Intercultural Pedagogy

Course: Intercultural Pedagogy
Course Number: 82
Time:
Prerequisites:
Credits: 6
Room:
Day:
Component(s):
Map: Map
  1. GENERAL
SCHOOL SOCIAL POLITICAL AND ECONOMIC SCIENCES
DEPARTMENT SOCIAL POLICY
LEVEL OF STUDIES LEVEL 6
COURSE CODE 82 SEMESTER 2nd& 4th
COURSE TITLE Intercultural Pedagogy
TEACHINGACTIVITIES
If the ECTS Credits are distributed in distinct parts of the course e.g. lectures, labsetc. If the ECTS Credits are awarded to the whole course, then please indicate the teaching hours per week and the corresponding ECTS Credits.		 TEACHING HOURS PER WEEK ECTS CREDITS
3 4
Please, addlinesifnecessary.Teaching methods and organization of the course are described in section 4.
COURSETYPE

Background, GeneralKnowledge, Scientific Area, Skill Development

 Skill Development

 
PREREQUISITES: NO
TEACHING & EXAMINATION LANGUAGE: GREEK
COURSE OFFERED TO ERASMUSSTUDENTS: YES
COURSE URL: https://eclass.duth.gr/courses/ALEX03199/

 
  1. LEARNING OUTCOMES
Learning Outcomes
Please describe the learning outcomes of the course: Knowledge, skills and abilities acquired after the successful completion of the course.
The aim of the course is for students to study and understand basic concepts and principles of Intercultural Pedagogy and Education in the contemporary scientific and political/social context.

Upon successful completion of the semester’s courses, students will be able to

– understand concepts/definitions of Intercultural Education,

-develop a critical discourse on the development of Intercultural Education

-study and clarify basic concepts of Intercultural Communication, Research and Teaching

-study and understand basic concepts of social conflict

– study, understand and clarify basic concepts of social exclusion and structural violence

– study and evaluate the theoretical approach to the migration experience

-understand the causes and effects/impacts of the contemporary migration phenomenon.
General Skills
Name the desirable general skills upon successful completion of the module
Search, analysis and synthesis of data and information,

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

 Project design and management

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning
Searching, analysing and synthesising data and information using the necessary technologies.

Adapting to new situations.

Decision-making.

Working independently.

Working in teams.

Working in an intercultural environment.

Working in an interdisciplinary environment.

Generating new research ideas.

Project planning and management.

Exercising criticism and self-criticism.

Producing free, creative and deductive thinking.
  1. COURSE CONTENT
1. Critical negotiation of the concepts of “culture”, “cultural identity” and “interculturality”.

2. Definition of the term multiculturalism; Capability-Approach (A. Sen and M. Nussbaum).

3. Capabilities Approach and its application in an intercultural education, on the basis of equality and social justice

4. Models for managing multiculturalism (assimilation model, integration model, anti-racist education)

5. Evaluation of the models of managing multiculturalism in terms of the possibilities they offer for formulating specific proposals for pedagogical intervention

6. The concept of intercultural education and the dilemma of cultural differences (‘cultural universalism and relativism’)

7. Basic theories of social recognition (Taylor, Habermas, Benhabib)

8. Basic theories of social recognition (Honneth, Cummins)

9. The objectives of Intercultural Learning and the role of the teacher in the school

10. Introduction and clarification of basic concepts of social conflicts

11. Introduction and clarification of basic concepts of social exclusion and structural violence

12. Theoretical approach to the migration experience
  1. LEARNING & TEACHING METHODS – EVALUATION
TEACHINGMETHOD
Face to face, Distance learning, etc.		 Face to face, Online Lectures, seminars, practical exercises
USEOF INFORMATION&COMMUNICATIONSTECHNOLOGY (ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students		 Use of ICT in teaching and communication with students; Power point during lectures, outline and evaluation methods of the course on e-class.

 

 
TEACHING ORGANIZATION

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

 

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.
Activity Workload/semester
1.Lectures:Interaction between students is encouraged in digital presentations and face-to-face teaching. Great emphasis is placed not only on the transfer of knowledge but also on the development of critical skills. 69

 

 

 

 

 

 

 

 

 

 

21
2. Seminars – Invitation of speakers from other university sites as well as from educational institutions thematically related to the units of the course.
Study and analysis of the literature – Homework 30
Practical exercises 30
Course total 150
 
Student Evaluation

Description of the evaluation process

 

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

 

Please indicate all relevant information about the course assessment and how students are informed 

 

Participation in empirical research &

Writing a paper/Homework (Exemption from the final examination)

 

 
  1. SUGGESTED BIBLIOGRAPHY
1. Auernheimer, G. (2014). Διαπολιτισμική Επικοινωνία. Στο: Β. Μπάρος, Λ. Στεργίου & Κ. Χατζηδήμου (Επιμ.), Ζητήματα Διαπολιτισμικής Επικοινωνίας και Εκπαίδευσης (σελ. 101-124). Αθήνα: Διάδραση.

