Main content:
Educational sciences
Course: Children learn in an equal opportunities school
Learning in the horizon of diversity and educational equity
Admission requirements
none
Semester: 1
Orientation
Diversity
Aim
Children are alike in that they are different. This unity in diversity is a valuable resource for their individual identity formation and active participation in the learning and global community. National and international developments on the topic of educational equity and inclusion form the starting point for the profile of schools and education in Austria today. This enriches teacher training and the teaching profession in pedagogical, ethical, and social dimensions.
Content
- Inseparability of learners at the primary level: Heterogeneity
- Educational justice - human rights foundation; international discourses
- Identification of diversity areas; intersectional diversity
- Diversity and discrimination - "Group-related misanthropy" (Heitmeyer, 2002)
- Learning and development from a diversity perspective
- Inclusion as a transdisciplinary field of cooperation: Genesis and present
- Inclusion standards
- Models and theories of inclusive pedagogy
show detailsshow lessLearning outcomes/skills
The graduates ...
- are familiar with theories and discourses on diversity as well as heterogeneity and educational equity and their global and national legal anchoring in the UN Human Rights Charter, the UN Convention on the Rights of Persons with Disabilities (including General Comments), and the UN Convention on the Rights of the Child
- are familiar with the legal basis for special educational needs in Austria
- can reflect on their knowledge of cultural, ethnic, religious, age-, and gender-specific diversity as well as the spectrum of giftedness- and development-related diversity in relation to educational contexts and relate these areas of diversity to each other under the aspect of intersectionality
- are able to name and reflect on the causes and effects of disadvantages, discrimination, labelling, and exclusion mechanisms on the self-efficacy beliefs of learners
- can, - in awareness of the danger of stereotypical attributions and the causes "of group-related misanthropy" (Heitmeyer, 2002), - reflect on their own attitude and their future role as a teacher in relation to processes of segregation and stigmatisation against the background of human rights foundations
- are able to present learning and development from a diversity perspective (traditional theories of development versus broader notions of development and learning) and to show how the well-being of young learners is shaped by the socio-cultural and socio-economic environment (in particular by origin, language, culture, religion, and gender)
- are able to give theoretical justifications for the view of diversity as an opportunity for joint learning and development processes also in its historical development (special education).
- can formulate strategies to promote equal opportunities, taking into account the goals, forms, and challenges of inclusive education, the standards of inclusion, and (digital and media) accessibility in the knowledge society
- can name the standards of inclusion in the educational context in relation to ethnocultural diversity, gender diversity, diversity in social lifestyles, socio-economic equality of opportunity, and equality of opportunity for people with impairments and reflect on their importance for an understanding of the profession of inclusive education based on research literature.
Supra-subject and transversal skills
- Civic education
- Intercultural education/multilingualism
- Reflexive gender pedagogy and gender equality
- Diversity/inclusion
Teaching and learning methods
Languages
German, English
Semester hours per week
3
ECTS-AP
5
Category
Fundamentals of educational science
Type of course
Lecture series (pi)
Type of assessment
digit grade
Performance records
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