BLH3220 Culture and Identity - Nordic Childhoods Emneplan

Culture and Identity is one of the courses under Nordic Childhoods. Joint events with the other Nordic Childhoods subjects are integrated into the course. The student`s cultural background is a resource during lectures and classroom 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 address 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 are rather subject 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 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, and preschool and kindergarten systems. Culture and identity is therefore not only about who we are, but also very much about childhood perspectives and constructs and how they affect us. The question becomes not only who we are, but also 'Who do they want us to be'?

Norway, like most other societies today, is 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, involving definitions of 'us' and 'them', also enables racism and discrimination towards ethnic and linguistic minorities, as well as the politics of assimilation of the Sami. In this and many other regards, Norway and Nordic societies are no different from other countries, showing attributes similar to those of the rest of the larger global system, which Norway is a part of.

Det benyttes intern og ekstern sensor til sensurering av besvarelsene.

Et uttrekk på minst 25 % av besvarelsene sensureres av to sensorer. Karakterene på disse samsensurerte besvarelsene skal danne grunnlag for å fastsette nivå på resten av besvarelsene.

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

Knowledge

The student

• has awareness and knowledge of the factors that constitute a person's identity
• has knowledge of the conceptualization of ‘Culture’, and an awareness of the individual student’s culture in particular
• has knowledge of childhood and identity construction

Skills

The student

• has skills in observing and analysing a new educational and cultural setting
• has skills in communicating across cultural and linguistic borders
• has the ability to facilitate inclusive practices in groups characterised by diversity
• has the ability to observe and compare different educational settings

General competence

The student

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

Ingen forkunnskapskrav.

Studenten skal etter å ha fullført emnet ha følgende totale læringsutbytte definert i kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Studenten har

• oversikt over regler som styrer oppgavefordelingen mellom stat og kommune og organiseringen av statlig forvaltning
• inngående juridisk kunnskap om kommunens organisering
• inngående juridisk kunnskap om delegasjon og annen kompetansetildeling
• oversikt over rettsreglene som styrer økonomiforvaltningen i kommunal virksomhet
• kunnskap om egenkontroll og statlig kontroll med kommunal virksomhet

Ferdigheter

Studenten kan

• drøfte og ta stilling til praktiske og teoretiske kommunalrettslige problemstillinger
• identifisere og bruke relevante rettskilder herunder oppdatere sin kildebruk ved regelendringer
• forstå de rettslige sidene ved forholdet mellom stat og kommune med vekt på klage- og tilsynsregler

Generell kompetanse

Studenten

• har kunnskap og forståelse for organisasjonsrettslige problemstillinger
• kan strukturere juridisk fagstoff, herunder skille det vesentlige fra det mindre viktige
• har forståelse av typiske etiske krav til offentlig virksomhet

Arbeids- og undervisningsformer i emnet består av individuelt arbeid i tillegg til undervisning i plenum og grupper. Oppgaveløsning står sentralt.

Ingen arbeidskrav eller obligatorisk aktivitet.

Alle hjelpemidler er tillatt så lenge regler for kildehenvisning følges.

Gradert skala A - F