PHUV9340 Diskurs og makt Emneplan

The following coursework requirements must have been approved for the student to take the exam:

Individual presentation on an advanced topic related to structural impact and fatigue or creep analyses followed by peer Q&A 15-minute presentation + 15 minutes Q&A.

This PhD-course is open for students at the PhD Program in Educational Sciences for Teacher Education, other PhD students and academic staff at OsloMet and other universities and colleges.

The exam consisting of two parts:

• Part one: A project report (on either a research project or solving an industrial problem) in groups of 2-4 people, 30-40 pages; this report counts 80 % of the final grade.
• Part two: A group oral presentation (30 min per group followed by 15 minutes of Q&A); the presentation counts for 20% of the final grade.

Part one can be appealed, part two cannot be appealed.

Both parts of the exam must be passed in order to pass the course.

New/postponed exam:

In the event of a postponed examination in this course the exam may be held as an oral exam. Oral exams cannot be appealed.

None

Graded scale A-F

Two internal examiners. External examiner is used periodically.

Target group

The target group is PhD candidates at OsloMet, as well as PhD candidates associated with the Center for Welfare and Labour Research (SVA) and candidates from collaborating universities and university colleges. In addition, non-PhD-candidates can be admitted if there are available study places.

Admission requirements

The requirements for admission include completing a five-year master's program (integrated or consisting of a three-year bachelor's program and a two-year master's program, in total 300 ECTS) in the fields of teacher education, other pedagogical disciplines, educational science, development studies, social sciences, or other relevant areas related to the PhD programme. The master's degree should include a substantial independent project equivalent to a master's thesis (minimum 30 ECTS). An internationally completed master's degree that corresponds to at least four years in the Norwegian education system may also be considered for admission (please check the grounds for enrollment on the website of the Directorate for Higher Education and Skills). https://hkdir.no/en/foreign-education/lists-and-databases/higher-education-entrancequalification-gsu

In case of a large number of applicants, PhD students enrolled in the PhD programme in Educational Sciences for Teacher Education and PhD students at the Centre for Welfare and Labour Research (SVA) will be prioritized, then students at collaborating universities and in other PhD programmes, then academic employees at the Faculty of Teacher Education and International Studies.

Applicants who are not enrolled in the PhD programme at the Faculty of Education and International Studies at OsloMet must send a summary in English of maximum 500 words with relevant information about their own project/area of interest, containing topic, methodology, theoretical approach, and why this course might be relevant for their project.

The course content is focused on the following seminars:

National and international trends on inclusion, diversity and justice

This seminar explores international trends related to social justice, human rights, active participation, and how the trends influence policy and educational practices.

The Nordic model of education and inclusive education

This seminar takes a closer look at Nordic models of Education and associated understandings of inclusion and discusses the implications for research and education.

Inclusion, ethnicity, social class and language

This seminar focuses on inclusion as an applicable idea to all human beings, to meet the needs of a diversity of learners.

Inclusion of students with high-incidence vs. low-incidence disabilities

This seminar explores the provision of education for pupils with severe educational needs. Further, the seminar focuses on the roles of professional and non-professional staff, teachers and peers, and positions of external partners within and across the educational space.

Idealism vs. realism in inclusive education

In this last seminar, the participants will discuss different understandings of inclusive education aiming to promote well-being and learning in a school for all.