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DLV157_1

Contemporary perspectives on diversity, inclusion and education

This is the study programme for 2020/2021.


This course focuses on certain aspects of research into the theory, method and ethics of cultural diversity in education and how this can be related to the own PhD work.

Learning outcome

Knowledge:
The students will gain knowledge of:
  • theoretical perspectives on socio-cultural diversity and education and its interaction with language, religion and social relations
  • methodologies of research into socio-cultural diversity and education and its interaction with language, religion and social relations
  • ethical aspects of research into socio-cultural diversity and education and its interaction with language, religion and social relations

Skills:
By the end of the course, students will be able to:
  • present and discuss relevant theories related to cultural diversity in education
  • explain the potential and limitations of different methodologial perspctives and approaches
  • identify and deliberate about ethical dilemmas that arise from own research project

General competence:
By the end of the course, the students will be able to:
  • understand and explain the role of theory, method and ethics in research projects in general
  • take part in scholarly conversation about these issues in advanced research settings
  • gain a broader interdisciplinary perspective on education, diversity and inclusion

Contents

This course focuses on the roles of theories, methods and ethical considerations in PhD research into issues of socio-cultural diversity in education. It will also approach the interrelationship between these three aspects.
Course teacher:
Dagmar Strohmeier, Hildegunn Fandrem, Geir Skeie

Required prerequisite knowledge

None.

Exam

Weight Duration Marks Aid
Oral presentation1/1 Pass - Fail
Oral presentation of theories and methods relevant for their own PhD project.
Poster presentation based on their own PhD project and with focus on aspects of cultural diversity and education.
3 credits without poster (but oral presentation)
5 credits with submitted poster

Coursework requirements

Seminars, 75% attendance
Attendance at the sessions is obligatory (at least 75%).

Course teacher(s)

Course teacher
Dagmar Strohmeier
Course coordinator
Hildegunn Fandrem , Geir Skeie

Method of work

Lectures and seminars in the shape of 2 + 2 day meetings and an additional meeting with poster presentation. Much of the work is based on students sharing issues and texts from their own research project that may illustrate or discuss issues central to the course.

Open to

Required prerequisite knowledge equivalent for admission to the PhD program.

Literature

Barrett, M. (2013). Intercultural competence: A distinctive hallmark of interculturalism? In M. Barrett (Ed.), Interculturalism and multiculturalism: Similarities and differences (pp. 147-168). Strasbourg: Council of Europe Publishing.
Barrett. M. (2016). Competences for democratic culture: Living together as equals in culturally diverse democratic societies. Strasbourg. Council of Europe publishing. http://www.coe.int/en/web/education/competences-for-democratic-culture, accessed 16 July 2017.
Barrett. M. (in press). How schools can promote the intercultural competence of young people.. European Psychologist.
Berry, J. W. (2001). A psychology of immigration. Journal of Social Issues, 57, 615-631. doi: 10.1111/0022-4537.00231
Deardorff, D. K. (2015). Intercultural competence: Mapping the future research agenda. International Journal of Intercultural Relations, 48, 3-5. doi:10.1016/j.ijintrel.2015.03.002
Fandrem, H (2015). Friendship during adolescence and cultural variations. In James Wright (Ed): International Encyclopedia of Social and Behavioral Sciences, Oxford: Elsvier.
Fandrem, H. Strohmeier, D. and Roland, E. (2009). Bullying and Victimization among Native and Immigrant Adolescents in Norway: The Role of Proactive and Reactive Aggressiveness. Journal of Early Adolescents, 29 (6), p. 898-923.
Florian, L., & Spratt, J. (2013). Enacting inclusion: a framework for interrogating inclusive practice. European Journal of Special Needs Education, Vol.28 (2), p.119-135.
Grant, C. A., & Sleeter, C. E. (2003). Turning on learning. Five approaches for multicultural teaching plans for race, class, gender, and disability. New York, NY: John Wiley & Sons.
Hilt, L. (2016). Education without a shared language: Dynamics of inclusion and exclusion in Norwegian introductory classes for newly arrived minority language students. International Journal of Inclusive Education, 21(6), p. 585-601.
IOM International Organization for Migration. (2017). World migration report 2018. Geneva: International Organization for Migration.
Jackson, R. (2016). Inclusive study of religions and world views in schools: Signposts from the Council of Europe. Social Inclusion, 4(2), 14-25. doi:10.17645/si.v4i2.493
Jortveit, M. (2015). Cultural transitions in Norwegian schools: The question and challenge of inclusion. In: D. L. Cameron & R. Tygesen (Eds.), Transitions in the field of special education, Theoretical perspectives and implications for practice. Münster: Waxmann, p. 189-204.
Matsumoto, D. & Hwang, H. C. (2013). Assessing Cross-Cultural Competence: A review of available tests. Journal of Cross-Cultural Psychology, 44(6), 849-873, doi: 10.1177/0022022113492891
Schachner, M. (2017). From equality and inclusion to cultural pluralism - Evolution and effects of cultural diversity perspectives in schools. European Journal of Developmental Psychology, doi:10.1080/17405629.2017.1326378
Solbue, V., Helleve, I., & Smith, K. (2017). "In this class we are so different that I can be myself!" Intercultural dialogue in a first grade upper secondary school in Norway. London, Taylor & Francis Group.
Spitzberg, B. H., & Changnon, G. (2009). Conceptualizing intercultural competence. In D. Deardorf (Ed.), The sage handbook of intercultural competence (pp.1-52). Thousand Oaks, CA: Sage.
Strohmeier, D., Gradinger, P., & Wagner, P. (2017). Intercultural competence development among university students from a self-regulated learning perspective: Theoretical model and measurement. Zeitschrift für Psychologie / Journal of Psychology, 225, 85-94. doi: 10.1027/2151-2604/a000282
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.


This is the study programme for 2020/2021.

Sist oppdatert: 11.08.2020

History