Diversity in the Classroom, 7.5 credits

Learning outcomes

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.

Content

This course explores diversity from a societal and pedagogical point of view and examines concepts like social justice and equality through the lens of intercultural perspectives. The classroom is the starting point for critical reflection on the possibilities and challenges of diversity and the relationship between educational goals and teaching strategies for attaining these goals.

Examinations and grades

Pedagogical Perspectives to Diversity, 7.5 credits (Code: A001)
Grades used are Fail (F), Sufficient (E), Satisfactory (D), Good (C), Very Good (B) or Excellent (A).

Compulsory Components (Code: A002)
Grades used are Participated (DT).

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 determine which grading system is to be used. The grade must be determined by a teacher specifically nominated by the university (the examiner).

In accordance with university regulations on grading systems for first and second-cycle courses and study programmes (Vice-Chancellor’s decision ORU 2018/00929), one of the following grades is to be used: fail (U), pass (G) or pass with distinction (VG). For courses included in an international master’s programme (60 or 120 credits) or offered to the university’s incoming exchange students, the A to F grading scale is to be used. The vice-chancellor, or a person appointed by them, may decide on exceptions from this provision for a specific course, if there are special grounds for doing so.

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

Comments on grades

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.

Modes of assessment

Pedagogical Perspectives to Diversity, 7,5 credits (Code: A001)
Written examination.

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

Comments on modes of assessment
Examination deadline
An examination shall be carried out at the time decided by the university. If an examination, which involves that the student can do the assignment in another place than in the university's premises (for example take-home examination), can not be submitted on time, the examiner decides how the examination shall be handled.

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.

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

For further information, see the university's local examination regulations.

Specific entry requirements

General entry requirements for university studies.

For further information, see the university's admission regulations.

Other provisions

The course is given in English.

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.

Reading list and other learning resources

Required Reading

Axelsson T. (2023)
"Norm-critique as revitalizer of gender equality? Local policy actors’ norm-critical understandings of Swedish preschool’s gender-equality mission" i Nordic Journal of Studies in Educational Policy, vol. 9 No. 2 (pp. 101–112)

Anderstaf, Lecusay, R., & Nilsson, M. (2021)
“Sometimes we have to clash”: how preschool teachers in Sweden engage with dilemmas arising from cultural diversity and value differences" i Intercultural Education (London, England), vol, 32, no. 3 (pp.296–310)

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)

Gunnarsson K. (2021)
"In the middle of things: encountering questions about equality in social studies education" i Gender and Education, vol. 33, No. 1 (pp. 33–49)

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

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

Mikander, Pia, Zilliacus, Hariett & Holm, Gunilla (2018)
"Intercultural education in transition" i Nordic perspectives, Education Inquiry, 9:1, 40-56
DOI: 10.1080/20004508.2018.1433432

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

St John, Oliver (2018)
"Between question and answer: Mother tongue tutoring and translanguaging as dialogic action" i
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

Sensoy, Öslem & DiAngelo, Robin (2017)
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
Additional literature of about 150 pages may be added. Students also select readings from the following children’s books:

Bergström, & Kallick Dyssegaard, E. (2012)
Good night, Alfie Atkins
Rabén & Sjögren

Bergström, & Kallick Dyssegaard, E. (2012)
Very tricky, Alfie Atkins
Rabén & Sjögren

Child, L. (2015)
The new small person
Candlewick Press

Lindgren & Wikland, I., & Beard, S. (2016)
Lotta’s bike
Rabén & Sjögren

Mahy & Dunbar, P. (2009)
Bubble trouble
Clarion Books

McBratney, & Jeram, A. (2014)
Guess how much I love you (20th anniversary edition.)
Walker Books

Miller, S. (2018)
Don’t touch my hair!
Little, Brown and Company

Newman, & Cornell, L. (2015)
Heather has two mommies
Candlewick Press

Rathmann (2003)
The day the babies crawled away
G.P. Putnam’s Sons

Schiffer, & Clifton-Brown, H. (2015)
Stella brings the family
Chronicle Books

Wieslander, Nordqvist, S., Wieslander, T., & Ganellen, J. (2005)
Mamma Moo goes down a slide
Natur och kultur