Education in Diverse Cultures
Duration and credits: 2 weeks, 5 ECTS
Teaching language: English
Level: Master students
Max. number of attendees:
Course coordinator: Ritva Kantelinen, firstname.lastname@example.org
Responsible department: School of Applied Educational Science and Teacher Education
Learning outcomes: After completing the study unit, the student
- is aware and understands concepts and perspectives underlying the diversity in educational settings,
- can observe and acknowledge the cultural diversity of learners from different perspectives applying the theoretical knowledge,
- can recognize and value the cultural diversity and its significance in education, training, pedagogical activi-ties, human encounters in work communities, as well as in individuals and their behaviors,
- can distinguish the factors that transmit and create culture in education and training, in addition to being able to evaluate the varied basic values within the field of education and training,
- recognizes the significance of pedagogical activity for developing the cooperation and mutual under-standing between the individuals from different kinds of cultural backgrounds,
- is able to evaluate the significance of shared expertise in operational environments of education.
Diversity education, multicultural education, multicultural understanding and intercultural sensitivi-ty. Learning culture and teaching culture (ethnocentrism, gender, power and authority, religion). Multilin-gualism (sign language included), cultural traditions, multi- and interculturalism and meeting diversity. Com-munication styles in various cultures. Values underlying teacher-student relationships in various cultures.
Modes of study: Working started in the Moodle environment before the contact weeks in Joensuu: On-line (by Adobe Connect) and off-line (in the Moodle) lectures to present the course and to get the working started, individual web-based tasks.
Working during the contact weeks in Joensuu: lectures, workshops, school visits, implementing a small-scale project in intercultural teams, study circle assignment, panel discussion, individual and team tasks.
Working completed in the Moodle environment after the contact weeks in Joensuu: team report on project process, self-assessment and feedback.
Study materials: Materials delivered in the Moodle environment and during contact teaching. E-publications.
Gay, G. (2010). Culturally Responsive Teaching: Theory, Research, and Practice. New York: Teachers College Press. (252 pages)
Piller, I. (2011). Intercultural Communication. A Critical Introduction. Edinburgh University Press: Edinburgh. (180 pages)
Evaluation criteria: Active participation in the activities of the contact study weeks in Joensuu: fail/pass; indi-vidual tasks: 0-5 (1/3); study circle assignment: 0-5 (1/3); team report on project: 0-5 (1/3)
Teachers: Teachers from UEF, Philosophical Faculty and guest lecturers/teachers from Oslo and Akershus University Collage of Applied Sciences HiOA (Faculty of Education and International Studies), Oslo, Norway and
Herzen State Pedagogical University of Russia HSPUR (Department of Teaching Foreign Languages for Young Learners), Saint Petersburg, Russia