M5GPE5100 Pedagogikk og elevkunnskap 2, emne 2 Emneplan

Fagplanen tilhørende dette emnet er lagt på emne M5GPE4100 Pedagogikk og elevkunnskap 2, emne 1.

Ingen.

Etter fullført emne har studenten følgende læringsutbytte definert som kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Studenten

• har inngående læreplanforståelse og kan drøfte utfordringer i realiseringen av gjeldende læreplan og øvrige styringsdokumenter
• har bred kunnskap om utvikling av den norske skolen i et historisk perspektiv

Ferdigheter

Studenten

• kan planlegge og delta i forskningsbaserte utviklings- og endringsprosesser i skolen og kritisk vurdere disse i etterkant
• kan analysere og drøfte profesjonsetiske dilemmaer med utgangspunkt i gjeldende styringsdokumenter og etisk teori

Generell kompetanse

Studenten

• kan kritisk analysere og delta i samfunnsdebatter om utdanningspolitikk
• kan, med utgangspunkt i forskningsbasert og profesjonsrettet kunnskap i pedagogikk, gjennomføre og formidle eget forskningsarbeid i tråd med vitenskapelige prinsipp
• kan bidra til innovasjonsprosesser og ta ansvar for samarbeid og utviklingsarbeid som fremmer faglig og pedagogisk nytenkning i skolen
• kan reflektere over utvikling av egen læreridentitet og profesjonell kompetanse i lys av endringer i lærerrollen

Se fagplanen.

This single course can be completed in addition to the ordinary study programme for students at the bachelor’s programme in Social Education, as well as for students admitted to study programmes at the universities selected for the Erasmus+ Blended Intensive Programme partner-cooperation.

The course aims at introducing students to discussions of inclusion of people with intellectual disabilities, developing from Marshall's concept of citizenship presented in Citizenship and Social Class in 1949. Marshall argues that citizenship is a status given to those who are full members of a society. Citizenship includes both civil, political and social rights. For people with intellectual disabilities as for any citizen, being a full member of a society implies equal laws and individual freedom (civil rights), voting rights and rights to political participation (political rights). Marshall supplements civil and political rights with social rights set out to compensate for inequalities in diverse and social unequal societies. Social rights are rights to live in the society as a civilized being with an income which makes a decent life affordable, chances to educate yourself and to get help if needed. It is well documented across Europe that people with intellectual disabilities do not enjoy full citizenship and are excluded from being full members of the societies in which they live.

The students will as part of an international team of students, describe civil, political, and social rights for people with intellectual disabilities in the partner countries and compare and discuss if people with intellectual disabilities enjoy full citizenship in the team members’ countries. The students will be introduced to theories of culture and multicultural teamwork and will be trained to address and reflect on how cultural similarities and inequalities impact on international teamwork.

On successful completion of the course, the student has acquired the following learning outcomes classified as knowledge, skills, and competence:

Knowledge

• The student can
• define the concept of citizenship with respect to civil, political, and social rights
• describe civil, political, and social rights for people with intellectual disabilities in the partner countries
• compare practices of citizenship in the partner countries by using the concept of citizenship
• explain the concept of culture, cultural differences and ethnocentrism/ethnorelativism

Skills

The student can

• reflect on their own culture and other cultures and realities.
• reflect on how others perceive us (and why)
• demonstrate academic knowledge of both spoken and written English
• reflect on their own and others’ roles in the team

General competencies

The student can

• discuss similarities and differences in people with intellectual disabilities citizenship in the partner countries.
• interact in an international and multicultural team

The teaching is designed with flipped classroom, team-based and case-based learning activities in class and smaller teams in two online sessions (à 2 days) and one 5 working days intensive programme in one of the partner countries. Online sessions and the physical component will gather students and lecturers from the Erasmus + Blended Intensive Programme partners. Digital learning resources such as digital lectures and videos will be available to the students in advance.

Det benyttes en gradert karakterskala fra A til E for bestått og F for ikke bestått eksamen.

Eksamen bedømmes av en interne og en ekstern sensor.