Hint: The following information is still in the draft version, however, they can be used as a guide line. We are working at high pressure to provide you with the binding and valid course information shortly.
Every summer semester
10 Credit points
For information on the duration of the modul, refer to the courses of study in which the module is used.
Upon successful completion of the module “Systematic and Methodological Reflections on Inclusion and Exclusion in Educational Contexts”, students are able to critically analyse and reflect on processes of inclusion and exclusion in education from theoretical, structural, methodological, and professional perspectives. They deepen and expand their knowledge by developing interdisciplinary and transdisciplinary approaches to inclusive education, drawing on insights from e.g. educational science, pedagogical psychology, sociology, and related disciplines. Through engagement with research findings at multiple levels of abstraction – ranging from individual patterns of need and diversity to institutional and disciplinary logics – they develop a multifaceted and critical understanding of inclusive education.
Students are able
Learning Outcomes:
Upon completion of the module, students will be able to:
The module introduces students to theoretical, structural, and methodological perspectives on inclusion and exclusion as central dimensions of educational systems. It combines systematic reflection with methodological application and encourages critical engagement with inclusion as both an institutional and research-related field. By linking perspectives from educational science, sociology, pedagogical psychology, and related disciplines, the module enables students to connect theories of diversity, participation, and equity with professional and research-based practices. Across both elements, tensions between individual needs, institutional frameworks, and societal expectations are explored and reflected upon through analytical and practice-oriented approaches.
Within element E1 – Structures, Institutions and Actors in Inclusive Education, students familiarize themselves with selected cases, institutions, and constellations of inclusive and exclusive behaviour. They explore specific educational challenges, such as particular areas of need or institutional responses to diversity, and examine how structures and actors interact within organizational and policy frameworks. Through case, institutional, and policy analyses, students develop a deeper understanding of inclusive practices and learn to critically categorize and reflect on them. Theoretical approaches such as institutional theory, systems theory, and theories of diversity and educational justice support their analysis of how structures, institutions, and actors shape inclusion and exclusion in educational contexts.
Within element E2 – Dynamics of Inclusion and Exclusion, students engage with methodological and methodological-theoretical perspectives on inclusion research. They explore both theoretically oriented approaches (e.g. qualitative educational research, biographical analysis) and application-oriented approaches (e.g. practice research, participatory research). Within this framework, they examine the contexts of discovery, justification, and application of research questions and projects, discuss methodological foundations, and apply selected research methods. Topics include the relationship between theory and empirical research, the situated nature of knowledge, the transferability and generalisability of findings, and questions of research ethics, science communication, and implementation. Across both elements, the module emphasizes the interconnections between theory, research, and professional practice in inclusive education.
Successful completion of the first Master’s semester in Ostrava.
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Both courses E1 and E2 must be studied; one study requirement (Studienleistung) and one examination (Prüfungsleistung) are required.
Study requirements and exams are usually assessed by different examiners.
Module structure: 1 SL, 1 bPr 1
| Allocated examiner | Workload | LP2 |
|---|---|---|
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Teaching staff of the course
E1: Structures, Institutions, and Actors in Inclusive Education
(seminar)
The coursework serves to practise a reflective and content-based approach to the topics covered in the course. It has a practical and in-depth character with regard to the skills anchored in the module. Coursework consists of completing one or more (partial) assignments accompanying the course for practice purposes. |
see above |
see above
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Teaching staff of the course
E 2: Dynamics of Inclusion and Exclusion
(seminar)
The coursework serves to practise a reflective and content-based approach to the topics covered in the course. It has a practical and in-depth character with regard to the skills anchored in the module. Coursework consists of completing one or more (partial) assignments accompanying the course for practice purposes. |
see above |
see above
|
The module examination covers aspects of the module and may focus more closely on a particular course.
The faculty ultimately determines who is to examine whom and what the examination will cover.
Possible formats are:
This module covers content and topics from the area of Theories and methodologies in the context of inclusion and exclusion 2.
The programme coordination is also responsible for coordinating the examination procedures.
The achievements are made at Bielefeld University.
Information on grade conversion can be found here [Link]
Teaching methods:
Dialogical (discussion, conversation, brainstorming), skill-based and practical methods, E-learning methods (tutorials, electronic teaching materials) and other
| Degree programme | Recommended start 3 | Duration | Mandatory option 4 |
|---|---|---|---|
| Inclusion Studies / Master of Arts [Entwurf zum Curriculum ab Wintersemester 2027/28] | 2. | 1 semester | Obligation |
The system can perform an automatic check for completeness for this module.