PdF:SOe201 Intercultural Pedagogy, Teachi - Informace o předmětu

SOe201 Intercultural Pedagogy, Teaching and Learning across cultures

Rozsah

0/2/0. 5 kr. Ukončení: k.
Vyučováno kontaktně

Vyučující

Mgr. Zdeněk Janík, M.A., Ph.D. (cvičící)

Garance

Mgr. Zdeněk Janík, M.A., Ph.D.
Katedra sociální pedagogiky – Pedagogická fakulta
Kontaktní osoba: Mgr. Zdeněk Janík, M.A., Ph.D.
Dodavatelské pracoviště: Katedra anglického jazyka a literatury – Pedagogická fakulta

Rozvrh seminárních/paralelních skupin

SOe201/01: Út 9:00–10:50 kancelář vyučujícího, Z. Janík

Omezení zápisu do předmětu

Předmět je otevřen studentům libovolného oboru.

Cíle předmětu

The course focuses on pedagogical approaches supporting a process of intercultural development by engaging diversity across the curriculum and teaching content. Students learn to view classroom as a site of intercultural learning, they improve their skills in structuring and facilitating classroom interactions that foster engagement with diversity and support intercultural development. Students use approaches and resources that are culturally inclusive and view learners as assets with valuable and diverse strengths and experiences. Students use their e-portfolio to record and evaluate cross-cultural case studies of intercultural learning opportunities at school and other learning facilities. In international teams, they create a plan of activities purposefully engaging diversity of pupils of various cultural background.

Výstupy z učení

By the end of the course, students will: - develop their intercultural competence, i.e. attitudes, knowledge, and skills to be able to actively engage with diversity of their pupils, curriculum, teaching, and learning contents - be able to apply the principles of Intercultural pedagogy in various contexts in and outside the classroom, namely: - demonstrate their capacity for effective and culturally appropriate interaction with pupils of different backgrounds - be able to recognize cultural differences of pupils and view them as assets with valuable and diverse experience - demonstrate how to work with pupils’ different perspectives and deepen their empathy through mindful listening and facilitated reflections - develop their capacity to maximize pupils’ purposeful intercultural interaction by providing them with opportunities for reflection and perspective taking, maximizing pupil’s experiential knowledge, and accommodating pupil’s diverse styles of communication - demonstrate their capacity to suspend judgement and respond to micro-aggressions and biased comments in various situations in and outside classroom - demonstrate their capacity to work with pupils’ anxiety thresholds and discomfort and facilitate pupils’ mindfulness and interculturally appropriate interactions

Osnova

• 1) Theories of Critical Intercultural Communication 2) From Multicultural Education to Intercultural Education 3) Critical Intercultural Communication Pedagogy 4) Implicatinons for practice: how to engage diversity in the classroom 5) Civic engagement and cultural diversity: empowering others 6) Reflecting intercultural competence building in Collaborative Online International Learning 7) Implications for intercultural education practice

Literatura

povinná literatura
• Sobre, M.S. (2017). Developing the critical intercultural class-space: theoretical implications and pragmatic applications of critical intercultural communication pedagogy. Intercultural Education, 28(1), 39–59.
• Portera, Agostino (2008). Intercultural education in Europe: epistemological and semantic aspects. Intercultural Education, 19(6), 481–491.

doporučená literatura
• Nakayama, T. K., & Halualani, R. T. (Eds.) (2010). The handbook of critical intercultural communication. Wiley-Blackwell.
• Lee, A., Poch, R., Shaw, M., & Williams, R. D. (2012). Engaging diversity in undergraduate classrooms : a pedagogy for developing intercultural competence. (32 ed.) Jossey-Bass. http://searchworks.stanford.edu/view/9669622
• Lee, Amy et al. (2017). Teaching Interculturally: A Framework for Integrating Disciplinary Knowledge and Intercultural Development. Stylus Publishing.
• Mikk, B. K. and Inge E. Steglitz (Eds.) (2017) Learning Across Cultures: Locally and Globally, 3rd edition, NAFSA: Washington, DC
• Gudykunst, W. A. (Ed.) (2003). Cross-cultural and Intercultural Communication. Thousands Oaks, CA: SAGE Publications
• JANÍK, Zdeněk. Negotiation of Identities in Intercultural Communication. JoLaCe Journal of Language and Cultural Education. Berlin: WALTER DE GRUYTER GMBH, 2017, roč. 5, č. 1, s. 160-181. ISSN 1339-4045. doi:10.1515/jolace-2017-0010.
• JANÍK, Zdeněk. Instructor’s Guide for Collaborative Online International Learning. 1. vyd. Brno: Masarykova univerzita, 2024. Elportál. ISBN 978-80-280-0599-3. html PURL url info
• DELPIT, Lisa D. Other people's children : cultural conflict in the classroom. London: New Press, 2006, xxvii, 223. ISBN 1595580743. info

Výukové metody

facilitated group discussions and reflections, reflective reading and writing, guidance on e-portfolio content recording, COIL-based learning, project-based learning

Metody hodnocení

active participation in international tasks and group work and 80% attendance
active participation in the COIL (Collaborative online international learning) 100% attendance;
Designing and executing a group project on the selected topic;
Reflective paper/essay (1500 - 2000 words). NO CHAT GPT!
Only for the students in Education for Diversity and Inclusion: the e-portfolio based reflection(students' observations, critical incidents recording and their reflection)

Vyučovací jazyk

Angličtina

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Studijní materiály

• Statistika zápisu (nejnovější)
  
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