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190009 PS BM 5 Exemplification of Education Theories (DU+IP+SB) (2023S)
Comparative Debates on Nationalism, Ethnicity and Migration in the Context of Education: Theories, Discourses, Contemporary Cases and Practices
Continuous assessment of course work
Labels
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from We 01.02.2023 06:30 to Tu 21.02.2023 09:00
- Registration is open from Fr 24.02.2023 09:00 to Tu 28.02.2023 09:00
- Deregistration possible until Mo 20.03.2023 09:00
Details
max. 30 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
- Thursday 02.03. 15:00 - 18:15 Seminarraum 1 Sensengasse 3a 1.OG
- Thursday 16.03. 15:00 - 18:15 Seminarraum 1 Sensengasse 3a 1.OG
- Thursday 30.03. 15:00 - 18:15 Seminarraum 1 Sensengasse 3a 1.OG
- Thursday 27.04. 15:00 - 18:15 Seminarraum 1 Sensengasse 3a 1.OG
- Thursday 11.05. 15:00 - 18:15 Seminarraum 1 Sensengasse 3a 1.OG
- Thursday 25.05. 15:00 - 18:15 Seminarraum 1 Sensengasse 3a 1.OG
- Thursday 22.06. 15:00 - 18:15 Seminarraum 1 Sensengasse 3a 1.OG
Information
Aims, contents and method of the course
This course focuses on scrutinizing the relations between educational practices and policies and various societal concepts revolving around the subject of migration. Even in the 21st century, we have been witnessing wars, ethnic conflicts, migration issues and the cold face of racism. Being a major tool to achieve diversity, inclusion and pluralism; migration studies and education plays an important role in world peace. This course would like to focus on theories and current debates in the intersection of migration and educational science while encompassing but not limited to cultural, historical, political, national/ethnic, and religious themes with an international comparative perspective. It examines cross-national cases in relation to nationalism, racism, ethnic conflicts, and refugee crisis vis-a-vis education. Adopting a critical perspective, this course aims at improving the analytical skills of students by leaning on various texts written on different cases in the world and encouraging students to participate in enriching critical discussions over these texts and prepare reflections on them. Furthermore, this course makes use of films and documentaries as course materials related to the course themes.Methods: Lectures (introduction of the theories and concepts by the course director), discussions, reflection pieces, group work assignments, presentations, and regular feedback on readings, debates on films and documentaries using the course concepts.
Assessment and permitted materials
In preparation for the sessions of the course, assignments and readings should be completed. Active presence and participation in discussions are 'a must' for this course. A small research project will be conducted throughout the course by the students. The final paper based on the project is a requirement. Short presentations on the research process and course themes will be made on several courses.
Minimum requirements and assessment criteria
• Reading the required texts, active presence, and participation in discussion in class; (30%)
• Critical self-writing and/or group assignments regarding the weekly theme (10%)
• Mini presentations on course themes (10%)
• Final paper (which is around 3000 words) (50%)
• Critical self-writing and/or group assignments regarding the weekly theme (10%)
• Mini presentations on course themes (10%)
• Final paper (which is around 3000 words) (50%)
Examination topics
Critical thinking, writing and reading the relevant texts vis a vis course topic.
Finding a relevant research topic and designing a research outline.
Composing a final paper
Finding a relevant research topic and designing a research outline.
Composing a final paper
Reading list
Bush, K. D., & Saltarelli, D. (2000). The two faces of education in ethnic conflict: Towards a peacebuilding education for children.
Hayhoe, R., Manion, C., & Mundy, K. (2017). Why study comparative education.Comparative and international education: Issues for teachers, 1-26.
Hintermann, C., Markom, C., Weinhäupl, H., & Üllen, S. (2014). Debating migration in textbooks and classrooms in Austria.Journal of Educational Media, Memory, and Society,6(1), 79-106.
Kanno, Y., & Norton, B. (2003). Imagined communities and educational possibilities: Introduction.Journal of language, identity, and education,2(4), 241-249.
Kim, Y., & Choi, M. (2020). Towards critical multicultural teacher education in the midst of ethno-nationalism: Korean pre-service teachers’ international learning experiences.Teaching and Teacher Education,96, 103155.
Sunata, U., & Abdulla, A. (2020). Lessons from Experiences of Syrian Civil Society in Refugee Education of Turkey.Journal of Immigrant & Refugee Studies,18(4), 434-447.
Wimmer, A., & Schiller, N. G. (2002). Methodological nationalism and the study of migration.European Journal of Sociology/Archives Européennes de Sociologie,43(2), 217-240.
Zuk, P. (2018). Nation, national remembrance, and educationPolish schools as factories of nationalism and prejudice.Nationalities Papers,46(6), 1046-1062.
Hayhoe, R., Manion, C., & Mundy, K. (2017). Why study comparative education.Comparative and international education: Issues for teachers, 1-26.
Hintermann, C., Markom, C., Weinhäupl, H., & Üllen, S. (2014). Debating migration in textbooks and classrooms in Austria.Journal of Educational Media, Memory, and Society,6(1), 79-106.
Kanno, Y., & Norton, B. (2003). Imagined communities and educational possibilities: Introduction.Journal of language, identity, and education,2(4), 241-249.
Kim, Y., & Choi, M. (2020). Towards critical multicultural teacher education in the midst of ethno-nationalism: Korean pre-service teachers’ international learning experiences.Teaching and Teacher Education,96, 103155.
Sunata, U., & Abdulla, A. (2020). Lessons from Experiences of Syrian Civil Society in Refugee Education of Turkey.Journal of Immigrant & Refugee Studies,18(4), 434-447.
Wimmer, A., & Schiller, N. G. (2002). Methodological nationalism and the study of migration.European Journal of Sociology/Archives Européennes de Sociologie,43(2), 217-240.
Zuk, P. (2018). Nation, national remembrance, and educationPolish schools as factories of nationalism and prejudice.Nationalities Papers,46(6), 1046-1062.
Association in the course directory
BM 5 PS (DU+IP+SB)
Last modified: Sa 04.03.2023 19:48