Intendierte Lernergebnisse
The students are acquainted with major terms such as Inclusion, Racism, Intersectionality, Intercultural and Multicultural Education; they can analyse pedagogical models as to how they promote learning and understanding of multicultural groups; they understand processes of inclusion or exclusion
Lehrmethodik
This course will be held in English. Students should have a good comand of English - meaning that they can understand everyday English spoken at a normal speed. They should be able to express their thoughts and ideas. I do not care for good or bad pronunciation, good or bad grammar as long as the message is comprehensible. So this course might be a good idea to overcome one's language anxiety (if that should be the case). I do hope to attract students from different countries so that English would be the lingua franca.The Course will be interactive in the sense that a) I will engage in open dialogue with the students, discussing input, b) in the sense that students will have to prepare English texts and present them (we will discuss how to present at the beginning of the course), c) in the sense that the students will work together in pairs or groups (in this pair- or groupwork any language is allowed as long as all participants can take part; summaries for presentation to all should be in English).
Inhalt/e
We will discuss key concepts such as Inclusion, Racism, Intercultural and Multicultural Education, Intersectionality and the like. We will also look at models of how these are put into practice in pedagogical institutions.
Erwartete Vorkenntnisse
... are welcome but not required ...
Literatur
... will be presented in the course ... among others:Alred, Geof (2003): Becoming a ‚Better Stranger‘: A Therapeutic Perspective on Intercultural Experience and / as Education. In: Alred, Geof/Byram, Mike/Fleming, Mike (eds.) (2003): Intercultural Experience and Education. Multilingual Matters, Clevendon. Pp. 14-30.Bauman, Zygmunt (1999): Tourists and Vagabonds. In: Bauman, Zygmunt: Globalization. The Human Consequences. Blackwell Publishers Limited. Pp. 77-102.Bredella, Lothar (2003): What Does it Mean to be Intercultural? In: Geof, Alred/Byram, Mike/Fleming, Mike (eds.): Intercultural Experience and Education. Multilingual Matters, Clevendon. Pp. 225-239Clauß-Ehlers, Caroline S. (2006): Diversity Training for Classroom Teaching. A Manual for Students and Educators. Springer, New York.•Dodd, Carley H. (1995): Dynamics of Intercultural Communication. Fourth edition. Wm C. Brown Communications, Inc., Madison, Wisconsin, Dubuque, Iowa.Gudykunst, William B./Kim, Young Yun 1992: Readings on Communicating with Strangers. An Approach to Intercultural Communication. McGraw-Hill, New York.Gundara, Jagdish/Hewitt, Roger (1999): Racism. Evans Brothers Limited.Gupta, Amita Sen (2003): Changing the Focus: A Discussion of the Dynamics of the Intercultural Experience. In: Alred, Geof/Byram, Mike/Fleming, Mike (eds.) (2003): Intercultural Experience and Education. Multilingual Matters, Clevendon. Pp. 155-178.Powell, Rebecca (2001): Straight Talk. Growing as Multicultural Educators. Peter Lang, New York, Washington D.C./Baltimore, Bern, Frankfurt am Main, Berlin, Brussels, Vienna, Oxford.