COURSE GUIDE INTERCULTURAL EDUCATION FOR A MULTICULTURAL SOCIETY. SOCIAL EDUCATION DEGREE Universidad Católica de Valencia

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1 1 COURSE GUIDE INTERCULTURAL EDUCATION FOR A MULTICULTURAL SOCIETY SOCIAL EDUCATION DEGREE Universidad Católica de Valencia

2 2 COURSE GUIDE TO Intercultural Education and Society MODULE: Sociology FIELD OF KNOWLEDGE : SOCIOLOGY Subject: Intercultural Education Type of learning: Basic Lecturer : Tamar Shuali Trachtenberg ( PhD) ECTS YEAR: 1 Semester: 1 Department: Theory of Education Edificio Posgrado, Despacho 1130 Tel: Et: SUBJECT ORGANIZATION _ COURSE GUIDE TO Intercultural Education and society: c Length of course and placement within the curriculum: Field of Knowledge Education Social Science *Shared disciplines FUNDAMENTS OF EDUCATION : 3 ECT S 3 Courses Theory of Education and School organization ECT S Course/ semest er 1/1 Didactic and Innovation in Education 2/2 Intercultural education and Society 1/2

3 3 Social policy and Welfare systems 1/2 Techniques and Resources for the enhancement of learning processes 1/2 Social Education Theories 2/1

4 4 Prerequisites: NON COURSE GUIDE TO THE SUBJECT: Intercultural Education and Society GENERAL GOALS a) Analyze Contemporary society from a multidisciplinary perspective. Eploring social influence over individuals and groups behavior. b) Understand the process of Socialization and be able to identify the process of the construction of the identity. c).acquire necessary basic skills in order to attend cultural diversity in a socio pedagogical contets d) Furnish social educator with professional tools that can promote integration and social participation GENERIC DEGREE COMPETENCES GC) Competence measuring scale Development of analytical and synthesis competences GC1 Epression of recognition, and of a respectful approach towards cultural diversity and multiculturalism GC10 Acquirement of an autonomous approach in learning processes GC13 Conflict resolution and decision making capacity GC7 Self awareness and Capacity for critical thinking and self criticism GC8 X X

5 5 SPECIFIC COMPETENCES ( SC) Analyze comple situations which predetermine the development of adequate socio-pedagogic processes. (SC5) Get familiar with socio cultural resources of mediation (SC11) To Recognize the social, cultural and educational processes that determine, enhance or contributes to inequalities in a multicultural and plurilingual societies. (CE21) Get familiar with the different pedagogic, psychological and sociological aspects to be taken into account in social intervention (SC.) Being able to develop tailor made actions whose goal is the enhancement of social and civic participation as much as LEARNING OUTCOMES R-1 The student will identify the characteristics of contemporary society and will be able to distinguish the different social agents that intervene in its determination. R-2 The student will be able to analyze critically the current social debates regarding to multiculturalism, and will identifying the different strands which are taking part in the educational debate. R-3 The student will demonstrate an understanding and ability to make usage in number of basic concepts, for the sake of a construction of a socio- pedagogical oriented debate regarding to Education, Society, Culture and Cultural Diversity. R-4 The students will be able to recognize and analyze the epression of a negative approach towards vulnerable social groups such as, immigration, ethnic minorities etc,, and will comprehend the role prejudice plays in social injustice situations. R-5 The student will get familiar with the ideological fundaments of Intercultural Education, and will designee a pedagogic proposal to be eposed and to be debated in the classroom. COMPETENCES GC1, SC1, SC13, SC5,SC GC1, GC7, GC8, GC10, SC5 SC GC8, GC10, SC5, SC, SC11 SC13 GC1, GC8, GC13, SC5, SC11 SC21 GC1, GC8, GC10, GC13, SC5, SC,SC11

6 R- The student will understand the role of education as an agent for social change and its contribution to the pursue of social justice. GC,1 GC8, GC10, GC12, SC5, SC, SC11, SC21 ON-CAMPUS EDUCATIONAL ACTIVITIES ACTIVITY Teaching-Learning Methodology Relationship With Learning Outcomes for the subject ECTS LECTURES PRACTICAL CLASSES STUDENTS PRESENTAIONS TUTORIAL SESSIONS ASSESSMENT Teacher presentation of contents, analysis of competences, eplanation and in-class display of skills, abilities and knowledge. Group work sessions supervised by the professor. Case studies, diagnostic tests, problems, field work, computer room, visits, data search, libraries, on-line, Internet, etc. Meaningful construction of knowledge through interaction and student activity. Cooperative learning and oral presentations based learning. Personalized sessions with reduces groups preparative and orientation session foe shared assignments Set of oral and/or written tests used in initial, formative or additive assessment of the student R3,R4,R5,R 0.8 R1,R2,R3,R4,R5,R 0.8 R1,R,R3,R4,45,R 0.3 R1, R2, R3, R5 0.4 R1, R2, R3, R4,R5 0.2 Total 2.5

