Intercultural education (EMM226)
The course focuses on intercultural education in the light of theory, policy and practice. The concepts of integration, inclusion and assimilation will be analysed in contemporary situations. Particular emphasis will be placed on the role of teachers in the integration of migrant (economic migrant or refugee) children. The educational system is an integral part of society. Schools depend on a social system, political decisions, and legislation. Those circumstances significantly impact the integration of new migrants in society and are often the cause of the real limitations teachers confront. We will discuss what teachers themselves can do and what measures are needed to enable them to do even more.
Course description for study year 2024-2025. Please note that changes may occur.
Course code
EMM226
Version
1
Credits (ECTS)
6
Semester tution start
Spring
Number of semesters
1
Exam semester
Spring
Language of instruction
English
Content
The module is divided into three thematic areas, each focusing on specific concepts and themes related to intercultural education, intercultural dialogue and inclusion:
I. Intercultural education in the light of policy/politics, theory and practice
Students will familiarise themselves with the basic theoretical categories needed for an in-depth understanding of intercultural education. The development from multicultural to intercultural education, policies and practices in the field of intercultural education will be evaluated. Students will explore and critically evaluate some multicultural / intercultural education models, and discuss policies in selected countries.
II. Intercultural competence, intercultural dialogue, prejudices
Students will explore the connections between intercultural dialogue and intercultural competence. They will raise awareness of prejudices (towards children of economical migrant and refugees) and overcoming prejudices. The recognition and redistribution of intercultural competence will be discussed in the light of the multiperspective curriculums. Intercultural dialogue will be considered in the context of intercultural education. Guidelines and tools for the promotion of intercultural dialogue will be analysed using selected policy documents.
III. Inclusion and cooperation
Inclusion will be discussed through the role of teachers, migrants, civil society and the state, especially ministry of education. Students will explore the possibilities for cooperation and dialogue (instead of tolerance) between school and civil society in the local environment (majority and minority / migrants’ communities, associations). The issue of responsibility for preserving migrant children’s mother tongue will be discussed, too. Some techniques, best practices for intercultural dialogue between people with different cultural background at schools, in local environments will be introduced.
Lectures and workshops will be organised to provide in-depth insights into the above themes. On successful completion of the module the student will be able to critically evaluate models and policies on intercultural education with regard to the conceptual, methodological and theoretical issues and confidently take part in discussions on current pressing issues relating to intercultural education.
Learning outcome
On successful completion of the module the student will be expected to be able to:
- critically evaluate theories and policies on intercultural education with regard to conceptual, methodological and theoretical issues
- confidently take part in discussion on current pressing issues and give competent presentations during workshops
The class will in addition cover EMMIR learning outcomes 2, 3, 6, 7, 10, 11, 13 and 14 together with the other modules.
Required prerequisite knowledge
Exam
| Form of assessment | Weight | Duration | Marks | Aid |
|---|---|---|---|---|
| Final paper | 1/1 | Letter grades |
Students are required to attend and actively participate at all scheduled classes, workshops and reading groups (see Schedule for activities, section V). Class attendance (at least 75%) is a prerequisite to pass the module. Students are required to inform the lecturers about their absence prior to the start of each class.Final paper draft (500 words) is to be submitted and presented during the second week of lectures and workshops. Draft should include the research question, basic structure and tentative bibliography (minimum 5 references).Final paper (4000 words) is the final exam and should address the themes discussed during the module. Students are encouraged to choose the topic for their final paper according to their final thesis research interest, but should make sure that the paper also demonstrates understanding of the obligatory readings.
Course teacher(s)
Course coordinator:
Marijanca Ajša VižintinStudy Adviser:
Kjetil EndresenMethod of work
Workload: 180 hours
Contact hours: 38 hours
Reading: 45 hours
Assignments 97 hours