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European Teacher Education for Primary School > Detailed Curriculum by Subject > Culture and Society 

Culture and Society 

 

Target group: Students educational studies

Level of the unit: BA

Entrance requirements: none; advice is: good English

Number of ECTS credits: 5

Competences to be developed:

  • critical awareness of the dimensions of his/her own cultural identity
  • critical thinking and individual reflection
  • intercultural communicative competence and the ability to communicate with others and enter into a dialogue
  • awareness of different representations of diversity
  • awareness of cultural and minority issues (home/family issues, gender) in education
  • be able to understand and discuss the notion of “culture” both in an … 

Learning outcomes

Educational activities

Assessment

Estimated

student work time in hours

1.critical awareness of the dimensions of his/her own cultural identity.

Each theme (1-6) will be introduced by the lecturer.

 

Workshops and presentations by students, followed by feedback, group/class discussions, exercises, analysis and putting into perspective the material to be studied.

 

Various didactic methods, which are also useful in the primary school, will be practiced in this course.. 

 

 

 

 

The student makes a autobiographic story about  the six subjects mentioned at learning outcomes.

 

A presentation of the autobiographic story.’

 

 

 

 

 

 

 

125 (5 ECTS)

2.intercultural communicative competence,and the ability to communicate with others and enter into a dialogue

3.awareness of different representations of diversity.

4. awareness of cultural and minority issues (home/family issues, gender) in education

5. be able to understand and discuss the notion of “culture” both in an educational context and

in relation to society.

6. Have an understanding of how meaning is produced.

 

 

 

Suggested readings

Dewey, J. (1916) Democracy and Education. An introduction to the philosophy of education (1966 edn.),

McLaughlin, T.H., Citizenship, Diversity and Education: a philosophical perspective. 1992

Woodrow, Derek et al. Eds. Intercultural education: Theories, Policies and Practice. Aldershot: Ashgate. (1997)

Lazor, I., Developing and assessing intercultural communicative competence – A guide for language teachers and educators. (2008)

Hal, S., Questions of Cultural Identity. (1996)

 

 

Websites:

http://portal.unesco.org/education/en/ev.php-URL_ID=41859&URL_DO=DO_TOPIC&URL_SECTION=201.html

http://ec.europa.eu/culture/index_en.htm

http://www.newteachersnwt.ca/culture_based_education.html

http:/dir.yahoo.com/Society_and_culture/

http://www.ltscotland.org.uk/citizenship/

 

didactics:

http://olc.spsd.sk.ca/DE/PD/instr/strats/coop/index.html

http://volcano.und.edu/vwdocs/msh/llc/is/cl.html

 

 

 

 

Name of the module: Culture and society, Democratic Citizenship

Target group: Students educational studies

Level of the unit: BA

Entrance requirements: none; advice is: good English

Number of ECTS credits: 5

 

Competences to be developed:

  • The student is interpersonal competent. He/she can account for his/her own activities and plans with respect to professional development, in relation to the school policy and against the background of recent developments in education, science and society.
  • The student is pedagogical competent. The teacher in primary education must stimulate the children’s socio-emotional and moral development. He/she must help them become independent and responsible persons.
  • The student must be competent with subject knowledge and relevant teaching methods.The primary school teacher must help children acquire the necessary cultural baggage, which is summarized in the core objectives for primary education, and which each citizen in society needs to be a full member of society.  

The identity of the module within the European Teacher Education

Democratic citizenship is an introductory subject intended for the general professionalization of the European education student. The subject approaches issues related to general education and values from the angle of democracy. The subject is concerned with different views of society of humanity and with the significance of these views for educational practice in school. 

Learning outcomes

Educational activities

Assessment

Estimated

student work time in hours

 

1. Positioning him/herself in relation to the overall responsibility of (the (multi)) cultural pluralism or international school to educate children for life and to do so within the contested area of educating for personal, social, national, European and global citizenship

Taking a democracy-educational approach, Democratic Citizenship works comparatively with the European education students’ different cultural backgrounds.

 

Teaching takes place as interplay between teacher presentations, student presentations followed by feedback, classdiscussion, groupwork, exercises, casework. The study material is also put in perspective.

 

1.

The student collects in a portfolio evidences of teaching children democratic citizenchip. (learning outcomes 2,3, 4, 6)

 

The student develops an independent written synopsis (learning outcomes 1,5,7,8) (max. 5 pages).

 

The portfolio and synopsis forms the foundation of a subsequent oral exam.

 

 

125 ects

 

2. Preparing schoolchildren of different (ethnic or) cultural background for participating in a society with freedom of thought and democracy

 

3. Teaching school children of different ethnic or cultural background to live together in mutual tolerance and understanding of each other’s values and norms

 

4. Developing the children’s critical thinking and acting competence in relation to new challenges

 

5. Making reflections on the concept of democracy

 

6. Create an active and sustainable democratic learning environment

 

7. Dealing with issues related to bringing democratic theory into practice.

8. Assessing value-oriented issues in the relation between tradition and modernity as well as in the encounter between different cultures

 

 

 

 

Central knowledge and proficiency areas

  • Modernization and secularization processes as a background for the work of a (multi) cultural pluralistic/divers or international school
  • Basic ethical concepts and their significance for the overall educational ideals of the school
  • Cultural encounters in schools in a (multicultural) society with cultural pluralism
  • Central values of significance for democratic citizenship, i.e. tolerance, responsibility, authority, equality, freedom, and community
  • Democracy as a form of governens, including the tripartite division of power, i.e. on a local level, state level and Union level
  • The idea and history of democracy, with special emphasis on Europe
  • Different forms of citizenship: national, European, and global citizenship
  • Ethical problems and dilemmas in relation to teaching democratic citizenship to children of different ethnic (PROBLEM) or cultural background
  • Human rights

  

Suggested readings

Council of Europe: Education for democratic citizenship 2001-2004, ”The School – a democratic learning community”, 2004.

Council of Europe: Education for democratic citizenship 2001-2004, ”Tool on teacher training for education for democratic citizenship and human rights education”, 2005.

Giddens, Anthony: Runaway World, 2002.

Held, David: Models of democracy, 1993.

Korsgaard, Ove m.fl.: Learning for democratic citizenship, 2001.

Undervisningsministeriet (Vestager, Magrethe): Values in practice, 2000

Undervisningsministeriet (Tørnæs, Ulla): Rights and duties – in the Danish comprehensive primary and lower secondary schools, 2002.

 

 

 

 

 

 
 

 

 
 

 

ETEPS