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190119 SE Exclusion, Diversity and Social Inequality (2019S)

Diversity, Social Inequalities, Equity in Education

5.00 ECTS (2.00 SWS), SPL 19 - Bildungswissenschaft
Continuous assessment of course work


Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).


max. 25 participants
Language: English


Classes (iCal) - next class is marked with N

Saturday 23.03. 09:00 - 16:30 Seminarraum 5 Sensengasse 3a 1.OG
Saturday 18.05. 09:00 - 17:15 Seminarraum 1 Sensengasse 3a 1.OG
Saturday 22.06. 09:00 - 17:15 Seminarraum 5 Sensengasse 3a 1.OG


Aims, contents and method of the course

The aim of the course is to give an overview of the most relevant forms of inequality in education, to analytically discuss good practices focusing on diversity education, and help students to develop their competences necessary for channeling theoretical knowledge to educational practices.
Topics of the course
• Social environment of the education, social inequalities
• Creating chances in educational institutions, the multicultural attitudes of teachers, administrators and other professionals in education
• Discussing pedagogical goals and values of social justice and critical pedagogies
• The theory and practice of the equity pedagogy
• Analyzing educational institutions and instructional material from a diversity-conscious perspective

The course aims at enabling students to initiate, organize and evaluate activities and programs supporting social inclusion.
It supports student to
• develop a critical, analytical approach to information
• become able to analyze pedagogical initiatives and their context in a theoretical framework sensitive to social diversity
• recognize the connection between SES and education
• consider cultural diversity a positive opportunity, that can serve social inclusion and development
• have a social sensitivity, able to apply global values in their work
• channel their theoretical knowledge on multicultural education into their practice, and initiate activities, programs for social inclusion and social transformation
• deliver their professional activities in a sensitive, tolerant manner
• recognize, understand and deal with the effects of the SES and social inclusion
• create a working environment that is multiculturalist
• able to initiate and bring decisions autonomously

Group work, project, discussion, presentation, analyze and evaluate educational

Saturday 23.03
9:00 - 10:00 Intro, warm up
10.00-10:15 Break
10:15 - 12:00 Preparation of intro topics in groups
12:00 - 13:00 Lunch break
13:00 - 14:30 Intro topics presentation I.
14:30-14:45 Break
14:45-16:00 Intro topics presentation II.
16:00-16:30 - Evaluation of the day, next class topics

Saturday 25.05
9:00-9:30 Intro, warm up
9:30-11:00 Topic I. Pedagogy of the Oppressed (Chapter 1: oppression, oppressors, oppressed, liberation)
11:00-11:15 Break
11:15-12:45 Topic II Pedagogy of the Opressed (Chapter 2: the „banking“ concept and the problem posing concept of education)
12:45-13:45 Lunch break
13:45-15:15 Topic III. What is Social Justice Education
15:15 - 15:30 Break
15:30-17:00 Topic IV. Moving beyond ‘diversity’ to ‘social justice'
17:00-17:15 Evaluation of the day

Saturday 22.06
9:00-9:30 Intro, warm up
9:30-11:00 Topic V. The Social Justice Education in Schools Project
11:00-11:15 Break
11:15-12:45 Topic VI. Students taking action together: Social action in urban middle schools
12:45-13:45 Lunch break
13:45-15:15 Topic VII. Interculturally competent teachers
15:15 - 15:30 Break
15:30-17:00 Topic VIII. Reframing Parent Involvement: What Should Urban School Leaders Do Differently
17:00-17:15 Evaluation of the day

Assessment and permitted materials

Learning requirements, mode of evaluation, criteria of evaluation:
Course contributions:
• Presentation on a topic + developing and facilitating two relevant activities + designing and facilitating an evaluation activity (in groups of 3)
Written assignment:
• An scientific literature supported analysis of one of the following topics (approx. 2000 words)
o an educational institution (e.g. admission, inclusion of parents,
pedagogical mission, extracurricular activities, catering, mentoring programs, support opportunities, etc.)
o a curriculum, or a schoolbook
o an educational good practice (classroom work, evaluation, development, etc.)
The analysis has to start with the description of the theoretical framework of the analysis, and the supporting literature. Please use the APA 2016 reference style.

Minimum requirements and assessment criteria

complex, based on participation, course contribution and the written contribution
criteria of evaluation:
• Active participation - 30%
• Course contribution (Presentation of a topics, with relevant activities, evaluation, and slides uploaded) - 40%
• Analysis (2000 words) - 30%
5 – 59% and under
4 – 60-70%
3 – 70-80%
4 – 80-90%
5 – 90% and above
You can miss maximum 4 hours of the classes (one morning or one afternoon)

Examination topics

The course has a complex assessment. The topic for analysis can be discussed in advance with the instructor.

Reading list

• Freire, P. (1970, 2005). Pedagogy of the Opressed. New York, London: Continuum. Chapter 1 and 2. pp. 43-86. https://commons.princeton.edu/inclusivepedagogy/wp-content/uploads/sites/17/2016/07/freire_pedagogy_of_the_oppresed_ch2-3.pdf
• Linsky, A. C. V., Hatchimonji, D. R., Kruzik, C. L., Kifer, S., Franza, N., McClain, K., Nayman S. J.& Elias, M. J. (2018). Students taking action together: Social action in urban middle schools, Middle School Journal, 49:4, 4-14, DOI: 10.1080/00940771.2018.1488469
• Mthethwa-Sommers, S. (2014). What is Social Justice Education. In S. Mthethwa-Sommers: Narratives of Social Justice Educators. Springer. 7-25.
• Reilly C. L., Jackson, B. W. & George, A. (2006). Principles of Social Justice Education: The Social Justice Education in Schools Project, Equity & Excellence in Education, 39:1, 55-64, DOI: 10.1080/10665680500478809
• Rosnes, E. V. & Rossland B. L. (2018). Interculturally competent teachers in the diverse Norwegian educational setting, Multicultural Education Review, 10:4, 274-291, DOI: 10.1080/2005615X.2018.1532223
• Schoorman, D. & Bogotch, I. (2010). Moving beyond ‘diversity’ to ‘social justice’: the challenge to re‐conceptualize multicultural education, Intercultural Education, 21:1, 79-85, DOI: 10.1080/14675980903491916
• Watson, T. N. & Bogotch, I. (2015) Reframing Parent Involvement: What Should Urban School Leaders Do Differently?, Leadership and Policy in Schools, 14:3, 257-278, DOI: 10.1080/15700763.2015.1024327

Association in the course directory


Last modified: Mo 07.09.2020 15:37