BLH3220 Culture and Identity - Nordic Childhoods Emneplan

Culture and Identity is one of the courses regarding Nordic Childhoods. Joint events with the other Nordic Childhoods courses are integrated. The cultural background of the student is a resource in lectures and class room discussions, through experience-based learning and critical reflection. The course includes fieldwork observations in kindergartens and schools, in addition to visits to relevant sites.

Important components in the pedagogical work with children in a nordic context are play, learning related to play, nature and community surroundings. In this course, the focus is on the Norwegian educational system in both a broader and more specific Norwegian context.

Culture and identity concerns the question of who we are, and is related to definitions of the other, as well as by the other: Who are "we" and who are "the others". These are not static concepts, but rather due to sociocultural change both nationally as well as globally.

One of the defining forces of culture and identity is religion. Religious diversity is part of  cultural diversity and the changes that have developed globally, hence it is also affects culture and identity in the Norwegian context. How does this affect Norwegian childhoods?

The power-relations and political forces around the child and childhoods are important drivers of these changes, producing various kinds of school systems, preschool and kindergarten systems. Culture and Identity is therefore not only about who we are, but also very much about childhood perspectives and constructions and how they affect us. The question becomes not only who we are, but also "Who do they want us to be"?

Norway is, like most other societies, a "multicultural" society. The Sami indigenous people living in the Nordic countries have long been a part of this cultural diversity. Related to this, it is also important to focus on power relations between minorities and majorities. Culture and Identity then, involving definitions of "us" and "them", also opens the possibility for racism and discrimination towards ethnic and lingual minorities, as well as opening up the politics of assimilation of the Sami. In this and many other regards, Norway and Nordic societies are no different than other countries, showing similar attributions to the rest of the larger global system, which Norway is a part of.

The language of all teaching and supervision is English, and the students should therefore have a working knowledge of both spoken and written English. 

After completion of the course, the student will have acquired the following learning outcomes, defined as knowledge, skills and general competence

Knowledge

The student

• has awareness and knowledge of what factors constitute a person's identity
• has knowledge of the concept of "Culture", and an awareness of the culture of the individual student in particular
• has knowledge about childhood and identity construction 

Skills

The student

• has skills in observation and analysis of a new educational and cultural setting
• has skills in communicating across cultural and linguistic borders
• has ability to facilitate inclusive practices in groups characterized by diversity
• has ability to observe and compare different educational settings 

General competence

The student

• is able to reflect upon experiences of languages and cultures of other international students
• has an awareness of the implications of living in a globalized world
• is able to develop an awareness of challenges and possibilities within multicultural perspectives in education
• is able to reflect upon experiences of the multiple cultural settings in kindergartens / schools in Oslo

The course is concerned with the topics of Culture and Identity with special reference to Childhood and Education, and will address some basic topics:

·         Childhood and Identity

o   Multilingualism and communication

o   Special Needs

o   Gender

o   Sociology of Childhood

o   Play

·         Cultural and religious diversity

o   Concept of culture

o   Religion and worldviews

o   Critical multiculturalism

·         Human rights / Children as citizens

o   Children’s Rights

o   Human rights

o   Democracy and young children

·         Discrimination / racism

o   Politics of assimilation

o   Racism and racialization

o   Power / Knowledge

o   Post colonial perspectives

·         The Sami - indigenous people of Norway

o   Indigenous rights

o   Sami kindergartens

o   Sami music and diversity in education

Cultural and Identity- Nordic Childhoods is a full-time study-program, where the topics will be treated through lectures, seminars, student-presentations and discussions. In addition to the period of regular hours of teaching, there will be a period of fieldwork, report-writing, and presentations. There will also be a variety of excursions to museums, cultural and other institutions relevant to the course. 

The students are expected to share aspects of culture and language from their own countries as a basis for their own presentation and the discussions in the class. 

The course will give opportunities to interact with Norwegian students, who will be able to assist in practical matters and give some guidance for exploring the Oslo region. 

Fieldwork in schools and kindergartens is an integrated part of the course. The students spend 4 weeks of fieldwork, where they observe and analyse different educational and cultural aspects of the classes or children's groups they attend.

