SOp150 Inclusive and global education

Faculty of Education
Autumn 2024
Extent and Intensity
0/2/0. 3 credit(s). Type of Completion: k (colloquium).
In-person direct teaching
Teacher(s)
Mgr. et Mgr. Martina Kurowski, Ph.D. (lecturer)
Lucie Alexová (assistant)
Guaranteed by
Mgr. et Mgr. Martina Kurowski, Ph.D.
Department of Social Education – Faculty of Education
Contact Person: Ing. et Ing. Jana Šajkovicsová
Supplier department: Department of Social Education – Faculty of Education
Timetable of Seminar Groups
SOp150/01: Tue 14:00–15:50 učebna 39, M. Kurowski
Prerequisites
In order to successfully engage in the course, it is necessary to actively perform the assigned tasks and take responsibility for your own learning. Learners should be able to speak in a cultured manner and to organize and manage group discussion. It is also important to be able to produce good quality written material, including working with electronic information sources. The ability to adequately self-reflect, give and receive feedback and respond professionally to comments from colleagues is essential.
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.

The capacity limit for the course is 50 student(s).
Current registration and enrolment status: enrolled: 18/50, only registered: 0/50
fields of study / plans the course is directly associated with
Course objectives
The aim of the course is to offer insight into the field of social inclusion and global education and to prepare learners to work with diverse target groups.
Within the framework of inclusive education, learners are introduced to the theoretical concepts, values and principles of social inclusion. The emphasis is on linking theory with practice, developing skills for working with heterogeneous groups and applying inclusive approaches in social pedagogical practice.
In the field of global education, students gain an overview of key global issues and critical reflection. They will experience didactic methods of active learning and get acquainted with model lessons focused on global development education. The aim is to understand the role of the educator*woman in building global competences.
Learning outcomes
Upon successful completion of the course, learners will be able to:
Describe the theoretical concepts of social inclusion and inclusive education, its values and principles.
Link the theoretical underpinnings of social inclusion to the practice of working with diverse collectives or individual differences.
Reflect on the inclusive strategies of different organisations and institutions.
Understand legislative measures and strategies to promote inclusion not only in schools but also in other institutions.
Define global (development) education and map its key themes.
Apply the global citizen competency model to social pedagogical practice.
Critically engage with existing materials and resources in the field of inclusive and global education.
Syllabus
  • Education for All: the foundations and limits of social inclusion
  • Paradigms of inclusion in the Czech Republic and the world. Practical application of the catalogue of support measures in education
  • Global (development) education: definition and background, interconnectedness of the world
  • Competences of global citizenship: pedagogical work with the target group
  • The three-stage model of learning (E-U-R): a constructivist model of learning
  • Civic engagement: the role of the educator*woman in society
Literature
    required literature
  • HÁJKOVÁ, Vanda and Iva STRNADOVÁ. Inkluzivní vzdělávání : teorie a praxe. Vydání 1. Praha: Grada, 2010, 217 stran. ISBN 9788024730707. URL info
    recommended literature
  • ANDREOTTI, V. Soft versus Critical Global Citizenship Education. A Development Education Review, Issue 3: 40– 51, 2006. Dostupné z http://www.developmenteducationreview.com/issue3-focus4?page=show
  • TANNENBERGEROVÁ, M. Průvodce školní inkluzí aneb Jak vypadá kvalitní základní škola současnosti? Praha: Wolters Kluwer ČR, a. s., 2016. 136 s.
  • TOMLINSON, Carol A. The differentiated classroom: responding to the needs of all learners. 2nd edition. Alexandria, VA: ASCD, 2014. ISBN 978-1-4166-1860-7.
  • Development Education Project (2013): Globální dimenze ve výuce. http://www.globalnirozvojovevzdelavani.cz/grv-materialy/premyslime-o-grv.html
  • HAVEL, Jiří, Jana KRATOCHVÍLOVÁ and Hana FILOVÁ. Sebehodnocení inkluzivního prostředí na 1. stupni základních škol (Self - evaluation of Inclusive Environment at Primary Schools). 1st ed. Brno: Masarykova univerzita, 2009, 99 pp. Pd 21/09-02/58. ISBN 978-80-210-4948-2. info
    not specified
  • HICKS, David. (2008) Ways of seeing: The origins of global education in the UK http://www.teaching4abetterworld.co.uk/docs/download2.pdf
  • BIOLEK, Jaroslav. PodObal : příručka pro výuku o globálních souvislostech našeho obchodování. Edited by Eva Malířová. Brno: NaZemi - Společnost pro fair trade, 2011, 264 s. ISBN 9788026006923. info
Teaching methods
The lessons are interactive:
Lectures and presentations
Discussions and group projects
Self-study and reading
We try to take into account the different learning styles of learners and create a variety of learning formats and assignments so that everyone can learn and express themselves in their preferred way. To achieve learning outcomes, independent learning activity and learners taking responsibility for their learning outcomes is also essential
Assessment methods
The course is completed with a colloquium for 3 credits. For successful completion we require:
Active participation (regulated by the study and examination regulations)
Work on a group assignment (assigned in seminar)
Active participation in COIL online meetings
In justified cases we may offer diversified assessment methods according to learners' abilities and needs.
Náhradní absolvování
The course can be taken in an alternative form by prior arrangement with the course guarantor. The alternative fulfilment is described in detail in the interactive syllabus.
Language of instruction
Czech
Study support
https://is.muni.cz/auth/el/ped/podzim2024/SOp150/index.qwarp
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
Teacher's information
In case of illness, we ask all students to report the situation to the teachers immediately.

Any limitations, if we are aware of them, we are able to address and should not be a barrier to active participation in the class.

You may also contact the course tutor or liaise with the Teiresias Centre or the MU Counselling Centre for any specific requirements.

All diversity is welcome, we are open to religious, cultural, and gender differences, respect for differences is an essential part of our discipline.

The course and faculty respect diversity and any discrimination will not be tolerated.

We look forward to working with you, the teaching team ;-)
The course is also listed under the following terms Autumn 2019, autumn 2020, Autumn 2021, Autumn 2022, Autumn 2023.
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