Society and intercultural education
Transcripción
Society and intercultural education
1 Course Guide Intercultural Society and Education Academic year 2016/ 2017 MODULE GUIDE SOCIETY AND INTERCULTURAL EDUCATION PRIMARY EDUCATION Faculty of Psychology, Teacher’s Training and Science of Education Catholic University of Valencia San Vicente Marti ACADEMIC YEAR 2016/2017 1 2 MODULE GUIDE TO Society and Intercultural Education ECTS MODULE: Sociology 6 ACADEMIC AREA: SOCIOLOGY Subject: Intercultural Education Classifications of Learning: Basic Lecturer Dr. D. Luis Díe Olmos Dra. Dª. Tamar Shuali Trachtenberg Dr. D. Alex Cloquell Lozano Dra. Dª. Cristina Martínez Ortega YEAR: 1 Semester: 1 /2 Department: Didactic, Theory of Education, ICT Innovation E-mail: [email protected] [email protected] [email protected] [email protected] SUBJECT ORGANIZATION ____________________________________________________________________________ SOCIETY FAMILY AND SCHOOL AREA ECTS Module ECTS YEAR/ SEMESTER Sociology 6 Society and Intercultural Education 6 1/1 Culture, Religion and Values 6 1/1 Counseling and Family Universidad Católica de Valencia “San Vicente Mártir” 2016/2017 3 Course Guide Intercultural Society and Education Academic year 2016/ 2017 COURSE GUIDE TO THE SUBJECT: Intercultural Education and Society Prerequisites: NON GENERAL GOALS a) Analyze the multicultural dimension of contemporary society exploring social structures and its influence on individuals and groups behavior. b) Understand the process of Socialization and it´s role in the construction of the identity. c) Furnish with both theoretical and practical knowledge and skills intercultural education GENERAL COMPETENCES Competence measuring scale 1 G4 Planning and enhancing learning process in the contexts of diversity, on the basis of inclusive approach. Underlining the need to address inequalities, equity and respect for Human Rights. G5 Enhancing coexistence among peer-group in and outside classroom. Developing skills for conflict resolution. G7 To collaborate with different educational agencies. Enhance democratic education and active citizenship G8 Maintain a critic approach towards culturally constructed knowledge’s, and towards public and private institutions. G11 Get familiar and learn the uses of ICT in educational context. Be able to use relevant digital resource t enhance diversity and intercultural dialogue G12 Understand the limitation of education in contemporary society .Learn and apply innovation in order to improve students’ academic achievement and well being. 1 3 4 x x x x x x 3 4 SPECIFIC COMPETENCES 1 E18 Demonstrate both social and communication skills in order to interact and attend families and community demands. E19 Be able to act as a tutor in all range of its functions in the period of 6-12 year old children. E20 Contextualized education according to the socio-cultural environment and collaborate with family and community. E21 Analyze critically social change in contemporary society and underline its impact on school and family education environment: audiovisual culture, gender issues, multiculturalism and interculturalism , discrimination, social inclusion and exclusion , sustainable development E22 .Get familiar with the socio historical evolution of the concept of Family and learn about the different patrons and models of parentship. LEARNING OUTCOMES 2 3 4 X X X X COMPETENCES R-1 The student is able to analyze critically the current social debates regarding to multiculturalism, and will identifying pre- conceived or prejudiced based approaches. R-2 The student will demonstrate an understanding and ability to make usage of number of basic concepts bases on sociological theories. G4, G5,E29 G3,G4,G12,E29 R-3 The students will be able to recognize social injustice and social exclusion situations. G3,G4,G5,E29 R-4 The student is able to identify the factors responsible to intercultural relations G3,G4,G5,E29 R-5 The student will understand the role of education as an agent for social change transformation G3, G4, G5, G12, E29 R-6 