Adultcentrism in Educational Relationships (ECM130)
Course description for study year 2024-2025. Please note that changes may occur.
Course code
ECM130
Version
1
Credits (ECTS)
5
Semester tution start
Autumn
Number of semesters
1
Exam semester
Autumn
Language of instruction
English
Content
This challenge addresses an often-neglected dimension of diversity and inclusion which is ‘age’, particularly ‘minor age’. Adultcentric bias can create barriers in recognizing the capacities of children and youth to contribute to society as they can be pre-judged to be ‘incompetent’ or ‘not-yet developed’ due to their age. Raising critical self-awareness of adultcentrism among adults in educational contexts can support them to develop more age-inclusive attitudes towards children and youth in daily life. However, this process of raising critical self-awareness related to one’s own adult age can bring up emotional responses e.g., fear, guilt, insecurity, denial etc. that can create obstacles in the learning process of adults and might worsen intergenerational differences.
The central challenge in this course is to propose a game to be used by adults to raise the awareness of the psychological concept of ‘adultcentrism’ among adults in educational relationships with children and youth.
A key ethical question in developing a game for this purpose is whether the design of such a game is age-sensitive towards adult learners.
Short description of learning methods and activities:
The participants work in a hybrid Challenge Based Learning framework to propose a game designed for raising critical self-awareness i.e., of adult-centric biases, among adults in educational relationships with children and youth. The activities include readings, podcasts, teamwork, lectures and workshops. Participants will work part-time, digitally, over a period of three months with a 5-day visit to the University of Stavanger.
Learning outcome
Knowledge
The candidate
- has knowledge of critical developments in age-inclusive educational research and psychology.
- has knowledge of the Challenge Based Learning (CBL) method.
Skills
The candidate
- can apply critical knowledge to promote more age-inclusive intergenerational relationships.
- can apply the CBL method to propose a game to raise awareness of adult centrism
General competencies
The candidate
- has awareness of the ethical challenges related to raising critical self-awareness among adults in educational contexts with children and youth.
- can apply the CBL method to finding multidisciplinary solutions
Required prerequisite knowledge
Exam
Folder
| Form of assessment | Weight | Duration | Marks | Aid |
|---|---|---|---|---|
| Team presentation with jury feedback | 10 Minutes | Passed / Not Passed | ||
| Team submission of the presentation in a digital format | Passed / Not Passed | |||
| Individual process report | Passed / Not Passed |
Learners will be assessed based on a total of three assignments:
• One team presentation (10 minutes) with jury feedback
• One team submission of the presentation in a digital format
• One individual process report of 1000 - 1200 words.
Each team will have 3-5 members.All assignments are obligatory to complete the course and must be passed. In case candidates or teams do not pass a particular assignment, they can resubmit it without having to do all the assignments again. All assignments have equal weight and will only result in an overall pass/fail grade i.e., there is no further grading system.