BV3200 Child protection in the welfare state - Diversity and minorities Course description

This course provides nuanced perspectives on diversity and the relationship between the majority and minority, as well as challenges that can arise in interactions between the child welfare system and children, young people and families that belong to/are placed in different minority groups. The course addresses how power structures in society construct preconceptions about ‘the other’ through different categorisation related to ethnicity, gender, sexuality, functional level, age, class and religion. The students will learn how inclusion and exclusion mechanisms can play out at the individual, institutional and societal levels and how the different levels affect each other.

Students must participate in the interprofessional teaching programme ‘Interprofessional Cooperation on and with Children and Young People’ (INTER1300). Relevant topics include children and young people’s cooperation with professionals, explorative approaches to children, young people and their families, and professionals’ contributions to parents’ and children/young people’s formation of opinions. See INTERACT’s website for a more detailed description of the content of INTER1300: https://www.oslomet.no/forskning/forskningsprosjekter/interact

Language of instruction is Norwegian.

The student must have completed and passed the second year of the Bachelor Programme in Child Care and Welfare.

After completing the course, the student should have the following overall learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The student

• has knowledge of different theoretical perspectives on diversity and equality, including sociological, post-colonial and inter-sectional perspectives, and knowledge of how these can be used in work with children, young people and families
• has knowledge of identity and belonging and how different identities and group affiliation can work together in categorisation and marginalisation processes
• has knowledge of inclusion and exclusion mechanisms at the institutional and individual level, including categorisation, marginalisation, stigmatisation, segregation, discrimination and racism
• has knowledge of different perspectives on power and how structural power can play out in the relationship between the majority and minority
• has knowledge of ethnic minorities and refugees’ life situations and rights
• has knowledge of indigenous people’s life situations and rights, including the rights of Sami children to practise their own language and culture
• has knowledge of using interpreters in child welfare work

Skills

The student

• can apply relevant theoretical perspectives and knowledge to analyse and develop a nuanced understanding of different minority groups’ situation and challenges in the Norwegian welfare state
• can reflect on society’s general understanding of different minority groups and how these understandings can influence their own professional practice with children, young people and families
• can reflect on how their own childhood, cultural background, preconceptions and values influence interactions with different minorities and can influence assessments and decisions in child welfare work
• can reflect on how power plays out in interactions between child welfare officers and children, young people and families from different minority backgrounds

General competence

The student

• can critically reflect on their own and other’s actions, attitudes, experiences and values relating to different minorities
• can contribute to ensuring equitable services for all groups in society, regardless of their ethnicity, gender, sexual expression, sexual orientation, religion and life philosophy, functional ability, age and class

The teaching takes place with in-person attendance on campus through lectures, self-study, group work and other teaching methods as needed.

No coursework requirements or compulsory activities.

In French 1 (30 ECTS) the student’s own language skills are emphasised, in particular oral production and interaction, language in context, and language learning strategies. In addition, the student should be able to facilitate the language learning of children and young people.

The French language teacher is a reflective language user and language disseminator. By analysing and assessing learning and communication strategies for his/her own language use and in a teacher perspective, the students shall reach a level where they can actively use French in both oral and written communication. The French teacher shall have an awareness of his/her own, and children’s and young people’s language learning, and insight into the differences and similarities between French, Norwegian and other languages. The course provides knowledge of linguistic and cultural variation in the French speaking countries. Inspiring and encouraging pupils to take pleasure in being able to use a new language through experiences and exploration is another important aspect. Digital tools shall be included in the education in a critical and reflective manner, and shall be linked to teaching practice.

French 1 a part-time study programme, comprising two courses of 15 ECTS credits each: French and didactics for French 1, modul 1 and French and didactics for French 1, modul 2, in total 30 ECTS credits.

The target group for the programme is in-service teachers teaching at the 5‒10 levels in Norwegian schools, and teachers who wish to qualify for teaching at the lower secondary level.

Reference is made to the Regulations relating to Admission to Studies at OsloMet. In addition, the following applies to this programme:

• Completed and passed teacher education

and

• Documented knowledge of French at minimum A2 level or level II (or equivalent) from upper secondary school with pass grade. A2 level can be documented from the test DELF A2 or equivalent tests

After completing the programme, the candidate is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate

• is familiar with the global phonetic system and intonation of French, the language’s grammatical structure and insight into cultural conventions on the use of French
• has knowledge of daily life, traditions, customs, values and cultural expressions in French speaking countries and is able to compare with Norway
• has knowledge of language learning theories and children and young people’s language acquisition in a multicultural perspective
• has knowledge of language didactics adapted to the pupil group
• has knowledge of the curriculum, the Common European Framework of Reference for Languages, the European Language Portfolio ages 6–12 and 13–18 and the European Language Portfolio for language teacher students
• is familiar with research and development work that is relevant to the subject of Foreign Languages for years 5-10

Skills

The candidate

• is capable of communicating with good pronunciation and intonation, and of freely using key-structures of French in oral and written communication
• is capable of understanding long oral and written authentic texts in different genres and media
• is capable of planning, carrying out and assessing French language tuition adapted to different pupil groups
• is capable of assessing the use of authentic texts and other learning resources in teaching
• is capable of facilitating different work methods that promote exploration, curiosity and creativity in French language learning and in an interdisciplinary perspective
• is capable of using midway and final assessments to guide pupils in their French language skills development
• is capable of carrying out teaching that promotes the pupils’ digital competence

General competence

The candidate

• is capable of reflecting on his/her own teaching practice and interaction with others in professional practice
• is capable of facilitating varied and adapted educational activities that motivate the pupils for further language learning and creating good conditions for in-depth learning
• is capable of integrating the basic skills in the subject

French 1 a part-time study programme, comprising two courses of 15 ECTS credits each:

• French and didactics for French 1, modul 1
• French and didactics for French 1, modul 2