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Final Syllabus Children in a Multicultural Context l DIS 1 Children in a Multicultural Context Spring 2017 Copenhagen 3 Credits Core Class Study Tour: London, England Co-Requisite: Child Development and Diversity Practicum Major Disciplines: Human Development, Education, Child Development Faculty: Maja Sbahi Biehl ([email protected]) and Amana Mbise ([email protected]) Program Director: Maja Sbahi Biehl, [email protected],, Vestergade 10A 24 Program Assistant: Maggie Sullivan, [email protected], Vestergade 10A 24 Mondays 10:00-13:00 Room: (N7-C24) Nørregade 7, Staircase C, Level 2, Classroom 4 Description of Course: Scandinavia is known to be one of the best places for raising children to be competent, independent, democratic, and social beings. In Denmark today, approximately 9% of the total Danish population is of another ethnic background than Danish with the highest representations from Turkey, former Yugoslavia, Iraq, Poland, Germany, Afghanistan, and Somalia 1 . This in many ways mirrors global transformations and instigates the growing multiculturalism in Danish schools and childcare institutions. By implementing Nordic childhood as our entry point, this course examines the following questions: Are the long- standing childcare traditions in Denmark being challenged? How are Danish childcare institutions, schools and programs influenced by Danish integration policies? How is multicultural discourse examined in a Danish context? And how are children in Denmark influenced by these processes? Through this window, we will reflect on and investigate complex multicultural processes. We will delve into the terms of multiculturalism, childhood, inclusive education, pedagogy and different learning paradigms and make an effort to enhance nuanced reflections from diverse interdisciplinary, theoretical and personal perspectives. We will explore how the concepts of multiculturalism, intercultural pedagogy, multilingualism, diversity, dual socialization, social entrepreneurship, creativity and the good childhood in Danish childcare and educational settings influence each other. The course will incorporate both theory on culture and cross-cultural competence as well as writings, activities and public debates. We will question and look upon our own reflection, ways of knowing, meanings, and discourses. Furthermore, we will stress the connection between the class and the practicum sites by asking students to take notes on issues, themes, questions, successes and challenges that emerge in the practicum site and reflect on what the field experience can add to theory. Students will acquire knowledge about intercultural learning, critical pedagogy, child development discourse and educational sociology. 1 www.statistikbanken.dk
Transcript
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Children in a Multicultural Context Spring 2017 Copenhagen

3 Credits Core Class

Study Tour: London, England Co-Requisite: Child Development and Diversity Practicum

Major Disciplines: Human Development, Education, Child Development Faculty: Maja Sbahi Biehl ([email protected]) and Amana Mbise ([email protected])

Program Director: Maja Sbahi Biehl, [email protected],, Vestergade 10A 24 Program Assistant: Maggie Sullivan, [email protected], Vestergade 10A 24

Mondays 10:00-13:00 Room: (N7-C24)

Nørregade 7, Staircase C, Level 2, Classroom 4

Description of Course: Scandinavia is known to be one of the best places for raising children to be competent, independent, democratic, and social beings. In Denmark today, approximately 9% of the total Danish population is of another ethnic background than Danish with the highest representations from Turkey, former Yugoslavia, Iraq, Poland, Germany, Afghanistan, and Somalia1 . This in many ways mirrors global transformations and instigates the growing multiculturalism in Danish schools and childcare institutions. By implementing Nordic childhood as our entry point, this course examines the following questions: Are the long-standing childcare traditions in Denmark being challenged? How are Danish childcare institutions, schools and programs influenced by Danish integration policies? How is multicultural discourse examined in a Danish context? And how are children in Denmark influenced by these processes? Through this window, we will reflect on and investigate complex multicultural processes. We will delve into the terms of multiculturalism, childhood, inclusive education, pedagogy and different learning paradigms and make an effort to enhance nuanced reflections from diverse interdisciplinary, theoretical and personal perspectives. We will explore how the concepts of multiculturalism, intercultural pedagogy, multilingualism, diversity, dual socialization, social entrepreneurship, creativity and the good childhood in Danish childcare and educational settings influence each other. The course will incorporate both theory on culture and cross-cultural competence as well as writings, activities and public debates. We will question and look upon our own reflection, ways of knowing, meanings, and discourses. Furthermore, we will stress the connection between the class and the practicum sites by asking students to take notes on issues, themes, questions, successes and challenges that emerge in the practicum site and reflect on what the field experience can add to theory. Students will acquire knowledge about intercultural learning, critical pedagogy, child development discourse and educational sociology.

