MGNO4200 Norsk og norskdidaktikk 2 Emneplan

This course module consists of lectures and seminars. Academic discussion is encouraged throughout the course module, and a range of activities are included to facilitate students’ engagement with the curriculum materials and central ideas of the course. These include small writing assignments and presentations by student groups. Training in academic writing is an integrated part of the course. Please see the general programme description for further details.

The following required coursework must be approved before the student can take the exam:

• One group-work assignment with two parts: 1) online submission of a written paper (400-600 words); and 2) group presentation (5-8 minutes) and discussion of the work in a class seminar.
• One lecture / workshop on plagiarism and academic integrity.
• 80 % attendance requirement (see the programme description for more information).

The purpose of the coursework requirements 1 and 2 is to contribute to students’ academic formation in the preparation, presentation and discussion of academic texts. Requirement 3 is designed to ensure high levels of participation in the coursework and program, to support students’ academic formation.

The assessment consists of an individual home exam/academic paper over five days, of 3000 words (+/- 10 %).

Resit/rescheduled exam:

The resit/rescheduled exam is organised in the same way as the ordinary exam.

Examination support material is permitted.

A grade scale with A being the highest grade and E the poorest pass grade is used. The grade F means that the student has failed the exam.

All submitted papers will be assessed by one internal and one external examiner.

The course introduces the three intersecting fields of international development, international education, and sustainabilities. This is grounded in consideration of conceptions of ‘sustainable development’ and education’s contribution to such endeavours. Different approaches and theories about economic and social development, including present mainstream directions based on neoliberalism, economic growth, technological changes, and market-solutions in combination with governmental regulations, are addressed. There is also a focus on the history of ideas of development as well as demonstrated practices, and the students are introduced to the history of economic growth and crises.

In the fields of environmental and climate change, we focus on explanations of the gradually evolving environmental and climate crises, with discussion of concepts such as ‘the anthropocene’ and ‘the capitalocene’, as well as examination of the broad spectre of different approaches to sustainable development. Green change choices are introduced, such as green growth/green economy and various versions of Green New Deal, ecomodernisation, and degrowth. Here the agenda of the SDGs is discussed in terms of the emphasised goals and strategies. The course introduces students to the academic debate about decoupling economic growth from global warming. Students learn how to critically examine consequences of different climate mitigation options for climate justice for future generation and with special and social variations of consequences for people today.

This course also introduces and critically examines characteristics of the mainstream approach to mass education, seeking to produce ‘good workers’ and ‘good citizens’, underpinned by human capital theory and promises of poverty reduction through education. The Global-Local dialectic at play is explored in the ‘education and development’ nexus, and its social, political, economic, and historical context. This includes understandings of how models of education and their curricular and pedagogical systems have historically and continue to be transferred between and within countries, and their relationship to global and local conceptualisations of development. The course includes an examination of how education is approached as one of the SDGs (no. 4), and the ways that the SDGs are presented in the global initiative Education for Sustainable Development (ESD) Project as well as in other academic approaches to education on sustainable development. The review of ESD critically examines the program in terms of its alignment with and/or break from the conditions that generated the problems that the SDGs seek to solve: the global climate crisis, the crises of the anthropocene, cyclical and cumulative crises of the global economy, poverty, and significant crises and failures of international education.

Throughout the course, opportunities are created to consider the focused issues at multiple levels of scale (local, regional, national, global) and across time. Student assignments in the course may include consideration of mainstream and alternative theories and approaches of development, green change, climate mitigation options, and alternative approaches to mass education and its purposes.

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

To interne sensorer. En tilsynssensor er tilknyttet emnet etter retningslinjene for oppnevning og bruk av sensorer ved OsloMet.