Learning and Teaching in Multicultural Schools

Course Code: IS122F

Institution:

Individual and Society

Revision:

2.1

For students admitted fall 2011  

Other set versions

Approval

The course was established 22 May 2008.
This course syllabus (version 2.1) was approved 01 September 2011 by the Education Commitee at School of Education.
The syllabus is valid from 01 September 2011. Replacement for course syllabus ratified 24 August 2009.

Education level

Course description

Advancement in relation to the degree requirements

Entry requirements

Learning outcomes

• present basic skills in teaching and organising learning processes within a context of diversity
• compare and analyse educational systems in different countries and demonstrate an understanding of the influence of historical, political and economic factors
• identify and explain theories of Second Language Acquisition and apply this knowledge to the process of teaching/learning
• reflect on teaching and learning with regard to the perspectives of ethnicity, gender and social class and to display skill in integrating these concepts in the process of creating the democratic class-room
• analyse world migration and its consequences, particularly for the teaching and learning process and in this context recognise the development and functions of ethnic and racial prejudice and stereotypes and further to show proficiency in utilising this knowledge in the class-room practice
• define basic value systems based on religions and ideologies and their relationship to the formulation of educational objectives and to personal identity and group behaviour.

Assessments

The students will be assessed by
1. individual written examination on the course literature
2. project work focused on world migration and its consequences seen in society and in the classroom
3. presentation of an individual portfolio with reflections on the course themes
4. seminars on educational systems and the value systems in different countries.
The following grades are awarded: Pass-Pass with distinction-Fail. Apart from being graded according to the Swedish grading system, students are graded according to the ECTS grading system. The following grading scale is used:
A: Excellent - outstanding performance; excellent work and understanding
B: Very good - above the average standard and overall outstanding work and understanding
C: Good - generally good work and sound understanding
D: Satisfactory - fair but with significant shortcomings
E: Sufficient - performance and understanding meet the minimum criteria
F: Fail - some more work required; understanding too limited


Course content

The course is organised around four themes, including both theoretical studies and school experiences:
Theme 1. Personal and professional self-awareness
Theme 2. Comparative studies of educational systems
Theme 3a. Strategies and methods for teaching/learning in multiethnic and multilingual settings
Theme 3b. Language and concept development
Theme 4a. Migration and national and minority group identity
Theme 4b. World philosophies, religions, ideologies and value systems as seen in the Swedish classroom.


Learning activities

The course will take into consideration and take advantage of the international composition of the student body. Early in the course there will be a practical exposure
in a school/pre-school setting. Simultaneously there will be exercises and reflections on students’ own cultural experiences and assumptions. After this a period of theoretical studies will follow, which in turn will be followed by a longer period of school experiences (practical work in school). Finally, the students will complete their portfolio, which will be presented and discussed in seminars during the final week of the course. Lectures, seminars, literature-seminars, group work, school experiences are part of the teaching and learning methods. Since the process within the group is an important part of the course most of the program is mandatory.
During the course students will be able to evaluate and influence/plan the teaching and learning methods used.


Grading system

Fail (U), Pass (G) or Pass with Distinction (VG). ECTS grading system can be used on students demand.


Reading list and other media

Compulsory texts:

Alghasi, Sharam, Eriksen, Thomas Hylland & Ghorashi, Halleh (red.) (2009). Paradoxes of cultural recognition: perspectives from Northern Europe . Aldershot: Ashgate Chapter 4,6 (50p.).

Andersson-Levitt, Kathryn (2005) The Schoolyard Gate: Schooling and Childhood in Global Perspective. Journal of Social History, summer 2005

Banks, A. James. (1999) An Introduction to Multicultural Education. (Second Edition) Boston: Allyn and Bacon,.(176 p.)