1 www.statistikbanken.dk

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Learning Objectives:

To visualize the dynamic processes in childhood discourse

Describe different traditions in Danish childcare, policy and education with comparisons to traditions in the students’ home countries and visits in London

Acquire knowledge on child rights in Denmark and the rights based approach to working with children

Acquire experience working with children and reflect critically on observations in real-life situations in settings for children through practicum, study tour and field study visits, and course readings

Gain knowledge about cross-cultural competence, multilingualism, multiculturalism, social inclusion, and child and youth development

To question, reflect and critically analyze multicultural discourse in a Danish context

To analyze different perspectives in the public debates, policy and your practicum experience, drawing on your theoretical inspirations and through qualitative methods

To evaluate different perspectives, concepts, practices, and their consequences as well as contributions to the themes discussed and dealt with throughout the course; this kind of evaluation will enable students to take responsibility for their own learning and will motivate them to think at a higher level

To develop reflective, critical and analytical skills in presentations and writing Awards: Academic Excellence Award Each semester we recognize one outstanding student from the Child Development and Diversity Program (Child Development in Scandinavia, Children in a Multicultural Context or Adolescence in Northern Europe) with an Award of Academic Excellence. It is reserved for a student who has distinguished him- or herself through diligence, commitment, academic performance, and ideally a student who contributes to a good, collaborative learning environment in class. Class Representatives: Each semester DIS looks for class representatives to become an official spokesperson for their class, addressing any concerns that may arise (in academic or related matters), suggesting improvements and coming up with new ideas. Class representatives are a great way for DIS faculty to ensure better and timelier feedback on their courses, assessments and teaching styles, and as such perform an invaluable role in connecting student needs with faculty instruction during term time. Class Representatives will be elected in class at the beginning of the semester.

Course Components

1. Required Texts: All course texts and articles are uploaded onto Canvas. 2. Approach to teaching: This course applies experiential learning. There will be a combination of lectures, class activities, group work, debates, students’ presentations, exercises, fieldwork and cases. You will be expected to complete all reading assignments thoroughly and critically prior to coming to class so that you can contribute to class discussions and group activities. You should draw upon and apply your practicum experiences, interactions with children and observations from daily life in Denmark to the theory about multicultural pedagogy and education that you learn in class. You are expected to be able to work independently and to be active in group work.

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3. Field Studies:

Field studies serve to complement your course work by placing you in the professional field to extend and rethink what we read about, discuss in class, and encounter in practicum. Please be ready for each field study by completing all readings and preparing questions in advance. We may divide the class into smaller groups, each visiting different sites located in the greater Copenhagen area. Specific field study details are yet to be determined. 4. Core Course Week/Short Tour. When: February 6th-11th

February 6th-8th: Western Denmark

February 9th-11th: Copenhagen Purpose: To gain broader knowledge about childcare and education through visits to different institutions in Western Denmark. Orientation: There will be a short study tour orientation in class and you will each be given a digital booklet prior to the tour. 5. Long Study Tour: When: February 25th-March 3rd (Sunday – Friday): London, England Purpose: To gain cross-cultural perspectives on childcare and education through visits to institutions in London. Orientation: You will have a long tour orientation during class and receive a digital booklet about the visits prior to the tour. 6. Expectations of the students: Students are expected to have completed the readings prior to each class and be prepared to contribute to the class with questions derived from the readings, and reflections from your practicum sites. You are also expected to participate in online forum discussion on Canvas. A core element of this class is to link student’s practicum observations and experiences to prior knowledge and class readings and discussions. It is also expected that students:

Are active participants in class discussions

Study the readings for each class and prepare questions for discussions

Collaborate in groups during class time for knowledge exchange

Bring your practicum logbook journal to class and write in it frequently

Discuss readings and prepare presentations with an assigned study group outside of class

Relate the course to personal experiences in practicum

Develop and exercise critical thinking throughout the course

Be independent, manage own time and execute self-directed learning.

