University of the West of England

MODULE SPECIFICATION

(Revised October 2005)

Code:

UTTGMF-20-3

Title:

Learning from Intercultural Dialogue

Version:

2

Level:

3

UWE Credit Rating:

20 credits

ECTS Credit Rating:

10

Module Type:

Standard

Owning Faculty:

Social Sciences and Humanities

Field:

Primary, Early Childhood and Education Studies

Field Leader: (see guidance notes)

  

Valid From:

September 2008

Discontinued From:

  

Contributes Towards: (see guidance notes)

BA (Hons) Education Studies

BA (Hons) Early Childhood Studies

BA (Hons) Education in Professional Practice

Pre-requisites:

  

Co-requisites:

  

Excluded Combinations:

  

Learning Outcomes

By the end of this modules participants will be able to :

• demonstrate critical understanding drawn from literature related to the connected themes of interculturality, identity formation, language, modes of communication, social cohesion and well being (Assessed at Components A and B);

• reflect critically on the significance of guidance in relation to the intercultural dialogue in educational settings and to the cohesion agenda (Assessed at Components A and B);

• plan for and execute a small-scale educational enquiry in a systematic and reflexive manner, clearly justifying plans and methods on technical grounds and evaluating research outcomes (Assessed at Component B);

• reflect upon and analyse data related to intercultural dialogue drawn from experience of an ERASMUS mobility (Assessed at Component B);

• take responsibility for own learning, criticise it and accommodate new principles and understandings (not formally assessed);

• engage effectively in debate and report on procedures in a professional manner (not formally assessed);

• identify and define complex problems confidently and flexibly and apply appropriate knowledge and skills to their solution (not formally assessed).

Syllabus outline:

Relevant educationl policy. The themes of interculturality and its relationship with such ideas as identity, identity formation, language, learning and cohesion / well being. Research approaches in social settings. Research ethics. Preparation for intercultural encounters.


Teaching and learning methods:

Library-based enquiry, collaborative workshops and seminars, study period in a partner (European) HEI, placement as visitor in a professional educational context, social enquiry process, reflective log, discussion board discussions on VLE, e mail communication,

Reading Strategy

An intensive programme of reading will be supported at the early stages of the module in order to prepare the participating students for their intercultural experience on an ERASMUS mobility and to support them in Component A (Poster Presentation). This will be undertaken in part in the library base, drawing on electronic resources related to the themes of the module. Support with other electronic materials will be provided through UWE on line during the mobility stage of the module

Indicative Reading List:

BAUMAN, Z. (1999) Culture as Praxis, London, Sage

BECK, U. AND BECK GERNSHEIM, E. (2002) Individualisation: London: Sage

CLOUGH N (2005) Moving with Mbiras, SOAS; http://www.soas.ac.uk/ahrbmusicanddance/documents/106NickClough.doc

CLOUGH, N. AND TARR, J. (2000) 'The Role of Dance Education in Cultural Development' in CALLAWAY, G. AND KEAR, M. (eds.) Improving Teaching and Learning in the Arts. London: Falmer Press.

COFFIELD, F. (2000) The Necesssity of Informal Learning. The Learning Society, Bristol: The Policy Press

Council of Europe (2003) Facets of Interculturality in Education, Strasburg, Council of Europe

Council of Europe (2004) Revised Strategy for Social Cohesion, European Committee for Social Cohesion

RISAGER, K. (2006) Language and Culture, Global Flows and Local Complexity, Clevedon: Multilingual Matters

OMAAR, R. (2007) Only Half of Me: British and Muslim, the conflict within, London: Penguin

PAPOULIA-TZELEPI, P. AND ROSS, A. (2005) Emerging Identities among Young People: European Issues, Stoke on Trent: Trentham

SKUTNABB-KANGASS, T. (2000) Linguistic Genocide in Education or Worldwide Diversity and Human Rights?, Mahwah, New Jersey: Lawrence Erlbaum Associates,

TARR, J. (2003) Music Education as Intercultural Learning, Redland Papers: Vol.10

TAYLOR, C. (1994) The Politics of Recognition IN Taylor C Multiculturalism, Princetown New Jersey, Princetown University Press

YOUNG, R. (1996) Intercultural Communication, Clevedon; Multilingual Matters

UNICEF (2007) ‘An overview of child well-being in rich countries’ (UNICEF, Innocenti Research Centre, Report Card 7, Feb 2007).

Assessment

Weighting between components A and B (standard modules only) A:25% B: 75%

ATTEMPT 1

First Assessment Opportunity

Component A

A poster presentation explicating the relationship between themes related to intercultural dialogue as drawn from the literature. 5 mins A3

Component B

A report on a small scale enquiry related to intercultural dialogue as conducted during an ERASMUS mobility. 2,500 words

Second Assessment Opportunity (further attendance at taught classes is not required)

Component A

A poster presentation explicating the relationship between themes related to intercultural dialogue as drawn from the literature. 5 mins A3

Component B

A report on a small scale enquiry related to intercultural dialogue as conducted in an educational setting. 2,500 words

SECOND (OR SUBSEQUENT) ATTEMPT: Attendance at taught classes is not required.

Specification confirmed by …………………………………Date ……………………………

(Associate Dean/Programme Director)

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