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190102 SE Education and Training with Impaired Senses, Behav., Cogn., Language and Social-Emotional Developm. (2021W)
Disability at the Intersection of Gender and Poverty
Continuous assessment of course work
Labels
MIXED
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 01.09.2021 06:30 to Tu 21.09.2021 09:00
- Registration is open from Fr 24.09.2021 09:00 to We 29.09.2021 09:00
- Deregistration possible until Mo 18.10.2021 09:00
Details
max. 25 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
UPDATE: der Termin am 30.11.2021 findet digital statt
Update 10.1.: Pandemiebedingt werden auch die Termine im Jänner online stattfinden.- Tuesday 05.10. 16:45 - 20:00 Seminarraum 4 Sensengasse 3a 1.OG
- Tuesday 19.10. 16:45 - 20:00 Seminarraum 4 Sensengasse 3a 1.OG
- Tuesday 16.11. 16:45 - 20:00 Digital
- Tuesday 30.11. 16:45 - 20:00 Digital
- Tuesday 14.12. 16:45 - 20:00 Seminarraum 4 Sensengasse 3a 1.OG
- Tuesday 11.01. 16:45 - 20:00 Digital
- Tuesday 25.01. 16:45 - 20:00 Digital
Information
Aims, contents and method of the course
This course will tackle the learning and teaching under challenging conditions at the intersection of gender and poverty. These challenging conditions such as poverty, gender discrimination, discrimination based on gender or sexual orientation will be discussed within their intersection to disability and inclusion.
Assessment and permitted materials
Students are expected to work in pairs or groups for some specific tasks and also they have to perform individually.
In-Class Activities: Classroom interaction is very asked in this course. Students will be expected to finish some tasks within the given time during the course
Reflections: Students are supposed to write reflections on the assigned texts or videos
Presentations and Leading Classroom Discussion
Term Paper: Students can choose between seminar paper or any other equivalent task at the end of the semester based on their needs and interests
In-Class Activities: Classroom interaction is very asked in this course. Students will be expected to finish some tasks within the given time during the course
Reflections: Students are supposed to write reflections on the assigned texts or videos
Presentations and Leading Classroom Discussion
Term Paper: Students can choose between seminar paper or any other equivalent task at the end of the semester based on their needs and interests
Minimum requirements and assessment criteria
Regular attendance and active participation are important to achieve in this course as well writing a term paper
Examination topics
English language is required to follow this course
-Class discussion
-Term paper
-Presentation
-written short tasks
-Class discussion
-Term paper
-Presentation
-written short tasks
Reading list
It will be provided by the instructor and uploaded on Moodle platform.
The literature for this course: academic articles, policy documents, videos, newspaper articles and blogs as well as international conventions and recommendationsBešić, E., L. Paleczek, P. Rossmann, M. Krammer, and B. Gasteiger-Klicpera. 2020. „Attitudes towards inclusion of refugee girls with and without disabilities in Austrian primary schools.” International Journal of Inclusive Education 24 (5): 463–478. doi: 10.1080/13603116.2018.1467976.Blitz, L. V., L. Kida, M. Gresham, and L. R. Bronstein. 2013. „Prevention Through Collaboration: Family Engagement With Rural Schools and Families Living in Poverty.” Families in Society: The Journal of Contemporary Social Services 94 (3): 157–165. doi: 10.1606/1044-3894.4306.Kirk, J. 2010. “Gender, forced migration and education: identities and experiences of refugee women teachers.” Gender and Education 22 (2): 161–176. doi: 10.1080/09540251003606925.Moodley, J., and L. Graham. 2015. “The importance of intersectionality in disability and gender studies.” Agenda 29 (2): 24-33. doi: 10.1080/10130950.2015.1041802.Oh, S.-A., and M. van der Stouwe. 2008. “Education, Diversity and Inclusion in Burmese Refugee Camps in Thailand.” Comparative Education Review 52 (4): 589–617. doi: 10.1086/591299.Sellers, M. D. 2018. “Absent Inclusion Polices: Problems Facing Homeless Transgender Youth.” Public Integrity 20 (6): 625–639. doi: 10.1080/10999922.2018.1446629.
The literature for this course: academic articles, policy documents, videos, newspaper articles and blogs as well as international conventions and recommendationsBešić, E., L. Paleczek, P. Rossmann, M. Krammer, and B. Gasteiger-Klicpera. 2020. „Attitudes towards inclusion of refugee girls with and without disabilities in Austrian primary schools.” International Journal of Inclusive Education 24 (5): 463–478. doi: 10.1080/13603116.2018.1467976.Blitz, L. V., L. Kida, M. Gresham, and L. R. Bronstein. 2013. „Prevention Through Collaboration: Family Engagement With Rural Schools and Families Living in Poverty.” Families in Society: The Journal of Contemporary Social Services 94 (3): 157–165. doi: 10.1606/1044-3894.4306.Kirk, J. 2010. “Gender, forced migration and education: identities and experiences of refugee women teachers.” Gender and Education 22 (2): 161–176. doi: 10.1080/09540251003606925.Moodley, J., and L. Graham. 2015. “The importance of intersectionality in disability and gender studies.” Agenda 29 (2): 24-33. doi: 10.1080/10130950.2015.1041802.Oh, S.-A., and M. van der Stouwe. 2008. “Education, Diversity and Inclusion in Burmese Refugee Camps in Thailand.” Comparative Education Review 52 (4): 589–617. doi: 10.1086/591299.Sellers, M. D. 2018. “Absent Inclusion Polices: Problems Facing Homeless Transgender Youth.” Public Integrity 20 (6): 625–639. doi: 10.1080/10999922.2018.1446629.
Association in the course directory
M6.2
Last modified: Fr 12.05.2023 00:18