BAPD3910 Bacheloroppgave Emneplan

Culture and Identity is one of the courses under;Nordic Childhoods. Joint events with the other Nordic Childhoods courses are integrated into the course. The student`s cultural background is a resource during 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 adress;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 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 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 construcs 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;attributies similar;to those of he rest of the larger global system, which Norway is a part of.

Culture and Identity - Nordic Childhoods is a full-time programme of study, where the topics will be addressed through lectures, seminars, student presentations and discussions. In addition to the period of ordinary teaching, there will be a period of fieldwork, report-writing and presentations. There will also be a variety of excursions to museums, cultural institutions 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 presentations and discussions in the class.;

The course will provide opportunities for interaction with Norwegian students, who will be able to assist in practical matters and provide guidance on exploring the Oslo region.;

Fieldwork in schools and kindergartens is an integrated part of the course. The students spend four weeks of fieldwork observing and analysing different educational and cultural aspects of the classes or children's groups they attend.

Appendix: Progress clarification for internal students

(Applicable to Norwegian students only.)

The course is open to internal students from the Department of Early Childhood Education (full-time students and part-time students who have taken a full-time specialisation and can start this course in January) in the sixth semester. The students follow the approved Study Plan for Culture and Identity - Nordic Childhoods (30 ECTS).

The following clarification applies to internal students:

• Internal students must complete a five-week supervised and assessed period of practical training.
• The semester paper counts as the student’s bachelor’s thesis. The paper must be written in English on a topic related to the course.
• Internal students retain bachelor supervision resources while taking the course, and are assigned a supervisor from among the teaching staff involved in the course, as far as possible.

The internal students otherwise follow the same programme and coursework requirements as the external students, including the final oral exam, which, together with the written assignment, makes up the basis for the grade awarded for the MCI course.

Etter gjennomført emne forventes studenten å ha følgende læringsutbytte definert i kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Studenten

· bruker hensiktsmessige metoder for innhenting og analyse av relevant informasjon til prosjektet. (F.eks eksisterende produkter, markedsaktører, materialer, referanselitteratur, produsenter m.m.)

· kjenner til og forstår økonomiske begreper og hvordan metoder fra markedsføringsfaget kan anvendes som redskap i produktdesignprosessen

· kjenner til designfaglige begreper, teorier, forskning og metodikk og evner å anvende disse på relevant vis.

· kjenner til og redegjør for yrkesetiske og faglige problemstillinger knyttet til marked, opphavsrett og personvern.

· har grunnleggende kunnskap om kommunikasjon innen design og marked

· kjenner til og forstår bruken av Universell Utforming, og evner å anvende dette etter behov.

Ferdigheter

Studenten kan

·       anvende kreativitet og nytenking i prosess og designløsning

·       analysere markedsmuligheter og forstår konkurranselandskapet

·       definere og gjennomføre et designprosjekt inkludert handlingsplan og tidslinje

·       utvikle et produkt med merkevarestrategi i samsvar med egen problemstilling

·       kommunisere og presentere prosjektet, skriftlig og muntlig

·       arbeide selvstendig, bevisst og eksperimenterende med materialitet, estetikk, form og funksjon

·       beskrive og anvende hensiktsmessige materialer og produksjonsmetoder

·       benytte seg av relevant teori, metoder og forskning

·       evaluere behov for inkluderende løsninger, universell utforming og/eller andre tilpasninger, og implementere disse etter behov

·       vise til referansepersoner, kilder og henvisninger i henhold til lovverket og akademiske konvensjoner

·       kontekstualisere designløsningen sin i et bærekraftig og globalt samfunnsperspektiv

Generell kompetanse

Studenten

·      kan kontekstualisere sitt virke som designer og forstår hvordan dette bidrar i samfunns- og bærekraftperspektiv

·      behersker designprosesser og metoder for å arbeide med eksperimenterende og innovative løsninger

·      kan arbeide selvstendig og behersker ledelse av eget prosjekt

·      behersker å utveksle synspunkter og erfaringer med ressurspersoner og ulike fagmiljø for å fremme faglig utvikling

·      kan reflektere over sin egen utvikling i læreprosessen og justere denne under veiledning

I bacheloroppgaven skal studentene gjennomføre, dokumentere og presentere et designprosjekt hvor de tar ansvar for egne valg og benytter seg av den kompetansen som er bygget opp gjennom hele studieforløpet. Kandidater forventes å videreutvikle seg gjennom dette arbeidet; å vise at de behersker designprosessen, og at viser sitt kompetansenivå som produktdesignere.

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

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

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 target group is

• Students in the third year of the (full-time) Bachelor Programme in Early Childhood Education at OsloMet.
• International exchange students at the 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 programme in English for students of Early Childhood and Primary School Teacher Education. The period of study will be four 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 programme by students in their final year of the Bachelor Programme in Early Childhood Education and students in their third or fourth year of the General Teacher Education Programme, at OsloMet.;

Admission

For international students:

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

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 racialisation

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

Prosjektet sensoreres av en intern og en ekstern sensor.