Vedlegg: Presisering av studieforløpet for interne studenter

(Applicable to Norwegian students only)

Emnet er åpent for interne studenter fra barnehagelærerutdanningen (heltidsstudenter samt deltidsstudenter som har tatt fordypning på heltid og kan starte på dette emnet i januar) i sjette semester. Studentene følger den godkjente fagplanen for Culture and Identity - Nordic Childhoods på 30 studiepoeng. (Engelsk betegnelse: Study Plan for Culture and Identity - Nordic Childhoods 30 ECTS).

Følgende presiseringer gjelder for de interne studenter:

• Interne studenter må gjennomføre fem uker veiledet og vurdert praksis

• «Semester paper» teller som studentens bacheloroppgave. Oppgaven skrives på engelsk med tematikk tilknyttet emnet.

• Interne studenter beholder bachelor veiledningsressurs i emnet, og får tildelt veileder blant lærerteamet på emnet så langt det er mulig.

For øvrig følger de interne studentene det samme studieprogrammet og arbeidskrav som de eksterne studentene, inklusiv den avsluttende muntlige eksamen som sammen med den skriftlige oppgaven utgjør karakteren for MCI-kurset.

• Active participation in classes and discussions (minimum 80% attendance)
• Individual presentation of one's own culture with reference to educational challenges     
• One paper on a subject treated in the course, of approx. 2000 words +/- 10 %

Course requirements shall be met within fixed deadlines. Course requirements are evaluated Passed/Not Passed.

The right to take the examination depends on the successful fulfilment of course requirements. Obligatory course assignments which are not completed by the agreed closing date will not be accepted, and the students lose their right to take the examination. Students are responsible themselves for keeping informed about relevant deadlines. In cases of illness or other inconveniences, students must make an appointment with their tutors for an extension, within the time limit of the course requirement. Requirements which have been handed in at the right time but which have not been accepted, will be given a new deadline.

In cases where course requirements are on time but are not accepted, students are entitled to maximum two new attempts. Students who have lost their right to take the examination because of unaccepted course requirements, must get in touch with their tutors to make another appointment about completing the requirement the following term/study year.

The final assessment consists of the following units:

• Oral examination based on course syllabus and experiences from fieldwork (50% of the final grade) 
• Semester paper of 6500 Words +/- 10%, on a subject treated in the course and based on an expanded period of fieldwork.(50% of the final grade)

The grades in the two units are equally weighted and used in the calculation of the aggregate grade for this course. The final certificate of 30 ECTS will be awarded upon the completion of the above-mentioned requirements and examinations. 

Suitability assessment

(Applicable to Norwegian students only)

The teacher training institution is obliged to assess whether the students are suitable for the profession. Students who show poor aptitude in mastering the teaching profession, must as early as possible during the study, be informed about their position in relation to the requirements of teacher suitability, and, if applicable, obtain advice and guidance on how to improve, or be advised to terminate their study. Assessments on suitability may be made throughout the study period. The assessment of suitability must be based on a comprehensive evaluation which includes academic as well as pedagogic and personal qualities necessary to be able to function as a teacher.

See also regulations concerning assessment of suitability for teacher training.

All

Grading will be according to the ECTS-grading scale, with A-E as pass grades and F as fail grade. Criteria for the different grades will be presented to the students at the beginning of the course. 

Re-examination

In case of failing the exam or in case of valid absence at the time of the exam, the student is entitledto make a renewed attempt the next semester. The re-examination will be arranged in the same manner as the regular exam. The students are themselves responsible for registering for the re-examination within given deadlines.

Final assessment will be reviewed and approved by internal and external examiners. 

-Target group

Target group is

• Students in the third year of the (full time) Bachelor Programme in Early Childhood Education at OsloMet.
• International exchange students at Faculty of Education and International Studies from preschool and primary school teacher education institutions. Students from other academic areas may also be accepted. 

Students must be prepared to participate in various outdoor activities.

The course is designed to offer a full-time study-program in English for students of Early Childhood and Primary School Teacher Education. The period of study will be for 4 months. The language of all teaching and supervision is English, and the students should therefore have a working knowledge of both spoken and written English. The course may be taken as an elective in-depth study program by students in their final year of the Early Childhood Bachelor Education program and students in their third or fourth year of the General Teacher Education Program, at OsloMet. 

Admission

For international students:

- students must have completed at least one year of their undergraduate degree studies at their home institution