The student identifies the characteristics and the significance of “ Culture” G3, G4, G5, G12, E29 Universidad Católica de Valencia “San Vicente Mártir” 2016/2017 5 Course Guide Intercultural Society and Education Academic year 2016/ 2017 R-7 The student identifies social agents and their role in the process of socialization G3, G4, G5, E29 R-8 The student identifies the process of development of the sense of identity G3, G4, G5, G12, E29 R-9 The student is capable of identifying approaches towards Cultural Diversity assimilation, segregation, multiculturalism and interculturalims R-10 The student describes the characteristics of intercultural education and is capable of designing an intercultural education based activity G3, G4, G5, G12, E29 G3, G4, G5, E29 ON-CAMPUS EDUCATIONAL ACTIVITIES ACTIVITY LECTURES PRACTICAL CLASSES STUDENTS PRESENTAIONS LEARNING TO LEARN Methodology Teacher presentations, analysis of theoretical approaches, Description of case studies Cooperative -work sessions supervised by the teacher. Case studies, PBL, use of libraries, online, Internet, etc. Meaningful construction of knowledge through interaction and student participation. Peer Learning sessions and oral presentations based on previous learning. Relationship With Learning Outcomes for the subject ECTS R2,r3,r6,r9 0.8 R1, R4, R5, R7, R9, R10 R1, R3, R5, R8, R9, R10 0.8 0.3 TUTORIAL SESSIONS Personalized sessions in reduced groups. Orientation sessions for shared assignments R1, R4, R8 0.2 ASSESSMENT Set of oral and/or written tests used for final R,2, R3,R9,R10 0.4 5 6 assessment . Total 2.5 TABLE DESCRIBING THE RELATION BETWEEN TEACHING ACTIVITIES, THEIR CORRESPONDING ECTS AND THEIR ASOCIATED COMPETENCE ECTS Associate Competences ACTIVITY TYPE LEARNING TO LEARN BASED METHODOLOGY GROUP BASED LEARNING Essay writings, lectures, case studies, preparation of presentation, cooperative learning sessions. On- line assignments, individual study, small scale research G3, G4, G5, G12, E29 1,3 Reading of bibliography, elaboration of essays, Text analysis. Work to be accomplished in physical and virtual environment G3, G4, G12, E29 2,2 INDIVIDUAL LEARNING TOTAL 3,5 Universidad Católica de Valencia “San Vicente Mártir” 2016/2017 7 Course Guide Intercultural Society and Education Academic year 2016/ 2017 EVALUATION OF COMPETENCES THROUGH ACADEMIC PROFORMANCE ASSESSMENT Assessment tool LEARNING OUTCOMES Percentage Written exam R2, R5, R6, R7, R9, R10 40% R1, R3, R4, R8, R9, R10 50% Individual and shared assignments ( Voluntary or obligatory) Engagement with course learning activities , participative approach R1, R4, R8 10% MENTION OF DISTINCTION: The mention of Distinction will be awarded to students who have achieved a score equal to or higher than 9.0. The number of Distinctions granted will not exceed 5% of students enrolled in a module in the corresponding academic year unless enrollment is under 20, in which case only one Distinction may be granted. (Royal Decree 1125/2003). 7 8 DESCRIPTION OF CONTENTS • UNIT 1: THE COMPLEXITY OF SOCIAL LIFE • Educational challenges in contemporary COMPETENCES society, unemployment and social inequalities, cultural changes, • Shifting from Family towards society Role Gender and G3,G12, E29 ethnic minorities • School versus Society social reproduction social transformation and Development UNIT 2 SOCIALIZATION, INDIVIDUATION AND IDENTITIES • Individual and culture The process of socialization and Individuation • G5,E29 Collective and individuals identity contraction. UNIT III: INTERCULTURAL EDUCATION • Approaches towards cultural diversity segregation, assimilation, multiculturalism and Interculturalism. • Migrant and ethnic minority’s children in school. • Theory and practice of Intercultural Education. G3,G4,G5,G12, E29 Universidad Católica de Valencia “San Vicente Mártir” 2016/2017 9 Course Guide Intercultural Society and Education Academic year 2016/ 2017 TIME TABLE AND DISTRIBUTION OF SESIONS PER THEMATIC : UNITES& CONTENTS 1 2 3 The complexity of society, educational challenges in contemporary society, unemployment and social inequalities, cultural changes. Shifting from Family towards society Role Gender and ethnic minorities . School versus Society social reproduction social transformation and Development Nº DE SESIONES 3 3 3 Individual and culture The process of socialization and 4 Individuation 3 5 Collective and individuals identity contraction. 