Society and intercultural education

Transcripción

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 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
5
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
7
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).
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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
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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.
ethnic minorities
. School versus Society social reproduction social
Nº DE SESIONES
3
3
3
4
Individuation
3
5
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:
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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
ethnic minorities
●
School versus Society
social reproduction
social
UNIT 2 SOCIALIZATION, INDIVIDUATION AND IDENTITIES
•
2
2
Individuation
•
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
11
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.

Society and intercultural education

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