SOe201 Intercultural Pedagogy, Teaching and Learning across cultures

Pedagogická fakulta
podzim 2023
Rozsah
0/2/0. 5 kr. Ukončení: k.
Vyučující
Mgr. Zdeněk Janík, M.A., Ph.D. (cvičící)
Garance
Mgr. Zdeněk Janík, M.A., Ph.D.
Katedra sociální pedagogiky – Pedagogická fakulta
Kontaktní osoba: Mgr. Zdeněk Janík, M.A., Ph.D.
Dodavatelské pracoviště: Katedra anglického jazyka a literatury – Pedagogická fakulta
Omezení zápisu do předmětu
Předmět je otevřen studentům libovolného oboru.
Cíle předmětu
The course focuses on pedagogical approaches supporting a process of intercultural development by engaging diversity across the curriculum and teaching content. Students learn to view classroom as a site of intercultural learning, they improve their skills in structuring and facilitating classroom interactions that foster engagement with diversity and support intercultural development. Students use approaches and resources that are culturally inclusive and view learners as assets with valuable and diverse strengths and experiences. Students use their e-portfolio to record and evaluate cross-cultural case studies of intercultural learning opportunities at school and other learning facilities. In international teams, they create a plan of activities purposefully engaging diversity of pupils of various cultural background.
Výstupy z učení
By the end of the course, students will: - develop their intercultural competence, i.e. attitudes, knowledge, and skills to be able to actively engage with diversity of their pupils, curriculum, teaching, and learning contents - be able to apply the principles of Intercultural pedagogy in various contexts in and outside the classroom, namely: - demonstrate their capacity for effective and culturally appropriate interaction with pupils of different backgrounds - be able to recognize cultural differences of pupils and view them as assets with valuable and diverse experience - demonstrate how to work with pupils’ different perspectives and deepen their empathy through mindful listening and facilitated reflections - develop their capacity to maximize pupils’ purposeful intercultural interaction by providing them with opportunities for reflection and perspective taking, maximizing pupil’s experiential knowledge, and accommodating pupil’s diverse styles of communication - demonstrate their capacity to suspend judgement and respond to micro-aggressions and biased comments in various situations in and outside classroom - demonstrate their capacity to work with pupils’ anxiety thresholds and discomfort and facilitate pupils’ mindfulness and interculturally appropriate interactions
Osnova
  • 1) Intercultural development theories and the process of intercultural competence development 2) Development of Attitudes: respect, openness, curiosity 3) Development of cultural knowledge and cultural awareness 4) Development of intercultural skills 5) Intercultural Competence Development in Intercultural Pedagogy: from content-based pedagogy to learners’ experiential learning 6) Intercultural Pedagogy course and classroom design: purposeful interaction, opportunities for reflection and perspective taking, pupils’ experiential knowledge 7) Practicing Intercultural Pedagogy: anxiety thresholds and discomfort in pupils’ interactions, developing pupils’ tolerance for ambiguity, managing pupils’ interactions, responding to micro-aggressions and biases
Literatura
    povinná literatura
  • Building cultural competence : innovative activities and models. Edited by Kate Berardo - Darla K. Deardorff - Fons Trompenaars. First edition. Sterling, Virginia: Stylus, 2012, xii, 388. ISBN 9781579228040. URL info
  • DELPIT, Lisa D. Other people's children : cultural conflict in the classroom. London: New Press, 2006, xxvii, 223. ISBN 1595580743. info
  • The skin that we speak : thoughts on language and culture in the classroom. Edited by Lisa D. Delpit - Joanne Kilgour Dowdy. New York: New Press, 2002, xxiv, 229. ISBN 1565848209. info
    doporučená literatura
  • Lee, Amy et al. (2017). Teaching Interculturally: A Framework for Integrating Disciplinary Knowledge and Intercultural Development. Stylus Publishing.
  • Mikk, B. K. and Inge E. Steglitz (Eds.) (2017) Learning Across Cultures: Locally and Globally, 3rd edition, NAFSA: Washington, DC
  • Gudykunst, W. A. (Ed.) (2003). Cross-cultural and Intercultural Communication. Thousands Oaks, CA: SAGE Publications
  • JANÍK, Zdeněk. Negotiation of Identities in Intercultural Communication. JoLaCe Journal of Language and Cultural Education. Berlin: WALTER DE GRUYTER GMBH, 2017, roč. 5, č. 1, s. 160-181. ISSN 1339-4045. doi:10.1515/jolace-2017-0010.
  • Lee, A., Poch, R., Shaw, M., & Williams, R. D. (2012). Engaging diversity in undergraduate classrooms : a pedagogy for developing intercultural competence. (32 ed.) Jossey-Bass. http://searchworks.stanford.edu/view/9669622
Výukové metody
facilitated group discussions and reflections, reflective reading and writing, guidance on e-portfolio content recording, COIL-based learning
Metody hodnocení
active participation in international tasks and group work; checking the e-portfolio content (students' observations, critical incidents recording and their reflection), monitoring and providing feedback for further progress; participating in on-line forum discussions Summative assessment: final essay (50%)
Vyučovací jazyk
Angličtina
  • Statistika zápisu (nejnovější)
  • Permalink: https://is.muni.cz/predmet/ped/podzim2023/SOe201