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Inclusive Pedagogy

Semester 1 · 12402 · 5 year master degree in Primary Education - German section · 11CP · DE


See the individual course modules

Lecturers: Barbara Gross, Doris Kofler, Annemarie Profanter, Vanessa Macchia, Renate Maria Heissl

Teaching Hours: 60
Lab Hours: 40
Mandatory Attendance: In accordance with the regulation

Course Topics
- Recognise cultural/social differences and individual differences - Understand the cultural and structural foundations of inclusive and intercultural pedagogy

Teaching format
Lectures with media support; reflection exercises, including work with a partner; in-depth short group work; literature study

Educational objectives
Knowledge and understanding - Know differences in culture, social context, language, family, gender and sexual orientation - Know differences in learning, cognition, emotions, behaviour and social relationships Application of knowledge and understanding - Global and participatory approach to the development of inclusive and intercultural cultures - Know, understand and implement structures and practices, with a special focus on ages 2-7 Judgement - Analyse attitudes, stereotypes and prejudices in relation to differences, with particular reference to ages 2-7 Communication - Know and use technical terms correctly - Know and correctly use prejudiced language Learning strategies - Critically reflect on theories and practices of difference, interculturality and inclusion

Assessment
Written final examination on the two lectures. The assessment of the performance in the two laboratories is weighted and included in the overall assessment.

Evaluation criteria
The overall assessment for the module is determined as follows: There will be a final written examination. There will be 30 questions, 15 of which will come from the content of each of the two lectures. The performance shown in this examination is weighted at around 60% of the overall grade. The assessment of the performance in the two laboratories counts: a) the assessment of a short presentation, either individually or in group work. Duration: 5-7 minutes per person, followed by a discussion. b) the assessment of the final written paper comprising approximately 4 pages / 12,000 characters / 1,600 words. Criteria for the assessment of these written papers: - Correct structure - Technical correctness and clear line of argumentation - Use of pedagogical and didactic terminology - Reference to relevant scientific literature and appropriate citations - critical reflection and presentation of solutions The assessment of the two laboratories is included in the overall assessment with a total weighting of 40% (20% per laboratory). According to the examination regulations of the faculty, the assessment for each individual course belonging to the module must also be positive for a positive overall assessment of the module performance. In the event of a negative assessment of the overall module, any positively assessed parts of the module will be credited the next time you take the module examination. Please note, however, that in this case a negative assessment will also be counted in the number of examination attempts. According to the examination regulations, three attempts without passing will result in a suspension for three examination dates (see article 6, paragraph 4 of the valid examination regulations).

Required readings

For the field of intercultural pedagogy:

Gogolin, I., & Krüger-Potratz, M. (2020). Einführung in die Interkulturelle Pädagogik: Geschichte, Theorie und Diskurse, Forschung und Studium. Barbara Budrich.

Gross, B. (2022). Eterogeneità e diseguaglianze educative. Prospettive dalla Pedagogia interculturale. FrancoAngeli.

Mecheril, P., Castro Varela, M. d. M., Dirim, I., Kalpaka, A., & Melter, C. (2010). Migrationspädagogik. Beltz.

Castro Varela, M., & Dhawan, N. (2020). Postkoloniale Theorie. Eine kritische Einführung (3. Aufl.). Transcript.

 

The courses are supplemented by additional literature.

This will be announced via the PPTs and/or the digital learning platform set up for the course.

For the field of pedagogy and didactics of inclusion in early childhood education:

Booth, T., & Ainscow, M. (2019). Index für Inklusion. Ein Leitfaden für Schulentwicklung. Beltz Verlag.

Ianes, D. (2009). Die Besondere Normalität. Reinhardt Verlag, Kapitel 1, 2 und 3.

Wagner, P. (2022). Handbuch Inklusion. Grundlagen vorurteilsbewusster Bildung und Erziehung. Herder Verlag.

Amatori, G., Maggiolini S, Macchia V (2022). Pensare In Grande. L’educazione inclusiva per l’infanzia di oggi e di domani. PensaMultimedia.

ICF-CY (2011). Internationale Klassifikation der Funktionsfähigkeit, Behinderung und Gesundheit bei Kindern und Jugendlichen. Verlag Hans Huber.

For the course ‘Inclusion’: Literature discussed in the LECT and in the LAB.



Supplementary readings

The following books and texts are also used:

Amatori, G. & Maggiolini, S. (eds) (2021). Pedagogia speciale per la prima infanzia. Edizione Mylab, Pearson.

