Module EDUC2361: Cultural Identity, Interculturality and Education

Department: Education

EDUC2361: Cultural Identity, Interculturality and Education

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• Develop a critical understanding of the diverse conceptualizations of interculturality and education framed by specific social demands relating to the recognition of cultural specificity (indigenous and afrodiaspora).
• To critically reflect on the issues surrounding the inclusion of multilingual education and indigenous knowledge systems as part of state education systems.
• Develop a critical understanding of the complex and dynamic nature of cultural identity and implications towards the implementation of culturally specific education.
• To critically reflect on the tensions and challenges for education, in responding to diverse and specific cultural identities as an issue of social justice and social change.

Content

• The following topics may be covered:
• Intercultural education and the demand for recognition of specific cultural identity from the global south.
• Indigenous languages, multilingualism and education.
• Plural epistemologies and education.
• Challenges and tensions of institutionalising intercultural education; (tendencies towards essentialization and mechanisms of standardization).

Learning Outcomes

• Identify and develop a critical understanding of the context and factors relating to the ongoing demand for recognition of cultural specificity as part of the development of state public education in Latin America and other regions of the global South.
• Develop a critical understanding of the tensions and challenges of accounting for cultural specificity, in terms of language and knowledge systems for the implementation of intercultural education.

• The analysis of complex situations concerning diverse social-historical demands relating to recognition of diverse cultural identities in the context of changing education systems.
• Evaluate critically the tensions that arise from standardization processes in education relating to diverse languages and knowledge systems.
• Consider the implications these tensions generate in conceptualizing and implementing intercultural education.
• Articulate and employ key concepts and terminology in the field of International and comparative education, including, but not limited to, intercultural education, global citizenship education, multilingualism and the study of diversity in education.
• Communicate effectively orally and in writing on issues related to International and Comparative Education.

• Work on ideas and issues critically and independently as well as part of a group.
• Construct and sustain a reasoned argument
• Communicate and develop ideas effectively making use of specialist vocabulary
• Present arguments and ideas appropriately and creatively through a variety of forms.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Learning: 10 x 1 hour fortnightly lectures, and 10 x 2 hour fortnightly workshops. These will introduce students to the above topics and will be facilitated by experts in the field from the School of Education. Each workshop will be supported by preparatory and follow-up readings and a learning task that students will undertake during the workshop.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Presentation related to key learning from the module and aspects of the summative.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University