Take an active part in creating a sincere, interesting, and safe classroom environment where different perspectives are presented and discussed

Assist in creating a class culture and community of learners Be prepared to discuss your reflections in class and complete assigned readings that will be assigned in each class or communicated to you via Canvas.

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Instructor Information: Instructors: Maja Sbahi Biehl Email: [email protected] Cand.comm. in Communication and Educational Studies from Roskilde University (2004). Specialized in Intercultural Communication and pedagogy. BA in Speech and Communication from San Francisco State University. International Student Advisor at Roskilde University, Communication Department (2001-2002). Interpreter and pedagogical supervisor for Turkish youth in Farum municipality (1999-2000). Substitute teacher at Bybækschool (prep class for minority students) and playschool teacher at International Bernadotte school (1998-2000). Experience working with children in daycare center- Sofiegårdens vuggestue (1998) and for an ethnic youth project for Copenhagen municipality (1999-2000). Experience as a volunteer for the Danish Red Cross Asylum center - Culture House and aided in the upstart of a Mother and Child group “Mamatu” (2002). Volunteer work with Danish-Turkish parent association and inner city schools (2008). With DIS since 2005. Consultation: Office Hours by appointment Amana Talala Mbise Email: [email protected] PhD candidate at the University of Illinois at Chicago. His research looks at the factors influencing adoption of rights based approaches by NGOs advocating children’s rights in Tanzania. He holds a Masters in Social Welfare specializing in Community Health and Urban Development (CHUD) from the same university. Amana’s experience spans over eight years working in the civil society sector and academia. From 2006-2010, Amana was instrumental in supporting social service system strengthening initiatives in Tanzania. In these initiatives, Amana was a key member in curriculum development and training para professional community child workers in Tanzania and southern Africa. Amana was also instrumental in designing, launching and coordinating the Child Protection System Strengthening Project in Tanzania in partnership with the Institute of Social Work, UNICEF and the Ministry for Regional Administration and Local Government. This innovative model allows state and non-state actors to holistically prevent, and respond to, cases of violence against children in their communities. Since 2012 Amana served as program evaluation specialist with the Midwest AIDs Training and Education Center (MATEC), University of Illinois at Chicago, helping to evaluate clinician training programs under the Chicago Department of Public Health (CDPH). Amana’s passion is in teaching and research. He has vast teaching experiences in the US and Tanzania where he is on faculty at the Institute of Social Work. Consultation: by appointment Program Director: Maja Sbahi Biehl Email: [email protected] DIS Contact: Practicum Coordinator: Kari Gustafson Email: [email protected] Phone: +45 3376 5489

DIS Contact: Program Assistant: Maggie Sullivan Email: [email protected] Phone: +45 3376 5703

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Assignments and Evaluation

Assignment Due Date Percentage of grade

Participation:

Reflection papers in class, partaking in discussions on

Canvas and in-class, presentations, peer reviews and

being an active student overall.

Ongoing

25%

Childhood Theory Assignment

Feb. 3

15%

Child’s Rights Assignment

Mar. 13 15%

Reflective Research Paper

Draft and qualitative data due April 3

May 4

20%

Project Presentations

Proposals: March Presentations: April 24

25%

Total: 100%

Participation (25%): Active participation in class will include writing academic and personal reflections in logbooks, doing oral presentations in class, and conducting the workshop. Additionally, students are expected to particpate in weekly discussion forums on Canvas.

