SFV4300 The Intersection of Social Categories in Social Work Course description

In the social sciences, social categories, such as gender, social class, ethnicity, 'race', sexuality, and age, have traditionally formed separate research fields, often attached to different theories. A result of this division has been that such categories are often portrayed as isolated variables in people's lives. Criticism levelled at such interpretations makes the point that they do not sufficiently address the dynamism that emerges when several categories intersect. Is importance attached to the category "man" or to the category "ethnic minority"? Does the category "woman" offer the same room of opportunity for all those who are categorised or identify as women? Do the categories "young", "boy", "immigrant", have another meaning attached to them than "young", "boy", "Norwegian"?

The course looks at theories that address how such categories have different meanings depending on the combination with other categories. The course offers theoretical, methodological and practical opportunities to explore the dynamism that emerges in the interaction between key social categories. During the course, we will work at making these types of analyses relevant for social work in general.

None.

After completing the course, the candidate is expected to have achieved the following knowledge, skills and general competence:

Knowledge

The student has

• knowledge of power and categorisation processes that contribute to forming the relevant categories in our age
• insight into the intersection between the categories¿ design and importance in different socio-cultural contexts
• knowledge of classical and new theoretical contributions that attempt to understand prominent social categories, such as gender, ethnicity, ¿race¿, social class, sexual orientation and age
• an understanding of how social categories and intersections between them has importance for professionals as well as the different user groups' conditions and social sphere of action

Skills

The student is capable of

• mastering analytical aspects and approaches that are appropriate for analysing implicit and explicit understandings and theoretical contributions, as well as empirical phenomena in the various fields of social work from a perspective of intersectionality
• applying knowledge about the relevant social categories and their interaction in research and development work relating to the social work field and/or different user groups, and to social work's conditions and functions in society

General competence​

• can critically reflect on various power relations and their interactions that are evident in social work

At the end of the course the student has obtained the following learning outcomes:

Knowledge

The candidate

• has knowledge of key topics, theories, issues, processes, tools and methods within the field of learning and designing with digital and social media
• is familiar with research and development within the field on both national and international levels
• can identify pedagogical opportunities and can update his or her knowledge in the field of learning and designing with digital and social media
• is familiar with the history of digital and social media in learning environments and its societal implications

Skills

The candidate

• can design, use and critically evaluate particular digital and social technologies and tools for individual and collaborative learning
• can design learning activities using digital and social media and can apply academic knowledge to practical and theoretical issues within this field for learning
• can find, assess and refer to information and academic texts and relate it to the teaching profession

General competence

The candidate

• has insight into relevant ethical issues related to the use and design of digital and social media
• can plan, design and carry out tasks and projects alone or as part of a group and in accordance with ethical requirements and principles
• can present academic material such as theories, problems and solutions related to the pedagogical design of learning activities with digital and social media, both in writing and orally, as well as making use of current and emerging technologies for communication
• can articulate, exchange opinions and participate in online networks and communities of professional teaching practices to enhance and enrich both own and others' professional development
• is familiar with new ideas and innovation processes and can seek insight from leading edge practice and research relevant to his/her professional interests and concerns in the field of learning and designing learning activities with digital and social media
• can reflect on his/her own practice and relate it to national and international teaching practices

Before the student can sit exams two course work requirements must be met. These assignments are subject to peer response according to specific criteria. The two course work requirements are:

• Paper on integrating social technologies in teaching and learning (1500 -2000 words).
• Lesson plan for a specific subject or subjects at a chosen level where the role of digital and social media is discussed (1000-1500 words).

The assignments are marked -accepted- or -not accepted-. Students who are assessed with -not accepted- may rewrite and submit maximum two new versions of the assignment in agreement with the teacher.

The final assessment is based on the group project report (1500-2000 words) and an individual oral exam (max. 45 minutes). One of the assignments (see course work requirements) must be presented as part of the oral exam. The final grade is based on the project report (counting 40 %) and the oral exam (counting 60 %).

Both exams must be passed in order to be awarded a final grade. If a student does not pass one of the exams, only the failed exam shall be re-taken.

Examination support material permitted on the written part of the exam.

The graded scale A-F will be used, E being the lowest passing grade.

The exam is graded by an internal and an external examiner.

A random selection consisting of at least 25 % of the exam papers will be graded by both an internal and external examiner. This will inform the grading of the remaining exam papers.

General study competence or equivalent validated prior learning.

Teacher students, international students, qualified teachers and other applicants may apply for the full 30 ECTS programme in accordance with National Guidelines for Differentiated Teacher Education Programmes.