7 7 Table describing Teachings activities, ECTS value indicator per course, and the overall matching regarding the development of competences Activity type Group based learning 1.3 ECTS Individual Based learning 1.8 ECTS Learning to Learn based methodology Essay writings, lectures, case studies, preparation of presentation, cooperative learning sessions. on line assignments, autonomous study, small scale research Reading of bibliography, elaboration of essays, Tet analysis. Work to be accomplished in physical and virtual environment Total ECTS Associate competence s GC1 GC10 GC13 SC5 SC11 SC13 GC1 GC10 GC 7 GC 8 SC SC5 SC11 SC SC Evaluation of competences development and course assessment Assessment tool Learning outcomes Percentage Written eam R1 R2 R3 R4 R5 R 40% Case studies, individual and group assignments Engagement with course learning activities, participative approach R1 R2 R3 R4 R5 R 50% R1 R2 R3 R4 R5 R 10%

8 8 MENTION OF DISTINCTION: The mention of Distinction will be awarded to students who have achieved a score equal to or greater than 9.0. The number of Distinctions granted will not eceed 5% of students enrolled in a subject in the corresponding academic year unless enrollment is under 20, in which case only one Distinction may be granted. (Royal Decree 1125/2003). DESCRIPTION OF CONTENTS COMPETENCES UNIT 1: The compleity of social Reality. Educational challenges in contemporary society, unemployment and social inequalities, cultural changes, Shifting from Family towards society Role Gender and ethnic minorities School versus Society social reproduction social transformation and Development UNIT 2 SOCIALIZATION, INDIVIDUATION AND IDENTITIES Individual and culture The process of socialization and Individuation Collective and individuals identity contraction. GC1 GC10 GC13 SC5 SC11 SC13 GC1 GC8 GC 10 CG13 SC5 SC SC11 SC21 UNIT III: INTERCULTURAL EDUCATION Approaches towards cultural diversity segregation, assimilation, multiculturalists and interculturality. Pupils decedents from cultural minority and migrant families Theory and practice of Intercultural Education. GC8 GC10 SC5 SC SC11 SC13

9 9 TIME TABLE AND DISTRIBUTION OF SESIONS PER THEMATIC : UNITES& CONTENTS Nº DE SESIONES The compleity of social Reality. Educational challenges in contemporary society, unemployment and social inequalities, cultural changes. Shifting from Family towards society Role Gender and ethnic minorities. School versus Society social reproduction social transformation and Development Individual and culture The process of socialization and Individuation Collective and individuals identity contraction. 3 7 Approaches towards cultural diversity segregation, assimilation, multiculturalists and interculturality. Pupil s decedent from cultural minority and migrant families Theory and practice of Intercultural Education 5 Bibliography Basic Bibliography Aguado,T.(2003): Pedagogía intercultural,, McGraw Hill, Madrid. Die, L. (ED) (2012) Aprendiendo ser Iguales : Manual de educación intercultural, Bancaia, Valencia

10 10 GRANT, C & Portera, A(ED). ( 2010) Intercultural and Multicultural Education Enhancing Global Interconnectedness. Routledge Taylor & Francis group. Lorenzo Moledo, M. & Santos Rego ) M,A ( Estudio de pedagogía intercultural. Octaedro, Barcelona Shuali: La pedagogía Intercultural desde la fundamentación teórica a la práctica educativa,en Die, L (ed) Aprendiendo ser Iguales : manual de educación intercultural TAYLOR, CHARLES (200): Guidelines on Intercultural Education, Paris, UNESCO. TAYLOR, CHARLES (2002): Declaración Universal de la Diversidad Cultural, Paris, UNESCO (edición plurilingüe). Palaiologou. N & Gunther Dietz (Ed) (2012) Mapping the broad field of multicultural and intercultural education worldwide: towards the development of a new citizen. Cambridge Scholar Publishing, UK. Fuentes Gómez-Calcerrada, Juan Luis: Hacia una filosofía de la educación intercultural: Diversidad mora Diversidad moral, identidad cultural y diálogo intercultura en Revisa Teoria de la Educación revista interuniversitaria. Vol. 2, , pp Additional Bibliography MARDONES, JOSÉ MARÍA (1999): Desafíos para recrear la escuela, Madrid, PPC SHUALI, TAMAR (2010): "Educación, Diversidad Cultural y Participación: Una aproimación desde la filosofía de John Dewey", en Edetania Estudio y propuestas educativas, N 37 Septiembre 2010 Council of Europe ( 2003) Education of Roma/Gypsy children in Europe Training Modules for Teachers in the History, Culture and Language of the Roma Ballesteros Velázquez,B. Aguado Odina, T. Malik, B. Escuelas Para todos: diversidad y educación obligatoria( 2014) en DOI:

11 1 1 De la Mata, M y Santamaría Andrés Santigosa. La construcción del yo en escenarios educativos. Un análisis desde la psicología cultural. En Revista de Educación, SUMARIO DE LA SECCIÓN MONOGRÁFICA Identidad y Educación n 33 Septiembre- Diciembre