Criteria for Course Participation:

Domain Criterion Percentage Point

Regular, on-time attendance -Sign-in sheet 5

Active and critical in-class participation

-Demonstrates an understanding of the course readings -Brings clarity and depth of thought to course readings, field practicum -Is actively engaged in in-class collaborations and problem-solving with peers

15

Weekly contribution on discussion forum

-Reflects on readings of the week and responds to peer questions on Canvas

5

Total 25

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If a student misses class without either prior notification or a written statement from a doctor, the student must hold a meeting with the instructor and risks being marked down one letter grade in participation. All written assignments must be sent on the dates specified below to the e-mail address: [email protected]. Childhood Theory Assignment (20%) (4-6 pages) Due Feb. 3 by 17:00 The childhood assignment will introduce you to theoretical perspectives in childhood and/or youth discourse. You will choose a theoretical and pedagogical perspective (i.e. Rousseau, Reggio Emilia, Bourdieu, Foucault, Frobel, Gardner, Brofenbrenner, Freinet, A.S. Neil, Freire etc.) You will investigate and research the chosen perspective and write a cohesive paper on the topic. The paper must relate to different themes relevant to childhood and/or education. The knowledge gained from this assignment will serve as a theoretical backbone and lens for your practicum, short study tour and core course week experiences as well as your project. Specific guidelines will be given in class. Child Right’s Assignment (20%) (4-6 pages) Due Mar. 13 This is an analytic and critical reflective paper on child rights. You will pick any theme or themes that are relevant to children’s rights (e.g. education, health, play, participation, survival, etc.) and critically reflect on these drawing upon literature and your experiences from site visits in Denmark and England. A critical take in this paper will imply going beyond the description of how these rights are met, or not, in the two countries, to situating them in an analytical framework. This paper must include a bibliography of references that used in the paper and should include a minimum of two readings from the course. More explanations will be given in class. Reflective Research Paper (25%) (6-8 pages not including bibliography and empirical data) Due May 4 This paper will be your final paper in the course, it will also include qualitative methods of research within childhood and youth studies by conducting interviews or making observations at your site. It is important that you start by choosing a topic of interest and presenting the method (interview/observation). You must include interview questions and answers or observation notes as an appendix to your paper. You should integrate critical reflections resulting from working with the readings, class lectures/discussions, and preparation and completion of an interview. This assignment is not only about describing your interview but also much more about a synthesis of the theoretical perspectives and practical experiences through academic research and discussion. More information will be provided in class. Project Abstract and Presentation (Mid-term Presentation) (2-3 pages draft abstract) In groups of 3-6 students, you will collaborate on a topic of interest within Multiculturalism and Child Development which will be presented on the last day of class. To get you started, you will present a brief project proposal to your peers in class of the work you have done on your projects so far. You will present the overall topics, the theories you wish to use and the rationale for choosing them, the use of other sources (such as experiences, etc.), and most importantly, the problem(s) you wish to investigate. Furthermore, the presentation should explain how the topics, theories, sources, and problems are connected, or how they are relevant together. This will also give you an opportunity to receive feedback from your peers and class instructors.

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Project Abstract and Presentation (20%) (4-6-page paper and presentation) Due April 20th / Presentations April 24th This will be the cumulative assignment for this class. You will be required to prepare a presentation of your project to your peers and class instructors. The presentations must be no longer than 15-20 minutes per team and include time for Q&A. In your presentation you will utilize visual aids, a creative product, a poster or other use of different media. The presentation should include academic insights and critical personal reflections. The presentation should draw upon and integrate readings, class lectures/discussion, practicum and study tour experience, and additional research. Preparation for this project will run throughout the semester. The first project proposal draft is due early in the semester. In addition to your presentation you will be asked to submit a thorough abstract of your project. The paper should be submitted at least 48 hours before the presentations. More information will be given in class.

To be eligible for a passing grade in this class you must complete all of the assigned work.

Any student who has a need for accommodation based on the impact of a disability should contact Academic Suport ([email protected]) to coordinate this.

Policies

Attendance You are expected to attend all DIS classes when scheduled. If you miss a class for any reason please contact the faculty no later than the day of the missed class. If you miss multiple classes the Director of Teaching and Learning, and the Director of Student Affairs will be notified and they will follow-up with you to make sure that all is well. Absences will jeopardize your grade and your standing at DIS. Allowances will be made in cases of illness, but in the case of multiple absences you will need to provide a note from a doctor. Academic Honesty: Plagiarism and Violating the Rules of an Assignment DIS expects that students abide by the highest standards of intellectual honesty in all academic work. DIS assumes that all students do their own work and credit all work or thought taken from others. Academic dishonesty will result in a final course grade of “F” and can result in dismissal. The students’ home universities will be notified. DIS reserves the right to request that written student assignments be turned in electronic form for submission to plagiarism detection software. See the Academic Handbook for more information, or ask your instructor if you have questions. Policy on late papers: Late papers will be accepted, but your grade for the paper will be reduced by half a point for each day that it is late. Use of laptops or phones in class: Computers are allowed in class PURELY for note taking purposes. In case of other uses such as Facebook, emails or Internet surfing, it will have a negative impact on your participation grade. Cell phones are to be shut off during class and texting/SMS'ing etc. during class will have a negative impact on your participation grade. It is important that we create a collaborative and engaging class culture.

