PHUV9470 Inkludering og mangfold Emneplan

This PhD course addresses some fundamental contemporary questions within the inclusion and diversity debate and relates these to some main controversies in the field of education. 

More specifically, the course focus on theories, methods, and ethical considerations regarding cultural diversity, social class, gender, language, religion, and disabilities. The aim is to provide the participants with a profound understanding of inclusion and diversity based on international research and the Nordic education traditions. In addition, the aim is to develop participants' understanding of how intercultural issues and participation pertaining to inclusive education in light of the special education tradition.

The course goal is to develop participants' knowledge and understanding of posing fundamental questions on diversity and inclusion and to examine issues at stake in this field of research.

Teaching language: English (Norwegian, dependent on the language of the participants).

Approved by LUI's educational committee 23.02.2023.

On completion of the course, the student will have achieved the following learning outcomes:

Knowledge

The candidate

• has a profound understanding of global perspectives on inclusion, especially in light of a changing social world regarding cultural diversity, social class, gender, language, religion, and disabilities
• has knowledge at the forefront of the field of inclusive education furthering the understanding of the development of democracy, participation and competence building in education

Skills

The candidate

• is able to identify controversies and tensions in the contemporary education debate regarding inclusion, inclusive education and exclusion and of which fundamental questions are asked in the field
• is able to recognize and discuss barriers and drivers influencing the realization of inclusive education
• perform critical and reflective analyses in writing a scientific essay about the connection between main course concepts and the ideologies of education

General competence

The candidate

• can identify, discuss and evaluate crucial factors, means, and strategies (pedagogical and theoretical) in developing processes towards inclusive learning spaces
• can critically discuss and evaluate ethical and methodological questions in research in and across different social practices and contexts in society

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.

Organised tuition is given in the form of lectures and seminars. Candidates are expected to actively participate in all the teaching activities, and to present and discuss their own research project in the light of the syllabus.

Participants must formulate a research question on the theme "Inclusion and diversity", including a brief draft of 250 words, for their individual essay no later than 10 days after the completion of the course. The research question and draft must be approved by the course instructors. The participants will receive feedback on the draft from a course instructor a week after the initial submission of their draft and need to be taken into consideration in the submission of their final paper (see ‘Assessment’ for details).

80 % attendance of the time of the course is required. If a participant has attended at least 60 % of the course but less than 80 %, he/she must submit an extra paper of at least 2,000 words plus a reference list on a given topic.

Individual essay.

The candidate writes an individual paper (as outlined in the section "Course Requirements") of 4000 words (+/-10 % and excluding references and appendices) written in English. The essay must be related to the theme "Inclusion and diversity", and the course syllabus.

New/postponed examination

In case of failed exam/legal absence, the candidate may submit a revised version when a new/postponed examination is arranged.

All aids are permitted, as long as the rules for source referencing are complied with APA style of referencing.

The learning outcomes serve as criteria for assessments. The grades are "pass" or "fail".

The essay will be assessed by the course coordinator and a member of the academic staff involved in the PhD program.

Admission

The admission requirement is a five-year master’s degree (three years + two years) or equivalent qualifications in teacher education, other pedagogical education, educational science, development studies, or other education on equivalent level in subjects relevant for teacher education.

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 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 that are not enrolled on 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.

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.