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Cursus: 201700023
201700023
Youth, Education and Society 11: Perspectives on Cultural Diversity and Social Inclusion in Education
Cursus informatie
Cursuscode201700023
Studiepunten (EC)5
Cursusdoelen
Please note:
This course is taught in English. For Dutch speaking students, parts of the course may be offered in Dutch. See the course manual for further details.


1) to acquire knowledge and understanding of theoretical perspectives of cultural diversity and issues of social inclusion in education including the relationship between education and other domains relevant for the formation of youth
2) to acquire knowledge and understanding of the social and policy context of cultural diversity and issues of social inclusion in education
3) to acquire an understanding of how knowledge of cultural diversity and issues of social inclusion in education can be applied to analyze and intervene (in) a diversity of educational settings from micro level to macro level including the workings of educational infrastructures and their political impact
4) to become reflexive of your own normative position and values in relation to inclusion, cultural diversity and equity.
5) to gain skills to apply the course knowledge into individual scientific writing;
6) to gain skills to apply the course knowledge into analytical and practical skills in a collaborative context.

Relation course goals and exams
Students will be examined with respect to their knowledge and understanding of the theoretical knowledge that is required in the course (course goals 1 to 2), their own normative position (course goal 4) as well as how they are able to put these insights into scientific writing (course goal 5) in a paper. Students will be examined with respect to how they are able to apply the scientific knowledge of the course in a group assignments in a collaborative context (course goal 3 and 6).
Inhoud
The course addresses the increasing tension and polarization between different ethno-cultural groups in schools and classrooms as well as how these operate in other domains or institutions relevant for the socialization of youth such as the family, the neighborhood, youth clubs or mosques.

It deals with issues of ethnic and social conflict and inequality on the one hand, and methodologies for inclusion and overcoming difference on the other.
Perspectives and methodologies inclusion, equity, democratic citizenship and social justice will play an important part in the course.

Students gain theoretical insights, analytical tools and hands on methodologies that are relevant for educational settings, youth care, youth welfare, related support services and policy work.

The course pays attention to the analyses of diversity and divergence/polarization, inequality and social justice at a variety of scales: from how diversity operates in small scale micro educational processes in classrooms to how it is addressed in larger scale politics of diversity in democratic societies and the role of education therein. From what the effects of systems and infrastructures are on inequality in education and care to how inequality can be represented in micro-learning settings such as in learning contexts for literacy, numeracy and multi-lingualism.

Students will learn about facts and figures, theories, models of understanding of  (the construction of) difference, in-group, out-group mechanisms, polarization (including radicalization), inequality, disadvantage, stigma and discrimination as well as about theories and models of inclusion, recognition, emancipation of minorities, multiculturalism, overcoming difference, and democratic citizenship as applied to schools, families and neighborhoods and related services and policies.

Next, the course allows students to gain practice with designing and evaluating methodologies and interventions to analyze and optimize concrete practices and issues, such as inter-ethnic learning situations, conflict and diversity management, school identity issues, quality measures in early childhood education for minorities, and/or family and neighborhood based interventions such as parenting programs for minorities.

In line with the YES program, the course teaches students about the policy context of the aforementioned issues, and students are stimulated to contribute to and form their opinion about on public debates on the afore mentioned issues in a critically reflective way both in the national and in the international context.

The course offers a series of (guest)lectures, an interactive seminar in which the literature is discussed and collaborative practice based  group work focused on design experiments.

The YES11 course is designed in contrast and as complementary to the YES12 course, and has a focus on processes of in- and exclusion that not only involves  schools and classrooms, but also other spaces relevant for the formation of youth such as the family, the community, the neighbourhood, the (workings of) educational system more broadly and other infrastructures relevant for youth at a local or national level.
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