Universität Wien FIND

490025 PS Lifeworlds (2019W)

Heterogeneity, diversity and inclusion in the school context

5.00 ECTS (2.00 SWS), SPL 49 - LehrerInnenbildung
Continuous assessment of course work

Registration/Deregistration

Details

max. 20 participants
Language: English

Lecturers

Classes (iCal) - next class is marked with N

Tuesday 08.10. 15:00 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
Tuesday 15.10. 15:00 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
Tuesday 22.10. 15:00 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
Tuesday 29.10. 15:00 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
Tuesday 05.11. 15:00 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
Tuesday 12.11. 15:00 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
Tuesday 19.11. 15:00 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
Tuesday 03.12. 15:00 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
Tuesday 10.12. 15:00 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
Tuesday 17.12. 15:00 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
Tuesday 07.01. 15:00 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
Tuesday 14.01. 15:00 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
Tuesday 21.01. 15:00 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
Tuesday 28.01. 15:00 - 16:30 Seminarraum 2 Porzellangasse 4, EG04

Information

Aims, contents and method of the course

Content

This course is focused on heterogeneity, diversity and inclusion of students in the school context.
The course be structured in three blocks building on each other:
- Inclusion at a societal level: inclusive citizenship education.
- Inclusion as a community practice: bridges with non-formal education.
- Inclusion as a classroom practice: Project-based Learning.

Aims

Students are expected to become familiar with Inclusive Citizenship Education, Project-based Learning and non-formal education related concepts.
They are furthermore expected to develop/strengthen teaching abilities, including:
1.1 Communication skills: education related vocabulary in English, ability to convey evidence-based ideas in discussions, capacity to convey one’s point of view in a discussion.
1.2 Methodological skills: providing multiple perspectives and reflecting a plurality of interests in teaching; how to prepare a study visit; how to use (short) films as pedagogical tools.

Methodology

This course is designed on active education and student-centred methodologies. Therefore, students’ active participation is required.
The course will involve a study visit, an activity around (short) films, presentations and group discussions.

Assessment and permitted materials

Each student is expected to contribute to classroom discussions and activities.
Each student is furthermore expected to give a presentation (individual or in group) about an elective topic within the three blocks of the course.
Each student will furthermore write an essay as part of the final grade. The topic will be elective amongst a suggested list of topics.

Minimum requirements and assessment criteria

Active participation and presence (2 absences allowed).

The final grade is based on active participation (10%), a classroom presentation (30%) and a written essay (60%).

The seminar will be taught in English, therefore a minimum level of A2 is required.
N.B. Learning a vocabulary proper to education and education theories and approaches in English is part of the learning objectives of the course. Therefore, previous knowledge of technical English related to education is not a requirement.

Examination topics

The topic of the presentation and the essay will be retrieved from the three blocks of the course.

Reading list

The following list is indicative and not comprehensive:

- Barron, B.J.S., Schwartz, D.L., Vye, N.J., Moore, A., Petrosino, A., Zech, L., Bransford, J.D. Doing with Understanding: Lessons from Research on Problem- and Project-Based Learning (1998) Journal of the Learning Sciences, 7 (3-4), pp. 271-311.
- Cruikshank, Barbara: The will to empower: Democratic Citizens and other Subjects. New York 1999, S.1-29; S.67-86
- Dewey, J. (1916): Democracy and education, in The Middle Works, 9, pp. 1-370.
- Freire Paulo, Pedagogy of the oppressed (Chapter 2), 1970
- Krajcik J.S., Blumenfeld P.C. Project-Based Learning, (2015) The Cambridge Handbook of Learning Sciences, pp. 318-333
- Lave, J. & Wenger, E. (1991) Situated Learning: legitimate peripheral participation. New York: Cambridge University Press.
- Lange, Dirk/ Kleinschmidt, Malte (2017): Inclusive Citizenship Education. In: Diendorfer, Gertraud/ Sandner, Günther/ Turek, Elisabeth (Hg.): Populismus – Gleichheit – Differenz. Herausforderungen für die Politische Bildung. Schwalbach/Ts., S. 63-82.
- Maida, C.A. Project-based learning: A critical pedagogy for the twenty-first century (2011) Policy Futures in Education, 9 (6), pp. 759-768.
- Pecore, J. L. (2015). From Kilpatrick’s project method to project-based learning. International Handbook of Progressive Education, 155-171
- Schmid, Veronika/ Bös, Mathias: National Identity, Ethnic Heterogeneity and the New Culturalization of Citizenship. In: B. A. Corral: El pueblo del Estado. Nacionalidad y ciudadania en el Estado constitucional-democratio. Junta General del Principado de Austurias, Ovido. Ovido 2012, S.131-159
- Stevensson, Clifford/ Hopkins, Nick/ Luyt, Russell/ Dixon, John: The Social Psychology of Citizenship: Engagement with Citizenship Studies and Future Research. In: Journal of Social and Political Psychology, 2015, Vol. 3(2), S.192-210

Association in the course directory

Last modified: Tu 24.09.2019 16:09