Diversity in the Classroom, 7.5 credits

Aims and objectives

General aims for first cycle education

First-cycle courses and study programmes shall develop:

• the ability of students to make independent and critical assessments
• the ability of students to identify, formulate and solve problems autonomously, and
• the preparedness of students to deal with changes in working life.

In addition to knowledge and skills in their field of study, students shall develop the ability to:

• gather and interpret information at a scholarly level
• stay abreast of the development of knowledge, and
• communicate their knowledge to others, including those who lack specialist knowledge in the field.

(Higher Education Act, Chapter 1, Section 8)

Course objectives

Knowledge and Understanding
After completed studies the student should have knowledgde of

• perspectives on interculturalism and multiculturalism,
• critial issues within education, viewed from a critical literacy perspecktive, and
• possible strategies for teaching in diverse classrooms.

Competence and Skills
After completed studies the student should be able to

• discuss the limitations and opportunities of different teaching strategies in culturally and gender diverse classrooms, against the back drop of shifting social contexts.

Judgement and Approach
After completed studies the student should be able to

• reflect on personal attitudes towards diversity and interculturalism.

Main content of the course

This course explores diversity from a societal and pedagogical point of view, and examines concepts like social justice and equality. The classroom is the starting point for critical reflection on the possibilities and challenges of diversity. The course enquires into intercultural, as well as feminist, perspectives on education and their possible pedagogical implications. Recurrent questions during the course are how interculturalism takes shape in the encounter between intercultural societies and schools, and the relation between educational goals and teaching strategies for attaining these goals.

Teaching methods

Teaching may be conducted in the form of lectures, seminars, assignments, web-based discussions and workshops.

Students who have been admitted to and registered on a course have the right to receive tuition and/or supervision for the duration of the time period specified for the particular course to which they were accepted (see, the university's admission regulations (in Swedish)). After that, the right to receive tuition and/or supervision expires.

Examination methods

Pedagogical Perspectives to Diversity, 7.5 credits (Code: A001)
One individually written paper.

Compulsory Components (Code: A002)
Compulsory components in the form of participation in seminars.

For students with a documented disability, the university may approve applications for adapted or other forms of examinations.

For further information, see the university's local examination regulations (in Swedish).

Comments on examination methods

Examination deadline
If the deadline for the examination is exceeded, the examiner will decide how the examination should be conducted and, when applicable, set the timeframe for it.

Absence from compulsory components of the course
Upon absence from compulsory components, the university's general rules for re-examination apply. If there are special reasons to deviate from the time frame, the examiner decides when the compulsory component should be carried out. However, the examiner can decide that a make-up assignment should be given.

Grades

According to the Higher Education Ordinance, Chapter 6, Section 18, a grade is to be awarded on the completion of a course, unless otherwise prescribed by the university. The university may prescribe which grading system shall apply. The grade is to be determined by a teacher specifically appointed by the university (an examiner).

According to regulations on grading systems for first- and second-cycle education (vice-chancellor's decision 2019-01-15, ORU 2019/00107), one of the following grades is to be used: fail, pass, or pass with distinction. The vice-chancellor or a person appointed by the vice-chancellor may decide on exceptions from this provision for a specific course, if there are special reasons.

Grades used on course are Fail (F), Sufficient (E), Satisfactory (D), Good (C), Very Good (B) or Excellent (A).

Pedagogical Perspectives to Diversity
Grades used are Fail (F), Sufficient (E), Satisfactory (D), Good (C), Very Good (B) or Excellent (A).

Compulsory Components
Grades used are Participated (DT).

For further information, see the university's local examination regulations (in Swedish).

Comments on grades

On 13 November 2018, the Vice Chancellor admitted an exception from the U-G-VG grading
scale in favour of the A-F grading scale. From the autumn semester 2019, the A-F grading scale
may be applied on international courses and study programmes (ORU 2018/06084).

Examinations using Participated (DT) are not included in the final course grade.
However, Participated (DT) are required for a passing grade to be awarded for the full
course.

Specific entry requirements

General entry requirements.

For further information, see the university's admission regulations (in Swedish).

Transfer of credits for previous studies

Students who have previously completed higher education or other activities are, in accordance with the Higher Education Ordinance, entitled to have these credited towards the current programme, providing that the previous studies or activities meet certain criteria.

For further information, see the university's local credit transfer regulations (in Swedish).

Other provisions

The course is given in English.

Transitional provisions

Should the course undergo changes to such an extent that it is not possible to examine the student in accordance with this course syllabus, opportunities for special examination sessions will be provided in accordance with the university's local guidelines. If this occurs, the university will inform the students involved.

Reading list and other teaching materials

Required Reading

Applebaum, Barbara (2003)
Social Justice, Democratic Education and the Silencing of Words that Wound
Journal of Moral Education, 32(2), 151-162

Enns, Carolyn Zerbe & Sinacore, Ada L. (ed) (2005)
Teaching and Social Justice: Integrating Multicultural and Feminist Theories in the Classroom
Washington DC: American Psychological Association, (selected sections)

Levinson, Meira (2007)
Common Schools and Multicultural Education
Journal of Philosophy, Vol. 41, No. 4, (pp. 625-642)

Merry, Michael S. (2011)
Equality, self-respect and voluntary separation
Critical Review of International Social and Political Philosophy, 15:1, (pp. 79-100)

Otheguy, Ricardo; García, Ofelia & Reid, Wallis (2015)
Clarifying translanguaging and deconstructing named languages: A perspective from linguistics
Applied Linguistics Review, 6(3), 281-307

St John, Oliver (2018)
Between question and answer: Mother tongue tutoring and translanguaging as dialogic action
Translation and Translanguaging in Multilingual Contexts (Special issue), 4(3).

Vasquez, Vivian Maria (2017)
Critical Literacy across the K-6 Curriculum
New York: Routledge, (selected pages)

Additional reading

Nussbaum, Martha C (1998)
Cultivating Humanity: Classical Defense of Reform in Liberal Education
Cambridge, USA: Harvard University Press

Sensoy, Öslem & DiAngelo, Robin (2012)
Is everyone equal? A Introduction to Key Concepts in Social Justice Education
New York: Teachers Collage Press

Vasquez, Vivian (2010)
Getting beyond "I like the book": Creating space for critical literacy in K-6 classrooms Newark, Del. : International Reading Association

Additional and Comments on the reading list
Scientific texts are chosen after consultation with the teacher, about 100 pages.
Selected childrens books