SOe103 Inclusive education and intercultural education

Faculty of Education
Autumn 2023
Extent and Intensity
0/2/0. 6 credit(s). Type of Completion: zk (examination).
Teacher(s)
Mgr. Zdeněk Janík, M.A., Ph.D. (seminar tutor)
Mgr. et Mgr. Markéta Košatková, Ph.D. (seminar tutor)
Jozef Miškolci, M.A., PhD. (seminar tutor)
Guaranteed by
Mgr. Zdeněk Janík, M.A., Ph.D.
Department of Social Education – Faculty of Education
Contact Person: Mgr. Zdeněk Janík, M.A., Ph.D.
Supplier department: Department of Social Education – Faculty of Education
Timetable of Seminar Groups
SOe103/PrezSem01: Mon 2. 10. 10:00–11:50 kancelář vyučujícího, Mon 9. 10. 10:00–11:50 kancelář vyučujícího, Mon 16. 10. 10:00–11:50 kancelář vyučujícího, Mon 23. 10. 10:00–11:50 kancelář vyučujícího, Mon 30. 10. 10:00–12:50 kancelář vyučujícího, Mon 6. 11. 10:00–12:50 kancelář vyučujícího, Mon 13. 11. 10:00–11:50 kancelář vyučujícího, Mon 20. 11. 10:00–11:50 kancelář vyučujícího, Mon 27. 11. 10:00–11:50 kancelář vyučujícího, Fri 1. 12. 10:00–12:50 kancelář vyučujícího, Mon 11. 12. 10:00–11:50 kancelář vyučujícího, Z. Janík, M. Košatková, J. Miškolci
Course Enrolment Limitations
The course is offered to students of any study field.
Course objectives
This is an introductory course to the theories of inclusive and culturally sensitive education. Students will become aware of the local and global aspects of inclusive education and will build their cultural awareness and sense of interculturally inclusive learning environment in the study program.
Learning outcomes
Students will demonstrate their awareness of oneself and others as cultural beings in the process of education. They will be able to explain how cultural and social factors intervene in education and in policies and practices of inclusive education.
Syllabus
  • 1) Cultural perspectives in education
  • 2) Inclusion, culture, and diversity
  • 3) Inclusion in education and barriers to inclusion
  • 4) Theories and practice in inclusive education
  • 5) Culturally sensitive education
  • 6) Wellbeing and inclusive education
Literature
    required literature
  • UNESCO (2020). Global education monitoring report, 2020: Inclusion and education: all means all. UNESCO Digital Library, pp. 4 - 57.
    recommended literature
  • Valle, J. W., & Connor, David. J. (2019). Practicing Educational Equity in Democracy: „What if I’m still not sure about inclusion?" In Rethinking disability: A disability studies approach to inclusive practices(2nd ed., pp. 73–98). Routledge, Taylor & Fr
  • Booth, T., & Ainscow, M. (2016). Using the Index to take action. In The Index for Inclusion: A guide to school development led by inclusive values (4th ed., pp. 53–76). Index for Inclusion Network.
  • Carrington, S., Robinson, R. (2004) A case study of inclusive school development: a journey of learning. The International Journal of Inclusive Education 8(2):141-153
  • Nilholm, C., & Göransson, K. (2017). What is meant by inclusion? An analysis of European and North American journal articles with high impact. European Journal of Special Needs Education, 32(3), Article 3. https://doi.org/10.1080/08856257.2017.1295638
Teaching methods
class discussion, individual and group-based reflections, role play, readings
Assessment methods
Continuous assessment (50 points): active participation, a case study analysis and solution, short reflection papers, in-class individual presentation Summative/final assessment (50 points): group project and poster presentation
Language of instruction
English
Further Comments
Study Materials
  • Enrolment Statistics (recent)
  • Permalink: https://is.muni.cz/course/ped/autumn2023/SOe103