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Course Schedule, in terms of subjects and readings, may be subject to change to benefit student learning and in keeping up to date with current research.

Date Course Schedule

Wednesday, January 18th 8:30-12:00 Program Orientation See Welcome Letter for more information

CDD Program Orientation 8:30-10:00: All CDD students Room: V10-A32 10:00-12:00: Break into groups by core class Room: N7-A23

Thursday, January 19th 10:00-14:00 NOTE: Remember to bring your Criminal Clearance with you today!!

Practicum Orientation Please see information on Canvas for program of the day.

Class 1 Monday, January 23rd

10.00-13.00 Maja/Amana

Child Development in Denmark Main points of attention for your preparation to class:

Nordic Childhood philosophy “The Good Childhood”

Independence, emancipation, freedom

Pedagogy and education

Culture and child development

Childcare and youth services in Denmark

Childhood theories (Reggio Emilia, Frøbel, Steiner)

Introduction to syllabus and assignments

Election of class representatives

Theory and practice

What is culture? What is multiculturalism?

Readings on Canvas: Wagner, J. T. (2006): “Fishing Naked – Nordic Early Childhood Philosophy and Practice” in Nordic Childhoods and Early Education. Information Age Publishing. ISBN: 978-1593113506 (324p.) Bame Nsamenang, A. “Cultures in Early Childhood Care and Education.” Childhood Studies and the Impact of Globalization: Policies and Practices at Global and Local Levels. New York: Routledge, 2009. 23-45. Print. Recommended: Shonkoff, Jack P. (Editor) 2000; Phillips, Deborah A. (Editor); Committee on Integrating the Science of Early Childhood Development. From Neurons to

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Neighborhoods: The Science of Early Childhood Development. Washington, DC, USA: National Academies Press, chapter 3.

Class 2 Monday, January 30th

10.00-13.00 Childhood Theory Assignment Due Feb. 3 Maja

Early Childhood, Education and Multiculturalism Main points of attention for your preparation to class

Multiculturalism Refugee and migrant children Social, historical, philosophical perspectives Conceptual framework and terminology explored Children with a different ethnic background than Danish Child care policies for non-ethnic Danes Statistics Ethnicizing, assimilation and monocultural approaches Study tour orientation

Readings on Canvas: Gulløv, E. and Bundgaard, H.: “Children of Different Categories”. Journal of Ethnic and Migration Studies, 32:1, 2006. Pp. 145-155. The Question of Integration: Immigration, Exclusion and the Danish Welfare State (2011), Eds. Karen Fog Olwig and Karsten Paerregaard, Cambridge Scholars, UK (Introduction, chapter 7 and epilogue by Jenkins) Mouritsen & Jensen. Intergration Policies in Denmark. INTERACT Research Report 2014/06. http://cadmus.eui.eu/bitstream/handle/1814/32020/INTERACT-RR-2014_06.pdf?sequence=1 Recommended Reading: Migrants, Minorities, Belonging and Citizenship. Glocalization and Participation Dilemmas in EU and Small States: The Case of Denmark http://eurospheres.org/files/2010/01/Vol3_Denmark_Final.pdf

CORE COURSE WEEK

Monday, February 6th Leave for Study Tour

Tuesday, February 7th On Study Tour

Wednesday, February 8th Return from Study Tour

Thursday, February 9th Practicum Site Visit

Friday, February 10th Amana/ Kari

Practicum Workshop day and Advising Main points of attention for your preparation to class

Advising in groups with Kari (time for each advising group will be posted on canvas).

