SPRn5021 Working with Diversity

Faculty of Social Studies
Spring 2024
Extent and Intensity
1/1/0. 7 credit(s). Type of Completion: zk (examination).
Teacher(s)
Mgr. Roman Baláž, Ph.D. (lecturer)
Guaranteed by
Mgr. Roman Baláž, Ph.D.
Department of Social Policy and Social Work – Faculty of Social Studies
Supplier department: Department of Social Policy and Social Work – Faculty of Social Studies
Course Enrolment Limitations
The course is offered to students of any study field.
Course objectives
This course will help social work students become more familiar with diversity work and develop their skills in working with diversity among people. Upon completing the course, students will 1) understand the dynamics of ethnocentrism, racism and discrimination in an international context and 2) assess different approaches to working with otherness and understand their nature.
The course aims to cultivate a comprehensive perspective on social work with marginalised people (different types of migrants and minorities) and to support students' ability to respond effectively to the challenges associated with increasing diversity among people.
Learning outcomes
Students can actively use the concepts of diversity, intersectionality and otherness to reflect on the challenges faced by people of minority status.
Students can assess the appropriateness of different approaches to working with diversity/otherness.
Students can design situationally appropriate practices when working with people of minority status.
Students can reflect on the risks and limitations of the practices they design.
Syllabus
  • An introduction
  • Nation and state building
  • Nationalism and ethnicity
  • Ethnocentrism, racism and discrimination
  • Minority status in 'centrist' formations
  • Identity and intersectionality
  • Otherness and othering
  • The problem of meeting needs
  • The problem of risks prevention
  • The problem of the realisation of human rights
  • Social work as an instrument of oppression
  • Social work as an instrument of emancipation
  • A seminar project workshop
Literature
    required literature
  • Ioakimidis, V., & Wyllie, A. (2023). Learning from the past to shape the future: uncovering social work’s histories of complicity and resistance. In Social Work’s Histories of Complicity and Resistance (pp. 3-28). Policy Press.
  • Dummett, M. (2016). O přistěhovalectví a uprchlících. Praha: Filosofia.
  • Graf, S. et al. (2015). Češi a jejich sousedé: meziskupinové postoje a kontakt ve střední Evropě. Praha: Academia.
  • Ferguson, I., Ioakimidis, V., & Lavalette, M. (2018). Global social work in a political context: Radical perspectives. Policy Press.
  • Castles, S., de Haas, H., Miller, M., J. (2014). The Age ofMigration. (4th edition). Palgrave.
  • Fredrickson, G. M. (2015). Racism: A Short History: Princeton University Press. Princeton University Press.
  • Carens, J., H. (2016). Imigranti a právo na pobyt. Praha: Filosofia.
  • Holý, L. (2010). Malý český člověk a skvělý český národ. Praha: Slon.
  • Hašková, H., Křížková, A., & Pospíšilová, K. (2018). Intersekcionální přístup ke zkoumání nezaměstnanosti. Sociologický časopis/Czech Sociological Review, 54(2), 173-174.
  • Arendt. H. (1996). Původ totalitarismu I-III. Praha: Oikoymenh.
  • Eriksen, T., H. 2012. Etnicita a nacionalismus. Antropologické perspektivy. Praha: Slon.
  • Timor-Shlevin, S. (2022). Between othering and recognition: in search of transformative practice at the street level. European Journal of Social Work, 1-13.
Teaching methods
The cornerstone of effective teaching goes beyond traditional frontal lectures by the instructor; it hinges on dynamic student engagement expertly guided by the instructor. It is absolutely imperative that students approach each learning block with unwavering commitment and thorough preparation, diligently absorbing the assigned readings beforehand. Students' active involvement is not just encouraged – it's paramount for their success in this course.
Teaching Methods:
  • Continuous reading of required literature
  • Short lectures
  • Interactive activities
  • Case discussions and analysis
    • Assessment methods
    Each student will keep a reading diary every week (13 standard pages in total). Such activity aims to individually support students on their way to (1) understand the reading, (2) create and apply the needed perspective, and (3) solve the pre-designed role-playing problem.
    Throughout the course, you will have the chance to dive into three engaging assignments (9 standard pages in total), each designed to ignite your passion for learning. These assignments, thoughtfully detailed in a separate document, are not your typical graded tasks (no A to F scale here), but they offer a remarkable opportunity to earn extra points by showcasing your exceptional skills.
    During the introductory phase of the course (till the fifth study week), students will create groups of three or four. From the sixth study week, students will fulfil logically sequenced tasks (parts of the final team project). This fulfilment will appear during lessons but also outside the university (at home, in a café or online – depending on team members' agreement). The teacher will present a concrete project description in the eighth study week. The total length of the project is between 15 and 20 standard pages (depending on the number of team members).
    The final examination will take the form of a presentation and defence of the project. Presentation requirements will be specified at the last lesson or by email.
    Language of instruction
    Czech
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