3 6 Approaches towards cultural diversity segregation, assimilation, multiculturalists and interculturality. 5 Pupil’s decedent from cultural minority and migrant 7 8 families. . Theory and practice of Intercultural Education 5 5 IMPLEMENTAION OF MODULE IN SECOND OR EXTRAORDINARY ENROLMENT There will be a specific group for those students that will have to repeat t the module and a specific teacher will be assigned as the group coordinator. There will be offered 6 sessions and assessment will be applied according to the official examination calendar. The following are the contents to be given during the session: 9 10 DESCRIPTION OF CONTENTS SESION • UNIT 1: THE COMPLEXITY OF SOCIAL LIFE • Educational challenges in contemporary society, unemployment and social inequalities, cultural changes, 1 • 2 Shifting from Family towards society Role Gender and ethnic minorities ● School versus Society social reproduction transformation and Development social UNIT 2 SOCIALIZATION, INDIVIDUATION AND IDENTITIES • 2 Individual and culture The process of socialization and 2 Individuation • Collective and individuals identity contraction. UNIT III: INTERCULTURAL EDUCATION • Approaches towards cultural diversity segregation, assimilation, multiculturalism and Interculturalism. 3 • Migrant and ethnic minority’s children in school. • Theory and practice of Intercultural Education. 2 Universidad Católica de Valencia “San Vicente Mártir” 2016/2017 11 Course Guide Intercultural Society and Education Academic year 2016/ 2017 BIBLIOGRAPHY BASICBIBLIOGRAPHY § Aguado,T.(2003):Pedagogíaintercultural,McGrawHill,Madrid. § Arza, J. y Carón, J. (2015) Comunidad Gitana la persistencia de una discriminaciónhistórica,enOBETS.RevistadeCienciassociales. Recuperadode: http://dx.doi.org/10.14198/OBETS2015.10.2 § DÍE, L. (2012). Aprendiendo ser Iguales: Manual de educación intercultural, Valencia:Bancaixa. GRANT,C&Portera,A(ED).(2010)InterculturalandMulticultural EducationEnhancingGlobalInterconnectedness.RoutledgeTaylor& Francisgroup • Guiddens,A.(2010).Sociología.España:AlianzaEditorial. § Fuentes Gómez-Calcerrada, J. L. (2014). Hacia una filosofía de la educación intercultural: Diversidad moral, identidad cultural y diálogo intercultural. RevistaTeoríadelaEducaciónrevistainteruniversitaria.Vol.26,(1),pp.213226 § GarcíaSales,A.(2016).Posibilidadesylimitacionesdegenerarculturadecentro desdelasprácticascompartidasdeaula:elcasodelaeducaciónintercultural inclusivaenEstudiossobreeducación.Vol.30,pp.51-70. § Jiménez,M.(2016).Discursosinterculturalesyprácticasasimilacionistas:algunas contradiccionesenelsistemaeducativoespañol.Convergencia.RevistadeCC.SS. Núm.71,pp.41-62. § Macionis,J.yPlummer,K.(1999).Sociología.España:PrenticeHall. 11 12 § Mari,J.(2014).Laaportacióndelconceptodepersonaalaeducaciónintercultural. Revistaespañoladepedagogía.Vol.72(258),pp.299-313.Recuperadode: http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=12&sid=712c3190c8e9 ■ PALAIOLOGOU. N DIETZ, G (Ed) (2012) Mapping the broad field of multicultural and intercultural education worldwide: towards the developmentofanewcitizen.CambridgeScholarPublishing,UK. § Shuali, T. (2010). Educación, Diversidad Cultural y Participación: Una aproximación desde la filosofía de John Dewey". Edetania: Estudio y propuestaseducativas,Núm.37. § Shuali, T. (2012). La pedagogía Intercultural desde la fundamentación teórica a la práctica educativa, en DIE, L. (ED). Aprendiendo ser Iguales : manualdeeducaciónintercultural § Taylor,C.(2006).GuidelinesonInterculturalEducation.Paris:UNESCO. § Taylor, C. (2002). Declaración Universal de la Diversidad Cultural. Paris: UNESCO. Universidad Católica de Valencia “San Vicente Mártir” 2016/2017