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Dette er studietilbudet for studieår 2019-2020. Endringer kan komme.


This module is optional. The course will run with lectures and seminars, and some additional field works.

Learning outcome

After finishing this module the student will
  • have knowledge about main characteristics of global migration
  • have knowledge about contemporary migration in Europe and how European educational institutions and migrant children cope with learning after migration
  • have knowledge about best practices for integrating migrant children in kindergartens and schools
  • know what the situation is as regards integration of migrants, in particular young migrants and pupils, in Norway or another country they know well
  • have knowledge about the situation for migrant children and their families in several European countries
  • know ofplaces where integration takes place in Stavanger through study visits and discussions

Contents

The aim of this course is to help teachers and student teachers to enhance today's education in migration studies with empathy as a bearing pedagogical principle in learning about intercultural cohabitation and dealing with diversity in society.

Required prerequisite knowledge

None.

Exam

Individual Work and Group Work
Weight Duration Marks Aid
Individual Work3/5 A - F
Group Work2/5 A - F
Students are encouraged to be active in class discussions. They will present a digital story that they have made to the group. In addition, there is a final individual written assignment.
1: You will make a digital story using Photo Story (or similar of choice) or a podcast using Audacity (or similar program of choice) (3-5 minutes) to be shown in the classroom the last day of class. as group work. The topic will either be 1) a migrant story (this could be your own moving story or someone else from another country to Norway or from one country to another) 2) Best-practice: How can kindergarten and primary school teachers promote inclusion and belonging (individual or institutional) in groups? The size of the group should not exceed three (3) persons. This will count for 40 % of your mark.
2): There will be a written assignment of 5-6 pages (2000 words (+- 10%)) to be handed in individually on one of the major topics. The task will be specified in class organized as a writing work-shop. This will count for 60 % of your mark. You are encouraged to compare with similar (or disparate) experiences in another country you know. You will have to find parts of the literature (approximately 100 pages) by searching databases through the library.
The two assignments will be corrected and marked by the teacher.
The students need to hand in their individual work on the examsite at UiS called INSPERA. It has to contain a frontpage where students must declare that the work is their own and they need to use the candidate number for this course EIS-150. There is a plagiarism detection device on INSPERA. If plagiarism is detected the instructor will alert the administration and the students risks having to retake the exam or a full suspension from the university. The plagiarism detection will not only detect internet sources but also other students hand-ins on Inspera.

Course teacher(s)

Course teacher
Zahra Esmaeeli, Monika Anna Røthle
Course coordinator
Ann Elisabeth Laksfoss Cardozo
Programme coordinator
Inger Marie Øglænd

Method of work

The main activities in this module will be
  • Lectures
  • Workshops (on written assignments/ home exam writing /digital story telling)
  • Seminars/group work: students' own presentation and discussion
  • Excursions: to institutions engaged in diversity and integration

Open to

Exchange Students at Faculty of Arts and Education

Course assessment

Student evaluation.

Literature

Literature is based on available literature on-line and scanned pdfs are provided on our on-line learning platform Canvas Please check it regularly for announcements. Changes may occur.

Total: approx.. 400 pages (not all the pages of all the documents are to be studied, check for directions on Canvas) + several videos demonstrating storytelling in action.

Brochmann, G. & Kjeldstadli, K. (2008). A history of immigration. The case of Norway 900-2000 (Oslo: Universitetsforlaget), introduction + chap.14, pp. 11-27 and 267-314. (43 s.)

Bryceson, D. & Vuorela, U. (Red.). (2002). The transnational family: New European frontiers and global networks (Oxford: Berg), chap. 1 "Transnational families in the Twenty-first Century" pp. 3-30. (27 s.)

Drange, N. & Telle, K. (2015). «Promoting integration of immigrants Effects of free child care on child enrollment and parental employment», SSB, Discussion paper 799. (29 s.) http://www.ssb.no/forskning/discussion-papers/_attachment/218322?_ts=14b7d7036a8

Dusi, P., Steinbach, M. & Falcon, I. G. (2014). "Integration in Italian Primary Schools: Immigrant Children's Voices" in The European Journal of Social and Behavioural Sciences, vol. 9 (2), pp.1393-1402 (9 s.)

Hollekim, R., Anderssen, N. & Daniel, M. (2016). "Contemporary Discourses on children and parenting in Norway: Norwegian Child Welfare Services meets immigrant families" in Children and Youth Services Review 60, pp. 52-60 (8 s.)

King, R. (2010). The Atlas of Human Migration. Global patterns of people on the move (Brighton: Earthscan), pp. 13-16, 19, 28-29, 39-47, 61-67, 84-85, 92-93. (29 s.)

Lauritsen, K. (2017). "Challenge and success: Norwegian Kindergartens as Learning Spaces for Cultural Inclusion and Social Justice". I A. Hellman & K. Lauritsen (Red.), Diversity and Social Justice in Early Childhood Education: Nordic Perspectives. Cambridge Scholars Publishing, e-book. (pages 173-191 = 18).

Maagerø, E. & Simonsen, B. (2008). "Minorities in Norway past and present". I E. Maagerø & B. Simonsen (Red.), Norway: Society and Culture. (Kristiansand: Portal)

OECD Reviws of Migrant Education. (2015). Immigrant Students at School. Easing the Journey towards Integration. 93 pages, On-line at http://www.oecd.org/education/immigrant-students-at-school-9789264249509-en.htm

Taguma, M., Shewbridge, C., Huttova, J. & Hoffman, N. (2009). OECD Reviews of Migrant Education:NORWAY. (Paris: OECD), pp. 7-23 key challenges (16 s.)

Webpages

Digital stories of immigration (Australia) http://www.cv.vic.gov.au/stories/immigrants-and-emigrants/digital-stories-of-immigration/dad-i-made-it/

Digital Storytelling (the equivalent of 1 hour work) http://digitalstorytelling.coe.uh.edu/listpage.cfm?id=26&cid=26&sublinkid=53

Storyology (the equivalent of 1 hour work) https://www.youtube.com/view_play_list?p=E085E2DF04ADFB63

Useful programs

Photo Story https://2ad7-downloads.phpnuke.org/en/c53225/microsoft-photo-story-3

Audacity https://2ad10-downloads.phpnuke.org/en/c59379/audacity

MovieMaker https://www.microsoft.com/en-us/p/movie-creator-free-video-editor/9nblggh4wwjr#activetab=pivot:overviewtab

If you want to use another program, make sure it is compatible with our exam site INSPERA and save it into a compressed file. Max size for any file for INSPERA is 1 GB.

Recommended Readings

Bratsberg, B., Raaum, O. & Røed, K. (2011) "Educating Children of Immigrants: Closing the Gap in Norwegian Schools. IZA DP nr. 6138 http://www.oecd.org/education/immigrant-students-at-school-9789264249509-en.htm

Ohler, J. (2008). Digital Storytelling in the classroom. New Media Pathways to Literacy, Learning and Creativity. (London: Sage Publications)

Pennazioa, V. & Traversob, A. (2015). The digital in the nursery and kindergarten: create immersive narratives through collaboration, Research on Education and Media, 7(2), 36-41. doi: https://doi.org/10.1515/rem-2015-0014


Dette er studietilbudet for studieår 2019-2020. Endringer kan komme.

Sist oppdatert: 16.06.2019