This course provides an empirical and theoretical introduction to migration and intercultural relations. It focuses on historical as well as contemporary patterns of migration, globally as well as nationally, with an empirical emphasis on Europe and Norway. Looking at the ways in which migration connects with diversity, integration and patterns of inequality, this course invites students to critically reflect upon processes and consequences of migration, herein policies and practices of inclusion and the role that educational institutions play in this regard. The overall aim of the course is to make students better equipped to deal with questions relating to migrations and intercultural relations in kindergarten and schools.
The course consists of a series of lectures (including guest lectures given by teachers who work with migrants in Norway), seminars, groupwork, a writing workshop, as well as an excursion. Active student participation will be central to all course work.
Course description for study year 2024-2025. Please note that changes may occur.
The course literature provides an empirical and theoretical introduction to migration and intercultural relations. With empirical emphasis on Europe and Norway, the syllabus discusses practices of discrimination and social inclusion, and discusses the role of educational institutions in that regard. Furthermore, through critical discussions and writing activities, the course facilitates active student participation. There will also be arranged for an excursion to a local institution engaged in work related to diversity and integration. Thus, the course provides an entry point to migration and intercultural relations that combines theory and practice.
This module facilitates for the student to acquire the following knowledges, skills, and competences:
An overview over major geographical trends in global migration
An overview over different categories and motives of migration
An introduction to relevant concepts related to migration, diversity, and integration
An insight into practices of integration in educational institutions
Be able to critically reflect upon questions related to migration
Be able to do critical analyses of integration policies and practices
Be able to discuss relations between the role of educational institutions and processes of discrimination and social inclusion
Enhanced understanding of processes and consequences of migration
Enhanced understanding of policies and practices of integration
Enhanced knowledge foundation to make decisions pertaining to cultural diversity in educational institutions
Required prerequisite knowledge
Form of assessment
The examination consists of a written assignment - a semester paper. The scope of the is 2000 words for individual papers and 3000 words for collaborative texts (groups of 2/3). The paper should discuss questions directly related to the topic of this course. While expected to use the required reading list of this course, students are free to draw on other relevant literature as well (approximately 100 pages). The assignment will be assessed on a scale from A to F, where A-E denotes pass and F denotes fail.
Mandatory Lectures, seminars, Workshops and excursions
Lectures, seminars, workshops, excursions, and other class-related activities are mandatory. Students are expected to present reflection notes and summaries of readings in class and, in general, participate actively in class discussions.
The main activities in this module will be lectures, seminars, and workshops. Workshops are related to the written assignment - the semester paper. Seminars are related to student presentations, groupwork, and discussions. There will also be arranged for excursions to local institutions engaged in work related to diversity and integration.
Exchange Students at Faculty of Arts and Education
There must be an early dialogue between the course coordinator, the student representative and the students. The purpose is feedback from the students for changes and adjustments in the course for the current semester.In addition, a digital course evaluation must be carried out at least every three years. Its purpose is to gather the students experiences with the course.