SO503 Education in Diverse Society

Faculty of Education
Spring 2025
Extent and Intensity
0/1/0. 5 credit(s). Type of Completion: zk (examination).
In-person direct teaching
Teacher(s)
Mgr. et Mgr. Markéta Košatková, Ph.D. (lecturer)
Guaranteed by
Mgr. et Mgr. Markéta Košatková, Ph.D.
Department of Social Education – Faculty of Education
Contact Person: Dana Jakubjanská, DiS.
Supplier department: Department of Social Education – Faculty of Education
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 50 student(s).
Current registration and enrolment status: enrolled: 0/50, only registered: 0/50, only registered with preference (fields directly associated with the programme): 0/50
fields of study / plans the course is directly associated with
there are 9 fields of study the course is directly associated with, display
Course objectives
The goal of this course is to build a learning community within which international and Czech students develop intercultural skills, and a complex understanding and appreciation of diversity (with regard to culture, language, gender, socioeconomic status, religion, ethnicity, geographic region, sexual orientation, ability, and age, etc.). Together, we will articulate insights into own cultural identities, make greater sense of the diverse world in which we live, and develop skills to become leaders for educational change. We will explore and learn about how diversity in today’s society, icluding in education, need to be addressed at the level of teacher preparation, family and community engagement, and at systems change (at school and district levels) to be successful. Learning outcomes: Demonstrate an in-depth understanding of the vast range of diversity in the society, including race, ethnicity, gender, class, disability, and sexual orientation and its impact on the school environment; Display an appreciation of and sensitivity to the barriers to success in school and in the community faced by individuals who are charactierized as representing diverse groups; Develop critical thinking and intercultural comparative skills for a thorough (intercutlural) understanding of different theoretical concepts and practices related to diversity and education; Demonstate an abilty to apply knowledge of teaching strategies, educational models (e.g., differentiated instruction, universal design, response to intervention), and approaches to educational assessment that are responsive to the learning strengths and needs of students from diverse backgrounds in real life settings; Develop leadership skills and effective strategies to transform learning environments in schools in to more inclusive educational contexts.
Learning outcomes
The student will be able to: 1) define basic concepts 2) critically evaluate selected educational theories 3) work with international literature
Syllabus
  • The course will help pre-service educators to enhance their skills in identifying and responding to the unique needs of the diverse student population in order to create supportive learning environments for all. We will identify strategies to support student participation and engagement, compare different educational models and person-centered practices (e.g. Universal learning Design, differentiated instruction, Response to Intervention), explore the impact of programs (e.g. Inclusive Community Service Learning) that enhance the alignment of schools with communities within which they operate as well as enhance our understanding of theoretical concepts dealing with diversity (e.g., social justice). Students will be asked to use the knowledge they develop and their new leadership skills to plan and implement projects aimed at the transformation of educational communities and other learning contexts into environments that not only support diversity but effectively use it to enhance the learning experience.
Literature
  • Walther-Thomas, C., Korinek, L., McLaughlin, V.L., & Williams, B.T. (2000). Collaboration for Inclusive Education: Developing Successful Program. Allyn & Bacon: Boston.
  • How do Teachers make it all Work, Education leaders as Catlyst for Differentiated Instuction. The Differentiated Classroom: Responding to the Needs of All learners. ASCD: Alexandria, 2015.
  • Fullan, M. (2015). Freedom to Change: Four Strategies to Put your Inner Drive into Overdrive. Jossey-Bass.
  • Theoretical Foundations for Social Justice Education. Lee Anne Bell, in Teaching for Diversity and social justice. Maurianne adams, Lee Anne Bell, Pat Griffin, Routledge, 2nd edition, 20007.
  • Bender, W.N. (2012). Differentiating Instruction for Students with Learning Disabilities. Corwin: Thousand Oaks.
  • Brown-Chidsey, R., Bronaugh, L., & McGraw, K. (2009). RTI in the Classroom: Guidelines and Recipes for Success. The Guiford Press: New York.
  • Gollnick, D. M. & Chinn, P. C. (2009). Multicultural education in a pluralistic society, 8th ed. Upper Saddle River, NJ: Merrill Prentice-Hall.
  • Universal Rose, D. H., Harbour, W. S., Johnston, C. S., Daley, S. G., & Abarbanell, L. (2006). Universal design for learning in postsecondary education: Reflections on principles and their application. Journal of Postsecondary Education and Disability,
Teaching methods
seminar
Assessment methods
exam
Language of instruction
English
Further comments (probably available only in Czech)
The course is taught annually.
The course is taught: every week.
The course is also listed under the following terms Spring 2017, Spring 2018, Spring 2019, Spring 2020, Spring 2021, Spring 2022, Spring 2023, Spring 2024.
  • Enrolment Statistics (Spring 2025, recent)
  • Permalink: https://is.muni.cz/course/ped/spring2025/SO503