Promoting social inclusion in culturally diverse educational settings is a goal shared by many schools and universities, but actually achieving this goal in every day classroom practice is often hard to do. The goal of this teaching module is to highlight a few of the key challenges and concerns in|
promoting social inclusion in culturally diverse classrooms and schools. Within this general theme, we address interrelated, but separate subthemes, such as intercultural communication, polarization, punitive approaches and student marginalization. This course will be given in English.
Developing inclusive, multicultural educational settings is a goal shared by many schools and universities, but actually achieving this goal in everyday classroom practice is often hard to do. The goal of this teaching module is to address the key challenges and concerns in implementing multicultural education in both culturally diverse as well as ethnically homogeneous classrooms and schools. Within this general theme we address from a multicultural perspective three domains of teaching: 1) curriculum and instruction, 2) relationships, and 3) classroom management (Kennedy, 2012). We synthesize scientific literature addressing these domains. You will use recommendations derived from this literature to address your own (multicultural) teaching dilemmas.|
Class sessions are framed within a paradigm of asset-based teacher thinking, thereby focusing on empowering students, instead of deficit-based teacher thinking where diverse student perspectives and behaviors are seen as problems to be solved. The course literature will focus on the United States and Dutch contexts as well as on other (international) contexts from a comparative perspective. In this course you will learn to think and act as an academic professional and learn to translate theory to practice and vice versa. Another important goal of this course is to become aware of your own epistemological and normative positions as a professional in the field of education. We will work with realistic case studies based on everyday experiences of teachers.
You can only follow this course if you also teach in a school during the course! All assignments are directly related to your classroom practices. If you do not teach at the same time that the course is offered, you cannot register.
N.B.: Students who are registered for GSTPED2 (Teaching methodology 2) , GSTVAKD2 (Subject teaching methodology 2) and GSTPIP2 (Teaching practice 2) have priority to allow them to complete their programme.
N.B.: Completion of the course GSTPKC09 Foundations of Cultural Diversity and Social Inclusion in Teaching and Learning is an entry requirement for this course.