. In M. Wittrock (Ed.), Handbook of Research on Teaching (3rd ed., pp. 119-161). NY: MacMillan.
Gutierrez, Rymes, B., & Larson, J. (1995). Script, counterscript, and underlife in the classroom: James Brown v. Board of Education. Harvard Educational Review, 95(3), 445-471.
Lincoln, Y. S., & Guba, E. G. (2000). Paradigmatic controversies, contradictions, and emerging confluences. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2 ed., pp. 163-188). London: Sage.
McDermott, R. (1993). The acquisition of a child by a learning disability. In S. Chaiklin & J. Lave (Eds.), Understanding practice (pp. 269-306). Cambridge: Cambridge University Press.
McDermott, R., & Varenne, H. (1995). Culture as disability. Anthropology & Education Quarterly, 26(3), 324-348.
Wenger, E. (2009). A social theory of learning. In K. Illeris (Ed.), Contemporary theories of learning (pp. 209-218). London and New York: Routledge.
Association in the course directory
WM-M11
Last modified: Tu 12.05.2020 09:48
Critically evaluate the relevance of anthropological concepts to theories and practices of education. Demonstrate a critical understanding of how education can both reproduce and challenge culture and society. Provide participants with a basic yet solid understanding of the ethnographic methods and its application to and implications for educational research