Castles, Stephan & Miller, Mark J. The age of migration. International Population Movements in the modern world Third edition 2003, Palgrave Macmillan, Chapter 1-6, 8, 10-12 (222p)

Eriksen,Thomas Hylland (2002) Ethnicity and Nationalism Pluto Press (208 p)

Gibbons, Pauline, (2002), Scaffolding Language, scaffolding learning - Teaching Second Language Learners in the Mainstream Classroom, Heinemann


Liljefors Persson, Bodil: “Religious Studies and Learning - and Beyond! Grasping the Global Field of Religious Education Research from a Local Perspective”, publicerad i: Towards a European Perspective on Religious Education, Bibliotheca Theologiae Practicae 74, Uppsala Universitet, Rune Larsson; Caroline Gustafson,(Ed), Denmark 2004.( p 212-222).

Jönsson, Rune; Bodil Liljefors Persson: “Love, Peace and Understanding - Life-Vital Questions and Borders of Solidarity among 16-year-old pupils in Swedish Compulsory School” I Nordic Perspectives on Religion, Spirituality and Identity (red) Kirsi Tirri, conference volume from 8th Nordic Conference in Religious Education, Religion, Spirituality and Identity, Helsingfors university, Helsingfors 2005. (12 p.).

Sandström Kjellin, Margareta; Stier, Jonas:.(2008) Citizenship Education- Forming Cultural Identities in Five European Countries Gleerups (120p.)

Stigendal , Mikael (2002)Young People - from Exclusion to Inclusion Revitalising European cities (62p)


Handouts: Articles and extracts: max.150 pages

The school system in the participant’s different countries.

Extracts from film and art




Literature list - suggestions

Adams, Bell & Griffin (Eds.)( 1997) Teaching for diversity and social justice: a sourcebook
New York : Routledge.

Axelsson, Monica (2002). Educating Language Minority Students –to Structure for School Success. In Nadia Banno Gomes et al. (Eds.), Reflections on Diversity and Change in Modern Society. A Festschrift for Annick Sjögren. Botkyrka: Mångkulturellt centrum. (Pp. 278-292.)

Banks, A. James & McGee Banks, Cherry A. (Ed.) (1995). Handbook of Research on Multicultural
Education. New York: Simon & Schuster Mac Millan (This is an extensive handbook with chapters in different areas).

Banno Gomes, Nadja et al. (Eds.), Reflections on Diversity and Change in Modern Society. A Festschrift for Annick Sjögren. Botkyrka: Mångku lturellt centrum

Batelaan, P. (1998) Teacher training for intercultural education: a reflection on IAIE´s ”Cooperative Learning in Intercultural Education Project” (CLIP). European Journal of Intercultural Studies, 9, pp. 21-34.

Bennett, Christine (1996). Comprehensive Multicultural Education. Theory and Practice. Third edition. Needham Hights: Simon & Schuster,.

Blackledge, A. (Ed.) (1994) Teaching Bilingual Children.

Blair, Maud & Bourne, Jill. (1998) Making the difference: Teaching and learning strategies in successful multi-ethnic schools. London: Open University, Department of Education and Employment, Research Report 59.

Castles, Stephen & Miller, Mark J. (1998). The Age of Migration. International Population Movements in the Modern World. Second Edition. New York, Guilford Press (also available in paperback published by Palgrave), 325 pages.

Coelho, Elizabeth (1996). Learning together in the Multicultural Classroom. Ontario: Pippin publishing,
(108 pp)

Cummins, Jim (2001). Second Language Teaching for Academic Success: A Framework for School Language Policy Development.


Cummins, J. (1996) Negotiating Identities: Education for Empowerment in a Diverse Society.

Craft, M.(Ed.) (1996)Teacher Education in Plural Societies. An International Review . London: Falmer press,

Deegan, J.( 1996)Children´s Friendships in Culturally Diverse Classrooms.

Equality Assurance in Schools. Quality, Identity, Society – a handbook for action planning
and school effectiveness. Runnymede Trust. 1993.

Garg, Samidha & Hardy, Jan. (1996) Racism. London: Wayland,


Course evaluation

Evaluation is an integral part of the course. A final written evaluation based on the course aims and objectives is done at the end of the course. This evaluation is used as a starting point for a concluding oral course evaluation which must include measures that need to be taken up to develop the course. The result of the evaluation is summarised and made available in a report to be used as a basis for future courses.