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Write in your practicum logbooks and be ready for connecting theory to practice and to talking with your peers about your practicum experiences

Class 3 Monday, February 13th 10.00-13.00 Amana

Child’s rights perspectives on child development Main points of attention for your preparation to class: A rights based approach to working with children

Introduction to rights based approach Rights based approach to working with children Child rights in Denmark Childs rights assignment guidelines Preparation for UK travel (A.S. Neill, Sir Ken Robinson)

Required Readings: Gready, P. & Ensor, J. (2005) Introduction. In Gready, P. & Ensor, J. (eds) Reinventing Development? Translating rights-based approaches from theory into practice. Zed Book: London Celestine Nyamu-Musembi and Andrea Cornwall (2004) What is the “rights-based approach” all about? Perspectives from international development agencies. IDS Working Paper 234 United Nations Convention on the Rights of the Child (UNCRC). http://www.ohchr.org/Documents/ProfessionalInterest/crc.pdf Listen to the BBC Podcast: Are human rights ever universal? http://www.bbc.co.uk/programmes/b07756bn Recommended Readings Gauri, V., Gloppen, S. (2012). Human Rights-Based Approaches to Development: Concepts, Evidence, and Policy. Polity, 44(4), 485-503 Britto, P., Ulkuer, N. (2012). Child Development in Developing Countries: Child Rights and Policy Implications. Child Development 83 (1), 92-103 http://www.boerneraadet.dk/english Segregated Education for Romani Children in Denmark http://www.errc.org/article/segregated-education-for-romani-children-in-denmark/1457

Wednesday, February 15th 8.30-12.30

Field study: Practicum Advising Day (please see information on Canvas under CMC Practicum about times for advising)

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Class 4 Monday, February 20th 10.00-13.00 Amana

Childcare and Education in UK Main points of attention for your preparation to class:

Multiculturalism and Childhood in England Preparation for study tour to London and guidelines for Long study tour

assignment Required Readings: Parekh, B. (2000) Rethinking Multiculturalism. Cultural Diversity and Political Theory. Hampshire: Palgrave Macmillan, chapter 5, pp.142-178. ISBN: 0-333-60882-8 (379p.) Nasar Meer and Tariq Modood (2009). The Multicultural State We’re In: Muslims, ‘Multiculture’ and the ‘Civic Re-balancing’ of British Multiculturalism. POLITICAL STUDIES: 2009 VOL 57, 473–497 Modood & Ahmad (2007). British Muslim Perspectives on Multiculturalism. Theory Culture Society 2007 24: 187 Recommended Readings Sara Ahmed (2010). Melancholic Migrants. In The Promise of Happiness. Duke University Press: Durham and London.

Long Study Tour February 25th-March 5th

Study Tour in London

Class 5 Monday, March 6th 10.00-13.00 Maja

Research Project day

Project and Information about project work Project group formation Writing exercise Writing a research question and problem area

Readings on Canvas: Bitsch Olsen, Poul, et al. (2008) Problem-Oriented Project Work. Roskilde University Press

Class 6 Monday, March 13th

10.00-13.00 Child Rights Assignment Due Maja/Amana

Qualitative research and child research Main points of attention for your preparation to class:

Qualitative methods and project work

London reflection

Power and Foucault

Non-verbal communication

Designing a Multicultural curriculum

Readings:

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MacNaughton, Glenda (2005): Doing Foucault in Early Childhood Studies: Applying post structuralist ideas, Routledge, Oxon. Le Roux, Johann (2001): Social Dynamics of the Multicultural Classroom, in Intercultural Communication: A Reader, Wadsworth, UK Kvale, S. (2002) InterViews. Sage Publications. Pp. 1-13, 88, 94-98, 124-135. ISBN: 978-0803958203 (344p.) Links: http://www.intime.uni.edu/multiculture/curriculum/approachs.htm What makes a school multicultural? http://www.edchange.org/multicultural/papers/caleb/multicultural.html

Wednesday, March 15th 8:30-12:30

CDD Field Study Day Reading: Jaffe-Walter, Reva (2013): Who would they talk about if we weren’t here? Muslim Youth, Liberal Schooling and the Politics of Concern, Harvard Educational Review 83 (4), pgs. 613-635. Badran, M. (2009). Islamic Feminism: What’s in a Name?. In Feminism in Islam: Secular and Religious Convergences

Travel Break March 18th-26th

No class

Class 7 Monday, March 27th

10.00-13.00 Maja/Amana First draft of research paper due

Project work and midterm project presentations Main points of attention for your preparation to class:

Students will work on research topics and present projects in groups

Peer feedback

Supervision on projects

Bring research material and readings to class.

