Universität Wien

190131 SE Education - Alterity - Cultur(alism) (2019S)

The Anthropology of 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

Monday 01.07. 09:45 - 13:00 Seminarraum 5 Sensengasse 3a 1.OG
Monday 01.07. 14:00 - 17:30 Seminarraum 5 Sensengasse 3a 1.OG
Tuesday 02.07. 09:45 - 13:00 Seminarraum 5 Sensengasse 3a 1.OG
Tuesday 02.07. 14:00 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG
Wednesday 03.07. 09:45 - 13:00 Seminarraum 5 Sensengasse 3a 1.OG
Wednesday 03.07. 14:00 - 18:15 Seminarraum 5 Sensengasse 3a 1.OG


Aims, contents and method of the course

In the first part of the course we will learn about the vision, paradigms and conceptual frameworks of peace education as they develop in different political and geographical contexts (e.g. Israel, North Ireland, Cyprus) and notice a variety of approaches related to various dimensions of peace education (Human rights education, education for social justice, ecological education, and conflict resolution education). The second part of the course examines critically, sociological, psychological, and anthropological approaches to identity and culture and discusses matters relating to the place of culture and identity in the world of educators engaged in peace education while trying to understand how the meanings attributed to these concepts have an impact in educational practice.

Assessment and permitted materials

Examination requirements/condition of examination:

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

Aims of lecturer(s)

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 to their understanding of identity and culture.

Examination topics

Principles of learning and teaching

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 readings:

Brubaker, 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.
Escobar, A. (2007). The ontological turn in social theory. A commentary on Human geography without scale, by Sallie Marston, John Paul Jones II and Keith Woodward. Transactions of the Institute of British Geographers, 32(1), 106-111.
Bruaker, R., & Cooper, F. (2000). Beyond identity. Theory and Society, 29(1), 1-47.
Kivinen, O., & Piiroinen, T. (2004). The relevance of ontological commitments in social sciences: Realist and pragmatist viewpoints. Journal for the Theory of Social Behaviour, 34(3), 231-248.
Harris, I. M. (2004). Peace education theory. Journal of Peace Education, 1(1), 5-20. doi: 10.1080/1740020032000178276
Johnson, D. W., & Johnson, R. T. (2005). Essential Components of Peace Education. Theory Into Practice, 44(4), 280-292. doi: 10.1207/s15430421tip4404_2
Bekerman, Z. (2007). Rethinking intergroup encounters: Rescuing praxis from theory, activity from education, and peace/co-existence from identity and culture. Journal of Peace Education, 4(1), 21-37.

Association in the course directory


Last modified: Mo 07.09.2020 15:37