190093 SE Educational Theories in International and Historical Comparison (2016S)
Hidden Dangers in Multicultural Education
Continuous assessment of course work
Labels
Unterrichtssprache: Englisch
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 Mo 01.02.2016 09:00 to Mo 22.02.2016 09:00
- Registration is open from We 24.02.2016 09:00 to Mo 29.02.2016 14:00
- Deregistration possible until Mo 21.03.2016 09:00
Details
max. 25 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
- Tuesday 21.06. 15:00 - 18:15 Medien-und Methodenlabor Sensengasse 3a 2.OG
- Wednesday 22.06. 09:45 - 18:15 Medien-und Methodenlabor Sensengasse 3a 2.OG
- Thursday 23.06. 09:45 - 18:15 Medien-und Methodenlabor Sensengasse 3a 2.OG
- Friday 24.06. 09:00 - 13:00 Medien-und Methodenlabor Sensengasse 3a 2.OG
Information
Aims, contents and method of the course
Assessment and permitted materials
All participants will be required to make an oral presentation during the course and submit a final written assignment (10-15 typed double spaced).
Minimum requirements and assessment criteria
Examination topics
Given the concentrated nature of the summer course a variety of educational approaches will be adopted. Frontal presentation (supported by PP), close reading of texts, workshop settings, and group discussions.
Reading list
Provisional list of readingsBrubaker, R., & Cooper, F. (2000). Beyond 'identity'. Theory and Society, 29(1), 1-47.
Sewell Jr, W. H. (2005). The concept (s) of culture. Practicing history: New directions in historical writing after the linguistic turn, 76-95.
Banks, J. (1997). Educating citizens in a multicultural society. New York: Teachers College Press.
Ladson-Billings, G. (2004). New directions in multicultural education. Handbook of research on multicultural education, 2, 50-65.
Bekerman, Z. (2003). Hidden dangers in multicultural discourse. Race Equality and Teaching (formerly MCT-Multicultural Teaching), 21(3), 36-42.
Jenks, C., Lee, J., & Kanpol, B. (2001). Approaches to Multicultural Education in Pre-service Teacher Education: Philosophical Frameworks and Models for Teaching. The Urban Review, 33(2), 87-105. doi: 10.1023/A:1010389023211
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
Kymlicka, W. (2010). The rise and fall of multiculturalism? New debates on inclusion and accommodation in diverse societies. International social science journal, 61(199), 97-112.
Sewell Jr, W. H. (2005). The concept (s) of culture. Practicing history: New directions in historical writing after the linguistic turn, 76-95.
Banks, J. (1997). Educating citizens in a multicultural society. New York: Teachers College Press.
Ladson-Billings, G. (2004). New directions in multicultural education. Handbook of research on multicultural education, 2, 50-65.
Bekerman, Z. (2003). Hidden dangers in multicultural discourse. Race Equality and Teaching (formerly MCT-Multicultural Teaching), 21(3), 36-42.
Jenks, C., Lee, J., & Kanpol, B. (2001). Approaches to Multicultural Education in Pre-service Teacher Education: Philosophical Frameworks and Models for Teaching. The Urban Review, 33(2), 87-105. doi: 10.1023/A:1010389023211
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
Kymlicka, W. (2010). The rise and fall of multiculturalism? New debates on inclusion and accommodation in diverse societies. International social science journal, 61(199), 97-112.
Association in the course directory
WM-M8
Last modified: Mo 07.09.2020 15:37
In the course we will present the basic tenants of the multicultural perspective and offer a critique of the multicultural discourse of policymakers and educators in the context of modern democracies from an anthropological perspective, underscoring the dangers of the reified conceptualization and use of the terms 'culture' and 'identity' while focusing on conflictual global realities.In general encourage intellectual growth and critical perspectives in participating students, more in particular afford students the opportunity to critically consider basic paradigmatic assumptions as these relate multiculturalism and cultural sensitive education.