Draft project proposals presentations in class

Readings: Gulløv, Eva. (2004). Creating a Natural Place for Children. In: Children’s Places: Cross-cultural Perspectives. Routledge, pp. 23-38. ISBN: 978-0-415-29641-0. (264p.)

Class 8 Monday, April 3rd 10.00-13.00

Rethinking Culture and Belonging Main points of attention for your preparation to class:

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Amana

Belonging and minority children in Denmark

What is home? Culture?

Utilizing one’s reflections academically

Readings: Gilroy, Paul (1997) Diaspora and the Detours of Identity in: Woodward, Kathryn (ed.) Identity and Difference. London: Sage Publications Children's Places of Belonging in Immigrant Families of Caribbean Background. In Children's Places: Cross Cultural Perspectives, Karen Fog Olwig and Eva Gulløv, eds. London: Routledge, forthcoming. Working with projects

Class 9 Monday, April 10th 10.00-13.00 Maja

Learning without Borders Main points of attention for your preparation to class:

Multiculturalism in Denmark

Assimilation, radicalization and immigration

Reflection and critical approaches

Readings: Education of ethnic minority children in Denmark: monocultural hegemony and counter positions, by Christian Horst & Thomas Gitz-Johansen, Intercultural Education, (2010), 21: 2, p. 137-151. (URL: http://dx.doi.org/10.1080/14675981003696271) Managing Religious Difference in North America and Europe in an era of Mass Migration. (http://www.migration4development.org/sites/default/files/tcm-trust_alba-final.pdf) Haider, H. (2015). Radicalisation of diaspora communities (GSDRC Helpdesk Research Report 1187). Birmingham, UK: GSDRC, University of Birmingham. http://www.gsdrc.org/docs/open/hdq1187.pdf

Travel Break April 12th-17th

No class

Class 10 Monday, April 24th 10.00-13.00 Maja/Amana

Project work and bringing your learning back Main points of attention for your preparation to class:

Final Presentations

Class 11 Monday, May 1st

Wrap up Main points of attention for your preparation to class:

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Maja/Amana Final class and course wrap-up

Socratic Dialogue with Practicum

Course Literature on Canvas: Badran, M. (2009). Islamic Feminism: Whats in a Name? In Feminism in Islam: Secular and Religious

Convergences Bame Nsamenang, A. “Cultures in Early Childhood Care and Education.” Childhood Studies and the Impact of

Globalization: Policies and Practices at Global and Local Levels. New York: Routledge, 2009. 23-45. Print. Bitsch Olsen, Poul, et al. (2008) Problem-Oriented Project Work. Roskilde University Press

Brostrøm, Stig. (2006) Children’s Perspectives on their Childhood Experiences. In: Nordic Childhood and Early

Education. Age Publishing, pp. 223-255. ISBN: 1593113501. (310p.) Children's Places of Belonging in Immigrant Families of Caribbean Background. In Children's Places: Cross

Cultural Perspectives, Karen Fog Olwig and Eva Gulløv, eds. London: Routledge, forthcoming. Cohen, Louis, et al. (1994) Chapter 5- Being a Careful Observer. In: Research Methods in Education. Routledge,

pp. 94-111. ISBN: 0-415-10235-9. (416p.) Education of ethnic minority children in Denmark: monocultural hegemony and counter positions, by Christian

Horst & Thomas Gitz-Johansen, Intercultural Education, (2010), 21: 2, p. 137-151. (URL: http://dx.doi.org/10.1080/14675981003696271)

Gauri, V., Gloppen, S. (2012). Human Rights-Based Approaches to Development: Concepts, Evidence, and Policy. Polity, 44(4), 485-503

Gilroy, Paul (1997) Diaspora and the Detours of Identity in: Woodward, Kathryn (ed.) Identity and Difference.