2. Γκότοβος, Αθ. (2002): Εκπαίδευση και Ετερότητα – Ζητήματα Διαπολιτισμικής Παιδαγωγικής, Αθήνα: Μεταίχμιο.

3. Kempf, W. (2014). Κοινωνικός κονστρουκτιβισμός και εμπειρική κοινωνική έρευνα. Στο: Β. Μπάρος, Λ. Στεργίου & Κ. Χατζηδήμου (Επιμ.), Ζητήματα Διαπολιτισμικής Επικοινωνίας και Εκπαίδευσης (σελ. 49-72). Αθήνα: Διάδραση.

4. Μπάρος, Β. Στεργίου, Λ. (2009). Εναλλακτικές διαπολιτισμικές προσεγγίσεις στην εκπαίδευση εκπαιδευτικών: «Μια τάξη φυλετικά διαχωρισμένη» (Jane Elliot). Στο: Π. Γεωργογιάννης (Επιμ.). Διαπολιτισμική Εκπαίδευση – Μετανάστευση, Διαχείριση Συγκρούσεων και Παιδαγωγική της Δημοκρατίας (Τόμος Ι, σελ. 111-125). Στο 12ο Διεθνές Συνέδριο 19-21 Ιουνίου 2009. Πάτρα: Πανεπιστημιακές Εκδόσεις.

5. Μπάρος, Β., Μανάφη, Γ. (2008). Η εφαρμογή της θεωρίας των δυνατοτήτων στη Διαπολιτισμική Εκπαίδευση: Μια νέα προοπτική στη βάση της ισότητας και της κοινωνικής δικαιοσύνης. Στο: Π. Γεωργογιάννης (Επιμ.). Διαπολιτισμική Εκπαίδευση – Μετανάστευση, Διαχείριση Συγκρούσεων και Παιδαγωγική της Δημοκρατίας (Τόμος Ι, σελ. 318-330). Στο 11ο Διεθνές Συνέδριο 11-13 Ιουλίου 2008. Πάτρα: Πανεπιστημιακές Εκδόσεις.

6. Μπάρος, Β. (2014). Indignational Migration: Μετανάστευση λόγω αγανάκτησης στην εποχή της οικονομικής κρίσης στην Ευρώπη. Στο: Β. Μπάρος, Λ. Στεργίου & Κ. Χατζηδήμου (Επιμ.), Ζητήματα Διαπολιτισμικής Επικοινωνίας και Εκπαίδευσης (σελ. 35-48). Αθήνα: Διάδραση.

 

 

ANNEX OF THE COURSE OUTLINE

 

Alternative ways of examining a course in emergency situations

 

Teacher (full name):
Contact details:
Supervisors: (1)
Evaluation methods: (2)
Implementation Instructions: (3)

 

  • Please write YES or NO
  • Notedowntheevaluationmethodsusedbytheteacher, e.g.
  • written assignmentor/andexercises
  • written or oral examination with distance learning methods, provided that the integrity and reliability of the examination are ensured.
  • In the Implementation Instructions section, the teacher notes down clear instructions to the students:

 

  1. a) in case of written assignment and / or exercises: the deadline (e.g. the last week of the semester),the means of submission, the grading system, the grade percentage of the assignment in the final grade and any other necessary information.
  2. b) in case of oral examination with distance learning methods: the instructions for conducting the examination (e.g. in groups of X people), the way of administration of the questions to be answered, the distance learning platforms to be used, the technical means for the implementation of the examination (microphone, camera, word processor, internet connection, communication platform), the hyperlinksfor the examination, the duration of the exam, the gradingsystem, the percentage of the oral exam in the final grade, the ways in which the inviolability and reliability of the exam are ensuredand any other necessary information.
  3. c) incaseofwritten examination with distance learning methods:the way of administration of the questions to be answered, the way of submitting the answers, the duration of the exam, the grading system, the percentage of the written exam of the exam in the final grade, the ways in which the integrity and reliability of the exam are ensured and any other necessary information.

There should be anattached list with the Student Registration Numbersonly of students eligible to participate in the examination.