Budde, J., & Hummrich, M. (2015). Inklusion aus erziehungswissenschaftlicher Perspektive. Erziehungswissenschaft, 26(2), 33–42. https://doi.org/10.3224/ezw.v26i2.21068




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Sustainable Development Goals
This teaching activity contributes to the achievement of the following Sustainable Development Goals.

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Modules

Semester 1 · 12402A · 5 year master degree in Primary Education - German section · 3CP · DE

Module A — Intercultural Education

Social and educational systems are changing as a result of phenomena such as demographic change, international (refugee) migration and transnational mobility. The linguistic and cultural heterogeneity of adolescents in kindergartens and schools raises the following educational questions, among others: How can educational professionals and teachers support children and young people in dealing with their own and other cultures? How can diversity and experiences of difference be addressed in educational institutions? What measures are necessary to promote educational equality? Which elements influence the identity and belonging of learners?
The course familiarises students with the basic concepts, theories and current empirical findings from intercultural education.

Lecturers: Barbara Gross

Teaching Hours: 30
Lab Hours: 0

Course Topics
- History, aims and contents of intercultural pedagogy - Basic concepts of intercultural pedagogy - Approaches to intercultural pedagogy such as intercultural pedagogy, assimilation pedagogy, anti-discrimination pedagogy, migration pedagogy, post- and decolonial pedagogy; peace pedagogy - Culture, racism and discrimination in educational contexts - Educational justice from an intercultural perspective - Analysing attitudes, stereotypes and prejudices in relation to cultural differences using practical research examples with consideration of age groups 2-7 - Intercultural competence and intercultural communication

Teaching format
Lectures with media support; reflection exercises, also in partner work; in-depth short group work; literature study

Required readings

Gogolin, I., & Kru¨ger-Potratz, M. (2020). Einfu¨hrung in die Interkulturelle Pa¨dagogik: Geschichte, Theorie und Diskurse, Forschung und Studium. Barbara Budrich.

(can be downloaded online via the university catalogue on UTB)

 

Gross, B. (2022). Eterogeneità e diseguaglianze educative. Prospettive dalla Pedagogia interculturale. FrancoAngeli.

(can be ordered online and/or via the university catalogue)

 

Mecheril, P., Castro Varela, M. d. M., Dirim, I., Kalpaka, A., & Melter, C. (2010). Migrationspädagogik. Beltz.

(can be ordered online via the university catalogue)

 

Castro Varela, M., & Dhawan, N. (2020). Postkoloniale Theorie. Eine kritische Einführung (3. Aufl.) transcript.

(can be downloaded online via the university catalogue on UTB)

 

Each lecture is supplemented by additional literature. These can be found in the corresponding PPT.



Semester 1 · 12402B · 5 year master degree in Primary Education - German section · 2CP · DE

Module B — Intercultural Education (Lab.)

The topics covered in the lecture are developed and reflected upon in the laboratory through practical exercises and implementation models. Students learn technical terms and prejudice-conscious language and how to use them correctly.

Lecturers: Doris Kofler, Annemarie Profanter

Teaching Hours: 0
Lab Hours: 20 Gruppe 1 und 3: Prof. Dr. Dr. Mag. MSc Annemarie Profanter Gruppe 2 und 4: Prof. Aggregato Doris Kofler

Semester 1 · 12402C · 5 year master degree in Primary Education - German section · 4CP · DE

Module C — Pedagogy and Didactics of Inclusion in Early Childhood

Differences and the diversity of children, pupils and the shaping/realisation of cultures, policies and/or inclusive practices. With a special focus on kindergarten and early childhood education.

Lecturers: Vanessa Macchia

Teaching Hours: 30
Lab Hours: 0

Semester 1 · 12402D · 5 year master degree in Primary Education - German section · 2CP · DE

Module D — Pedagogy and Didactics of Inclusion with an Emphasis on the Age Range (0)-2-7 (Lab.)

Differences and the diversity of children, pupils and the shaping/realisation of cultures, policies and/or inclusive practices. With a special focus on kindergarten and early childhood education

Lecturers: Vanessa Macchia, Renate Maria Heissl

Teaching Hours: 0
Lab Hours: 20 Gruppe 1 und 2: Prof. Aggregato Vanessa Macchia Gruppe 3 und 4: Dr. Renate Maria Heissl

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