London: Sage Publications Goncu, A., Ozer, S. & Ahioglu, N. (2009) Childhood in Turkey: social class and gender differences in schooling,

labor and play. In M. Fleer, M. Hedegaard and TJ, Tudge (Eds.) Childhood studies and the impact of globalization: policies and practices at global and local levels (pp. 67-85) New York: Routledge.

Gready, P. & Ensor, J. (2005) Introduction. In Gready, P. & Ensor, J. (eds.) Reinventing Development? Translating rights-based approaches from theory into practice. Zed Book: London.

Gulløv, E. and Bundgaard, H.: “Children of Different Categories”. Journal of Ethnic and Migration Studies, 32:1,

2006. Pp. 145-155. Gulløv, Eva. (2004). Creating a Natural Place for Children. In: Children’s Places: Cross-cultural Perspectives.

Routledge, pp. 23-38. ISBN: 978-0-415-29641-0. (264p.)

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Final Syllabus

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Haider, H. (2015). Radicalisation of diaspora communities (GSDRC Helpdesk Research Report 1187). Birmingham, UK: GSDRC, University of Birmingham. http://www.gsdrc.org/docs/open/hdq1187.pdf

Hall, Stuart (1996). What is this ‘black’ in black popular culture? In avid Morley & Kuan-Hsing Chen (eds=. Stuar

Hall: Critical dialogues in cultural studies. New York and London: Routledge. Hofstede, Geert. (2005). Intercultural Cooperation and Its Importance for Survival. In: Culture and

Organizations. The Successful Strategist Series. 49-79. ISBN: 0-0714-39595 (429). Jensen, G. J., Torsleve, M. K., Vitus, K., Weibel, K., Integration, Difference and (anti) discrimination in Danish

Primary and Lower Education. The Danish National Centre for Social Research, 2012.

Jaffe-Walter, Reva (2013): Who would they talk about if we weren’t here? Muslim Youth, Liberal Schooling and the Politics of Concern, Harvard Educational Review 83 (4), pgs. 613-635.

Kvale, S. (2002) InterViews. Sage Publications. Pp. 1-13, 88, 94-98, 124-135. ISBN: 978-0803958203 (344p.) Le Roux, Johann (2001): Social Dynamics of the Multicultural Classroom, in Intercultural Communication: A

Reader, Wadsworth, UK. MacNaughton, Glenda (2005): Doing Foucault in Early Childhood Studies: Applying post structuralist ideas,

Routledge, Oxon. Modood & Ahmad (2007). British Muslim Perspectives on Multiculturalism. Theory Culture Society 2007 24: 187 Nasar Meer and Tariq Modood (2009). The Multicultural State We’re In: Muslims, ‘Multiculture’ and the ‘Civic

Re-balancing’ of British Multiculturalism. POLITICAL STUDIES: 2009 VOL 57, 473–497 Olwig, KF 2011, 'Children's Sociality: The Civilizing Project in the Danish Kindergarten', Social Analysis, vol. 55,

nr. 2, s. 121-141. Olwig and Karsten Paerregaard, Cambridge Scholars, UK (Introduction, chapter 7 and epilogue by Jenkins).

Parekh, B. (2000) Rethinking Multiculturalism. Cultural Diversity and Political Theory. Hampshire: Palgrave

Macmillan, chapter 5, pp.142-178. ISBN: 0-333-60882-8 (379p.) Shonkoff, Jack P. (Editor) 2000; Phillips, Deborah A. (Editor); Committee on Integrating the Science of Early

Childhood Development. From Neurons to Neighborhoods: The Science of Early Childhood Development. Washington, DC, USA: National Academies Press, chapter 3.

The Question of Integration: Immigration, Exclusion and the Danish Welfare State (2011), Eds. Karen Fog United Nations Convention on the Rights of the Child (UNCRC).

http://www.ohchr.org/Documents/ProfessionalInterest/crc.pdf Wagner, J. T. (2006): “Fishing Naked – Nordic Early Childhood Philosophy and Practice” in Nordic Childhoods

and Early Education. Information Age Publishing. ISBN: 978-1593113506 (324p.)


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