MODELS AND APPLICATIONS OF INTERCULTURAL EDUCATION
| Title | ΜΟΝΤΕΛΑ ΚΑΙ ΕΦΑΡΜΟΓΕΣ ΤΗΣ ΔΙΑΠΟΛΙΤΙΣΜΙΚΗΣ ΕΚΠΑΙΔΕΥΣΗΣ / MODELS AND APPLICATIONS OF INTERCULTURAL EDUCATION |
| Title in German | Modelle und Anwendungen der interkulturellen Erziehung |
| Code | ΑΚ0272 |
| Faculty | Philosophy |
| School | German Language and Literature |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Common | Yes |
| Status | Active |
| Course ID | 600026018 |
Programme of Study: PPS Tmīmatos Germanikīs Glṓssas kai Filologías (2020-sīmera)
Registered students: 29
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | EPILEGOMENA EIDIKEUSĪS | Winter/Spring | - | 6 |
| Academic Year | 2024 – 2025 |
| Class Period | Spring |
| Instructors from Other Categories | |
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600269849
|
Course Type 2021
Specialization / Direction
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600269849
Language of Instruction
- Greek (Instruction, Examination)
Learning Outcomes
At the end of the course, it is expected that students will:
- Be familiar with models of managing diversity and cultural pluralism in education
- Be familiar with the basic principles, objectives and practices of intercultural education
- Become familiar with the pedagogical and teaching practices appropriate to intercultural education
- Βe able to apply teaching practices appropriate to intercultural education, putting the relevant theory into practice
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Adapt to new situations
- Make decisions
- Work autonomously
- Work in teams
- Appreciate diversity and multiculturality
Course Content (Syllabus)
The course focuses on issues that appear in the debate on the complex field of intercultural education, focusing on basic pedagogical directions with a holistic, intercultural and inclusive perspective, as identified in the relevant Greek and international literature. The field of intercultural education, the problems, difficulties and challenges faced by contemporary educational environments are analysed and suggestions for improving the implementation of intercultural education are presented. In this direction, research data from the field of intercultural education point to the implementation of intercultural programmes and practices from pre-school and primary school age up to secondary education, in order to lay the foundations for achieving an inclusive education. Thus, a key objective of the course is to examine models of diversity management and applications of intercultural education.
Keywords
intercultural education, multiculturalism, diversity, inclusion
Educational Material Types
- Notes
- Slide presentations
- Multimedia
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Communication with Students
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 78 | 3.1 | |||
| Reading Assigment | 32 | 1.3 | |||
| Written assigments | 40 | 1.6 | |||
| Total | 150 | 6 |
Student Assessment
Description
The final grade is derived from the following parts, which are taken together:
- attendance and active participation in the seminar (20% of the grade)
- short written essay (30% of the grade)
- written examination at the end of the semester (50% of the grade)
A minimum grade of five (5) must be earned in each part.
Student Assessment methods
- Written Exam with Multiple Choice Questions (Summative)
- Written Exam with Short Answer Questions (Summative)
- Written Exam with Extended Answer Questions (Summative)
- Written Assignment (Formative, Summative)
Bibliography
Additional bibliography for study
• Banks, J. (2004). Εισαγωγή στην πολυπολιτισμική εκπαίδευση (μτφρ. Ν. Σταματάκης, επιμ. Ε. Κουτσουβάνου). Παπαζήση.
• Γκόβαρης, Χρ. (2001). Εισαγωγή στη Διαπολιτισμική Εκπαίδευση. Ατραπός.
• Γκότοβος, Αθ. (2002). Εκπαίδευση και ετερότητα. Μεταίχμιο.
• Dervin, F., & Gross, Z. (Eds.) (2016). Intercultural Competence in Education: Alternative Approaches for Different Times. Palgrave Macmillan.
• Καλογερογιάννη, Φ. (2024). Η εξέλιξη της κριτικής παιδαγωγικής και η παιδεία του πολίτη στο σύγχρονο συμπεριληπτικό σχολείο. Στο: Α. Μπρούζος, Α. Εμβαλωτής & Τ. Κολυμπάρη (Επιμ.), Στάσεις και συμβολές στις Επιστήμες της Αγωγής. Αφιερωματικός τόμος προς τιμή των καθηγητών Αθανασίου Γκότοβου και Παναγιώτη Παπακωνσταντίνου. Γρηγόρη.
• Κεσίδου, Α., & Παπαδοπούλου, Β. (2008). Η διαπολιτισμική διάσταση στη βασική εκπαίδευση των εκπαιδευτικών: Αναγκαιότητα και εφαρμογές. Παιδαγωγική Επιθεώρηση, 45, 37-55.
• Μάρκου, Γ. (2010). Εισαγωγή στη διαπολιτισμική εκπαίδευση. ΚΕΔΑ.
• Μπάρος, Β., Στεργίου, Λ., & Χατζηδήμου, Κ. (Επιμ.) (2014). Ζητήματα διαπολιτισμικής επικοινωνίας και εκπαίδευσης. Διάδραση.
• Στεργίου, Λ., & Σιμόπουλος, Γ. (2019). Μετά τα κοντέινερ. Διαπολιτισμική ματιά στην εκπαίδευση των προσφύγων. Gutenberg
• Τσιούμης, Κ. (2003). Ο μικρός «άλλος». Ζυγός.
• Χατζηδήμου, Κ., Καραγιαννίδου, Ε., Παπαδοπούλου, Χ-Ό., & Στάμου, Α. (Επιμ.). Μένουμε σχολείο! Υποστηρικτικές παρεμβάσεις σε κοινότητες Ρομά στην Κεντρική και Δυτική Μακεδονία. Αφοί Κυριακίδη ΕΚΔΟΣΕΙΣ Α.Ε.
Last Update
11-12-2024
