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490025 PS Lifeworlds (2019W)
Heterogeneity, diversity and inclusion in the school context
Prüfungsimmanente Lehrveranstaltung
Labels
An/Abmeldung
Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").
- Anmeldung von Mo 02.09.2019 09:00 bis Mo 16.09.2019 09:00
- Anmeldung von Do 19.09.2019 09:00 bis Di 24.09.2019 09:00
- Abmeldung bis Mo 21.10.2019 12:00
Details
max. 20 Teilnehmer*innen
Sprache: Englisch
Lehrende
Termine (iCal) - nächster Termin ist mit N markiert
- Dienstag 08.10. 15:00 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
- Dienstag 15.10. 15:00 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
- Dienstag 22.10. 15:00 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
- Dienstag 29.10. 15:00 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
- Dienstag 05.11. 15:00 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
- Dienstag 12.11. 15:00 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
- Dienstag 19.11. 15:00 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
- Dienstag 26.11. 15:00 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
- Dienstag 03.12. 15:00 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
- Dienstag 10.12. 15:00 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
- Dienstag 17.12. 15:00 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
- Dienstag 07.01. 15:00 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
- Dienstag 14.01. 15:00 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
- Dienstag 21.01. 15:00 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
- Dienstag 28.01. 15:00 - 16:30 Seminarraum 2 Porzellangasse 4, EG04
Information
Ziele, Inhalte und Methode der Lehrveranstaltung
Art der Leistungskontrolle und erlaubte Hilfsmittel
Each student is expected to contribute to classroom discussions and activities.
Each student is furthermore expected to give a presentation (individual or in group) about an elective topic within the three blocks of the course.
Each student will furthermore write an essay as part of the final grade. The topic will be elective amongst a suggested list of topics.
Each student is furthermore expected to give a presentation (individual or in group) about an elective topic within the three blocks of the course.
Each student will furthermore write an essay as part of the final grade. The topic will be elective amongst a suggested list of topics.
Mindestanforderungen und Beurteilungsmaßstab
Active participation and presence (2 absences allowed).The final grade is based on active participation (10%), a classroom presentation (30%) and a written essay (60%).The seminar will be taught in English, therefore a minimum level of A2 is required.
N.B. Learning a vocabulary proper to education and education theories and approaches in English is part of the learning objectives of the course. Therefore, previous knowledge of technical English related to education is not a requirement.
N.B. Learning a vocabulary proper to education and education theories and approaches in English is part of the learning objectives of the course. Therefore, previous knowledge of technical English related to education is not a requirement.
Prüfungsstoff
The topic of the presentation and the essay will be retrieved from the three blocks of the course.
Literatur
The following list is indicative and not comprehensive:- Barron, B.J.S., Schwartz, D.L., Vye, N.J., Moore, A., Petrosino, A., Zech, L., Bransford, J.D. Doing with Understanding: Lessons from Research on Problem- and Project-Based Learning (1998) Journal of the Learning Sciences, 7 (3-4), pp. 271-311.
- Cruikshank, Barbara: The will to empower: Democratic Citizens and other Subjects. New York 1999, S.1-29; S.67-86
- Dewey, J. (1916): Democracy and education, in The Middle Works, 9, pp. 1-370.
- Freire Paulo, Pedagogy of the oppressed (Chapter 2), 1970
- Krajcik J.S., Blumenfeld P.C. Project-Based Learning, (2015) The Cambridge Handbook of Learning Sciences, pp. 318-333
- Lave, J. & Wenger, E. (1991) Situated Learning: legitimate peripheral participation. New York: Cambridge University Press.
- Lange, Dirk/ Kleinschmidt, Malte (2017): Inclusive Citizenship Education. In: Diendorfer, Gertraud/ Sandner, Günther/ Turek, Elisabeth (Hg.): Populismus – Gleichheit – Differenz. Herausforderungen für die Politische Bildung. Schwalbach/Ts., S. 63-82.
- Maida, C.A. Project-based learning: A critical pedagogy for the twenty-first century (2011) Policy Futures in Education, 9 (6), pp. 759-768.
- Pecore, J. L. (2015). From Kilpatrick’s project method to project-based learning. International Handbook of Progressive Education, 155-171
- Schmid, Veronika/ Bös, Mathias: National Identity, Ethnic Heterogeneity and the New Culturalization of Citizenship. In: B. A. Corral: El pueblo del Estado. Nacionalidad y ciudadania en el Estado constitucional-democratio. Junta General del Principado de Austurias, Ovido. Ovido 2012, S.131-159
- Stevensson, Clifford/ Hopkins, Nick/ Luyt, Russell/ Dixon, John: The Social Psychology of Citizenship: Engagement with Citizenship Studies and Future Research. In: Journal of Social and Political Psychology, 2015, Vol. 3(2), S.192-210
- Cruikshank, Barbara: The will to empower: Democratic Citizens and other Subjects. New York 1999, S.1-29; S.67-86
- Dewey, J. (1916): Democracy and education, in The Middle Works, 9, pp. 1-370.
- Freire Paulo, Pedagogy of the oppressed (Chapter 2), 1970
- Krajcik J.S., Blumenfeld P.C. Project-Based Learning, (2015) The Cambridge Handbook of Learning Sciences, pp. 318-333
- Lave, J. & Wenger, E. (1991) Situated Learning: legitimate peripheral participation. New York: Cambridge University Press.
- Lange, Dirk/ Kleinschmidt, Malte (2017): Inclusive Citizenship Education. In: Diendorfer, Gertraud/ Sandner, Günther/ Turek, Elisabeth (Hg.): Populismus – Gleichheit – Differenz. Herausforderungen für die Politische Bildung. Schwalbach/Ts., S. 63-82.
- Maida, C.A. Project-based learning: A critical pedagogy for the twenty-first century (2011) Policy Futures in Education, 9 (6), pp. 759-768.
- Pecore, J. L. (2015). From Kilpatrick’s project method to project-based learning. International Handbook of Progressive Education, 155-171
- Schmid, Veronika/ Bös, Mathias: National Identity, Ethnic Heterogeneity and the New Culturalization of Citizenship. In: B. A. Corral: El pueblo del Estado. Nacionalidad y ciudadania en el Estado constitucional-democratio. Junta General del Principado de Austurias, Ovido. Ovido 2012, S.131-159
- Stevensson, Clifford/ Hopkins, Nick/ Luyt, Russell/ Dixon, John: The Social Psychology of Citizenship: Engagement with Citizenship Studies and Future Research. In: Journal of Social and Political Psychology, 2015, Vol. 3(2), S.192-210
Zuordnung im Vorlesungsverzeichnis
Letzte Änderung: Mi 21.04.2021 13:39
The course be structured in three blocks building on each other:
- Inclusion at a societal level: inclusive citizenship education.
- Inclusion as a community practice: bridges with non-formal education.
- Inclusion as a classroom practice: Project-based Learning.AimsStudents are expected to become familiar with Inclusive Citizenship Education, Project-based Learning and non-formal education related concepts.
They are furthermore expected to develop/strengthen teaching abilities, including:
1.1 Communication skills: education related vocabulary in English, ability to convey evidence-based ideas in discussions, capacity to convey one’s point of view in a discussion.
1.2 Methodological skills: providing multiple perspectives and reflecting a plurality of interests in teaching; how to prepare a study visit; how to use (short) films as pedagogical tools.MethodologyThis course is designed on active education and student-centred methodologies. Therefore, students’ active participation is required.
The course will involve a study visit, an activity around (short) films, presentations and group discussions.