Teaching plan for the course unit (Short version)
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General information

 

Course unit name: Intercultural Education and Educational Provision for Social Diversity

Course unit code: 575091

Academic year: 2023-2024

Coordinator: JOSE LUIS LALUEZA SAZATORNIL

Department: Faculty of Psychology

Credits: 6

Single program: S

Estimated learning time

Total number of hours 150

 

Face-to-face and/or online activities

60

-  Lecture with practical component

Face-to-face

60

Supervised project

40

Independent learning

50

Learning objectives

Referring to knowledge Identify the cultural diversity of education in family and social environments. Analyse educational contexts characterised by the presence of members of different cultural groups. Advise education professionals working in minority cultural settings. Design intervention plans to promote social inclusion in formal and non-formal learning environments. Create and manage teaching resources to promote inclusive education. Respect human diversity (differences in gender, culture, abilities and resources), recognise social and economic injustice and adopt an attitude of personal and professional commitment to a continuous process of social change.

 

 

Teaching blocks

 

1. Development and culture, development, diversity in the goals, values and practices of cultural diversity

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• Cultural psychology and activity theory
• Culture, development and diversity in educational goals, values and practices. Cultural discontinuities between the home and school.
• Construction of minority cultures and identity processes
• Intercultural education as a strategy for educational inclusion, personalisation and community connection

2. Subjects, practices and tools for supporting cultural diversity

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• Supporting cultural diversity: legislation, curricular design and education plans in schools
• Communities of practice in support of educational inclusion. Experiences
• Education, curriculum and cultural diversity. Developing intercultural education
• Teachers’ intercultural skills

 

 

Official assessment of learning outcomes

 

Students obtaining a final grade of 9 or more, may, at the discretion of the faculty, be awarded a ’matrícula d’honor’, albeit that no more than 5% of the students enrolled on the course can receive this award. Student assignments must be original work. Students copying on a test or plagiarising in a written assignment will be deemed to be in breach of the student code and automatically failed (see Article 16.7 and the annex to the Regulations governing the teaching, assessment and grading of learning at the University of Barcelona: http://www.ub.edu/acad/noracad/avaluacio_2020.pdf). Attendance and active participation in class sessions is compulsory. Students must attend at least 75% of the sessions in order to opt for continuous assessment. Students are required to have submitted at least two of the three activities to be eligible for continuous assessment. Activities Activity 1: corresponding to theme 1, completed between the first and fourth sessions (individual assignment). Critical oral presentation of the content of a scientific article (25%). Oral participation in debates (5%). Activity 2: corresponding to theme 2, completed between the fourth and seventh sessions (group assignment). Written presentation of an intercultural didactic unit (25%). Written contribution to debates (5%). Activity 3: individual assignment; critical analysis of an intercultural educational project, which integrates the subject matter taught on the course (40%). A written paper to be submitted at the end of the semester. Assessment criteria Use of documentary sources. Integration of set readings. Degree of clarity of the presentation. Reflection on previous knowledge. Raising any doubts, and asking questions. Clear definition of objectives. Clear argumentation. Novelty of research or intervention. Repeat assessment Students that fail the continuous assessment mode of evaluation are entitled to repeat the assessment tasks. Students opting for repeat assessment renounce any grades awarded previously as part of their continuous assessment. This comprises a written exam covering all the theoretical and practical content taught on the course. Students sit the exam on the date and time set by the MIPE Academic Committee. The final grade for students sitting the repeat assessment is the grade obtained on this exam and this exam alone.   Examination-based assessment Prerequisite   In accordance with University regulations, any student can request they be evaluated by single assessment. To do so, they must fill out the "Single assessment request" form, which can be downloaded from the virtual classroom, and submit it no later than twenty calendar days from the start of the course.   Activities and criteria Single assessment comprises a written exam in which students have to complete three exercises, two on the content of each theme taught, and present a research or intervention project related to cultural inclusion in education. The first two exercises are worth 2.5 points each and the third is worth 5. To pass the course, students must obtain a minimum score of 5 points.   Repeat assessment Students that fail the single assessment mode of evaluation are entitled to repeat the assessment tasks. Students opting for repeat assessment renounce any grades awarded previously as part of their continuous assessment. This comprises a written exam covering all the theoretical and practical content taught on the course. Students sit the exam on the date and time set by the MIPE Academic Committee. The final grade for students sitting the repeat assessment is the grade obtained on this exam and this exam alone.

Reading and study resources

Check availability in Cercabib

Book

Bruner, J.S. (1991). Actos de significado. Más allá de la revolución cognitiva. Alianza.

Cole, M. (1999). Psicología Cultural. Morata.

Chapter

Deardorff, D. K. (2009). Synthesizing conceptualizations of intercultural competence: A summary and emerging themes. In D. K. Deardorff (Ed.), The SAGE Handbook of Intercultural Competence (pp. 264-270). Sage.

Kinloch, V. (2017). You Ain’t Making Me Write”. Cullturally Sustaining Pedagogies and Black Youths’ Perfomances of Resistance. In D. Paris & H. Samy Alim. Cullturally Sustaining Pedagogies. Teaching and Learning for Justice in a Changing World (pp.25-43). Teachers College Press.

Ogbu, J.U. (1994). From Cultural Differences to Differences in Cultural frame of Reference. In P.M. Greenfield & R.R. Cocking (Eds.), Cross-cultural Roots of Minority Child Development (pp. 365-391). Hillsdale: LEA.

Article

Berry, J. W. (2001). A Psychology of Immigration. Journal of Social Issues, 57(3), 615–631.

Bruner, J. (2008). Culture and Mind: Their Fruitful Inconmensurability. Ethos, 36, 29-45.

De la Mata, M. L., & Cubero, M. (2003). Cultural Psychology: Approaches to the study of the relationship between mind and culture. Infancia y Aprendizaje, 26(2), 181-199

Dimitrov, N., & Haque, A. (2016). Intercultural teaching competence: a multi-disciplinary model for instructor reflection. Intercultural Education, 27(5), 437-456.

Gutiérrez, K.D. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43, 148–164.

Hedegaard, M. (2009). Children’s development from a cultural-historical approach: children’s activity in everyday local settings as foundation for their development. Mind Culture and Activity, 16, 149-168.

Lalueza, J. L. (2012). Modelos psicológicos para la explicación de la diversidad cultural. Cultura & Educación, 24(2), 149-162

Lalueza. J.L., Zhang-Yu, C., García-Díaz, S., Camps-Orfila, S., & García-Romero, D. (2019).  Fondos de Identidad y el tercer espacio. Una estrategia de legitimación cultural y diálogo para la escuela intercultural. Estudios Pedagógico,s 45(1), 61-81 http://dx.doi.org/10.4067/S0718-07052019000100061

Muller Mirza, N. (2016). Emotions, Development and Materiality at School: a Cultural-Historical Approach. Integr Psych Beha,v 50, 634–654

Álvarez, I.M., & González-Montoto, I. (2017). Teachers’ intercultural competence: a requirement or an option in a culturally diverse classroom? International Journal of Inclusive Education, 22(5), 510-526.