250368 BIP - Comparative International Perspectives on Education – Inclusive Education Practices for diverse learners (BS) (SoSe 2024)

More information on…

• Content
The course reflects on the quality of teaching and learning materials regarding their inclusivity. Are learning materials inclusive? Why or why not? What makes a material inclusive? We approach these questions making use of international comparative research methods and through group dialogue, discussions and presentations.
The language of instruction is English.
• Learning outcomes

After completing the course, the student will be able to:
• exchange knowledge about the governing of educational systems from an international and comparative context,
• make independent and critical evaluations of educational systems and teaching materials in concerning aspects of diversity and inclusion,
• independently identify obstacles and opportunities for inclusive education,
• propose solutions for teaching to meet a diversity of students, and
• review teaching materials based on aspects of inclusion and diversity.

How much does it cost?
• There is no fee/tuition for the course itself
• Costs for travel, accommodation and food during the on-site week is paid by the student
• Contact your home university for information on Erasmus+ scholarship for participation
• io@uni-bielefeld.de

Requirements for participation, required level

Important/Teilnahmevoraussetzung:
Für eine Teilnahme am Seminar ist eine persönliche und verbindliche Anmeldung per Mail bis zum 10.01.2023 erforderlich.

Bibliography

Bagger, A., & Lillvist, A. (2021)
Discourses on inclusion in media An account of belonging and exclusion. [Translated article: Mediala diskurser om inkludering. En berättelse om (gem)ensamhet Translation: Discourses on inclusion in media. An account of belonging and exclusion, Utbildning & Demokrati 30(1), 45–74]. https://journals.oru.se/uod/article/view/1551/1213
Bock, J.-J. / Macdonald, Sh. (2019)
Introduction. Making, Experiencing and Managing Difference in a Changing Germany. In J.-J. Bock & Sh. Macdonald (eds.), Refugees Welcome? Difference and Diversity in a Changing Germany (p.1-38). Berghahn Books.
Fey, C.-Ch. & Matthes, E. (2018)
Textbook Quality Criteria and Evaluation. In Fuchs, Eckhardt (Hrsg.); Bock, Annekatrin (Hrsg.): The Palgrave handbook of textbook studies. New York; London, United Kingdom: Palgrave Macmillan (2018) S. 157-167From Salamanca to Sweden: Inclusive Education as Policy in Transit.
https://uu.diva-portal.org/smash/get/diva2:1594917/FULLTEXT01.pdf
Hinz, A. (2009)
Models of Inclusion: Germany. In: M. Alur & V. Timmons (Eds.) Inclusive Education across Cultures. Crossing Boundaries, Sharing Ideas. p. 299-317. SAGE Publications India Pvt. Ltd.
https://dx.doi.org/10.4135/9788132108320
Magnússon, G. (2022)
From Salamanca to Sweden: Inclusive Education as Policy in Transit. In K. E.Rizvi & R. T. Fazal (Eds.), International Encyclopedia of Education. Elsevier.
Mårell-Olsson, E., Bergström, P., Jahnke, I. (2019)
Is the Tablet a Teacher or a Student Tool? Emergent Practices in Tablet-Based Classrooms. In: Cerratto Pargman, T., Jahnke, I. (eds) Emergent Practices and Material Conditions in Learning and Teaching with Technologies. Springer, Cham.
https://doi.org/10.1007/978-3-030-10764-2_6