Contemporary perspectives on diversity, inclusion and education (DUH157)

This course focuses on certain aspects of research into the theory, method and ethics of cultural diversity and inclusion in education and how this can be related to the own PhD work.

This interdisciplinary course focuses on the roles of theories, methods and ethical considerations in PhD research into issues of socio-cultural diversity and inclusion in education. It will also approach the interrelationship between these three aspects.

Course teachers:

Dagmar Strohmeier, Julie Allan, Marieke Gerdien Bruin, Øystein Lund Johannessen, Ove Bergersen, Hildegunn Fandrem og Geir Skeie

Knowledge

The students will gain knowledge of:

• theoretical perspectives on socio-cultural diversity, inclusion and education and its interaction with language, religion and social relations
• methodologies of research into socio-cultural diversity, inclusion and education and its interaction with language, religion and social relations
• ethical aspects of research into socio-cultural diversity, inclusion and education and its interaction with language, religion and social relations

Skills

By the end of the course, students will be able to:

• present and discuss relevant theories related to cultural diversity, inclusion and education
• explain the potential and limitations of different methodological perspectives and approaches
• identify and deliberate about ethical dilemmas that arise from own research project

General competence

By the end of the course, the students will be able to:

• understand and explain the role of theory, method and ethics in research projects in general
• take part in scholarly conversation about these issues in advanced research settings
• gain a broader interdisciplinary perspective on diversity, inclusion and education

Ingen

Attendance at the sessions

Attendance at the sessions is obligatory (at least 75%).

Lectures and seminars in the shape of 2 + 2 day meetings and an additional meeting with poster presentation. Much of the work is based on students sharing issues and texts from their own research project that may illustrate or discuss issues central to the course.

Required prerequisite knowledge equivalent for admission to the PhD program.

The faculty decides whether early dialogue will be held in all courses or in selected groups of courses. The aim is to collect student feedback for improvements during the semester. In addition, a digital course evaluation must be conducted at least every three years to gather students’ experiences.

Article Social capital and trust for inclusion in school and society Allan, Julie ; Persson, Elisabeth, London, England, SAGE Publications, 151-161, Education, citizenship and social justice, 2, 15, 2020-07, 151-161, View online Book Chapter Plurality and pluralism in religious education Skeie, Geir, Geir Skeie, Plurality and pluralism in religious education, Dordrecht, Springer, XXXIV, 848 s., 2006, 307-319, isbn:9781402048036; 1402048033; 9781402048036 1402048033; 9781402048036 1402048033, Book Contextualizing Immigrant and Refugee Resilience: Cultural and Acculturation Perspectives Strohmeier, Dagmar ; Güngör, Derya, Cham, Springer International Publishing, isbn:3030423026, View online Article Resilience among immigrant youth: The role of culture, development and acculturation Motti-Stefanidi, Frosso, SAN DIEGO, Elsevier Inc, 99-109, Developmental review, 50, 2018-12, 99-109, View online Article Immigration, Acculturation, and Adaptation Berry, John W, Oxford, UK, Blackwell Publishing Ltd, 5-34, Applied psychology, 1, 46, 1997-01, 5-34, View online Article Bullying and Victimization Among Native and Immigrant Adolescents in Norway: The Role of Proactive and Reactive Aggressiveness Fandrem, Hildegunn ; Strohmeier, Dagmar ; Roland, Erling, Los Angeles, CA, SAGE Publications, 898-923, The Journal of early adolescence, 6, 29, 2009-12, 898-923, View online Article Inclusive Study of Religions and World Views in Schools: Signposts from the Council of Europe Jackson, Robert, LISBON, COGITATIO PRESS, 14-25, Social inclusion, 2, 4, 2016-01-01, 14-25, View online Article "It’s just very natural" – interpersonal knowledge as a didactical device in guided classroom conversations in religious education Lund Johannessen, Øystein, 51-, Nordidactica, 2014:2, 2014, 51 View online Article Testing a New Theoretical Model for Attitudes Toward Immigrants: The Case of Social Workers’ Attitudes Toward Asylum Seekers in Israel Tartakovsky, Eugene ; Walsh, Sophie D, Los Angeles, CA, SAGE Publications, 72-96, Journal of cross-cultural psychology, 1, 47, 2016-01, 72-96, View online Article Are some immigrants more equal than others? Applying a Threat-Benefit Model to understanding the appraisal of different immigrant groups by the local population Tartakovsky, Eugene ; Walsh, Sophie D, 1-19, Journal of ethnic and migration studies, 2019-02-01, 1-19, View online Article Childhood as a Symbolic Space: Searching for Authentic Voices in the Era of Globalisation Kjørholt, Anne Trine, Routledge, 29-42, Children's geographies, 1-2, 5, 2007-05-01, 29-42, View online Book Chapter Migration and Bullying Hildegunn Fandrem, Dagmar Strohmeier, Simona C. S. Caravita, and Elisabeth Stefanek, Migration and Bullying, Hoboken, New Jersey :, Wiley, 1 online resource (664 pages), Volume 1, [2021]; ©2021, isbn:1-118-48271-9; 1-118-48270-0; 1-118-48265-4, Document COMPETENCES FOR DEMOCRATIC CULTURE : Living together as equals in culturally diverse democratic societies M. Barrett, Council of Europe, 2016, isbn:978-92-871-8237-1, View online Article Challenges and Resources for Immigrant Youth Positive Adaptation: What Does Scientific Evidence Show Us? Motti-Stefanidi, Frosso ; Salmela-Aro, Katariina, Salmela-Aro, Katariina ; Motti-Stefanidi, Frosso, Hogrefe Publishing, 1-5, European psychologist, 1, 23, 2018, 1-5, View online Article Inclusion of immigrant students in schools: the role of introductory classes and other segregated efforts Fandrem, Hildegunn ; Jahnsen, Hanne ; Nergaard, Svein Erik ; Tveitereid, Kirsti, ABINGDON, Routledge, 1-16, International journal of inclusive education, ahead-of-print, ahead-of-print, 1-16, View online Article Doing inclusive education research Julie Allan and Roger Slee, Document Revisiting Just Education for Students Last in Line – A Norwegian Perspective Anne Nevøy and Marieke Bruin A. Nevøy (*) · M. Bruin, Springer, 2022, View online Article Going Spatial, Going Relational: Why "listening to children" and children's participation needs reframing Mannion, Greg, Taylor & Francis Group, 405-420, Discourse (Abingdon, England), 3, 28, 2007-09-01, 405-420, View online Article Input to interaction to instruction: three key shifts in the history of child language research SNOW, CATHERINE E., Cambridge, UK, Cambridge University Press, 117-123, Journal of child language, S1, 41, 2014-07-01, 117-123, View online Book Doing inclusive education research Allan, Julie, Roger Slee, Rotterdam, Sense Publishers, xi, 115 s., vol. 1, c2008, isbn:9789087904173; 9789087904180,

The course description is retrieved from FS (Felles studentsystem). Version 1