| CODE | ACA0003 | ||||||
| TITLE | Understanding Diversity for Positive Intercultural Communication | ||||||
| UM LEVEL | 00 - Mod Pre-Tert, Foundation, Proficiency & DegreePlus | ||||||
| MQF LEVEL | 3 | ||||||
| ECTS CREDITS | 2 | ||||||
| DEPARTMENT | Arts, Open Communities and Adult Education | ||||||
| DESCRIPTION | This study-unit engages students with the identification of demographic diversity within adult, community-based and lifelong education and welfare settings and the impact these have on interactions taking place in such settings. Additionally, the SU includes a critical discussion of models or case studies to elicit good practices that foster emancipatory and participatory community-based educational and welfare settings. In other words, to service welfare / community-based learners or beneficiaries in a framework of dialogue, inclusion, tolerance, integration, co-operation and reciprocity (as opposed to cultural / institutionalized discrimination and social exclusion). In particular, the discussion will address the above with special attention to: 1. Ethnicity - in terms of migrant background, as well as diversity of race, religious beliefs (and denominations), language and dialects; 2. Sexual identity and sexual orientation - with attention to the impacts of patriarchy sexism, sexual abuse and intolerance / violence towards the LGBTIQ+ community; 3. Intersectionality - with attention to how the above may impact the individual's wellbeing when interacting with one another and/or ageism, limited digital and financial literacy, loneliness, isolation etc. Study-unit Aims: This study-unit aims to: 1. Introduce students to approaches, styes, skills and techniques that may be educationally and ethically used within community-based educational and welfare settings; and 2. Foster continuous professional development, lifelong learning and active ageing in a framework of emancipatory and participatory community-based education and welfare. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: 1. Identify and describe scenarios of community-based educational and welfare initiatives that foster dialogue, inclusion, tolerance, integration, co-operation and reciprocity (as opposed to cultural / institutionalized discrimination and social exclusion); and 2. List materials, styles, approaches or techniques that can be used when planning and executing emancipatory and participatory community-based educational and welfare initiatives. 2. Skills By the end of the study-unit the student will be able to: 1. Identify opportunities during a given community-based educational / social welfare interaction where diversity can be used to elicit/support an emancipatory and participatory educational or welfare initiatives; 2. Cooperate with and involve other service providers / users in the planning and execution of community-based educational and welfare initiatives in a a spirit of dialogue, inclusion, tolerance, integration, co-operation and reciprocity (as opposed to cultural / institutionalized discrimination and social exclusion); and 3. Review a given community-based educational / social welfare interaction by identifying strengths, weaknesses and possible improvements. Main Text/s and any supplementary readings: Main readings (digital copies will be made available to students): - Age Platform Europe. (2020). Invisible Talents: new brochure and toolkit. Available at: https://www.invisible-talents.eu/wp-content/uploads/2020/09/200915_invisibletalents_Broschuere_EN_web_small.pdf - Diez Villagrasa, E. (Ed.). (2012). Charter on Education for Democratic Citizenship and Human Rights Education - Guidelines for Educators. Council of Europe. Available at: https://edoc.coe.int/en/human-rights-democratic-citizenship-and-interculturalism/5705-charter-on-education-for-democratic-citizenship-and-human-rights-education-guidelines-for-educators.html - Crameri, B., Barrett, C. & Firth, T. (2015). Aged Care Assessment Service (ACAS) Lesbian, Gay, Bisexual, Transgender and Intersex (LGBTI) inclusive guide sheets. Melbourne: Australian Research Centre in Sex, Health and Society, La Trobe University. Available at: https://www.latrobe.edu.au/__data/assets/pdf_file/0004/814765/Aged-Care-Assessment-Service-ACAS-for-LGBTI-inclusivity-guidesheets.pdf - Stern, E. & Fruchter, O. (2021). "Inclusion Ls Urgent Matter." The Jewish Exponent [Philadelphia], 15. (Available using UM Hydi) - International Organization for Migration (IoM). (2015). Together in Malta – Trainers Manual. Malta: IoM Malta. Available at: https://malta.iom.int/sites/default/files/2015%20Documents/Publications/Trainers%20Manual.pdf - inVisible talents! (N/A). Online Test: Self-reflection Tool. Available at: https://www.invisible-talents.eu/online-tool-en/ Supplementary readings (digital copies will be made available to students): - Cassar, C.M., Repeckaite, D., Gauci, J.P., Balasso, E. & Zimmerling, T. (N/A). Ethnic minorities beyond migration: The case of Malta. Malta: The People for Change Society. Available at: http://www.pfcmalta.org/uploads/1/2/1/7/12174934/ethnic_minorities_beyond_migration_-_final.pdf - Corselli-Nordblad, L. & Strandell, H. (2021). Ageing Europe: Looking at the lives of older people in the EU. Luxembourg: European Union. Available at:https://ec.europa.eu/eurostat/documents/3217494/11478057/KS-02-20-655-EN-N.pdf/9b09606c-d4e8-4c33-63d2-3b20d5c19c91?t=1604055531000 - "Driving Digital Inclusion to Promote Global Equality." Ventures Africa, 2021-04-08. (Available using UM Hydi) - Gaál, Z.A., Bodnár, F., & Czigler, I. (2017). When Elderly Outperform Young Adults-Integration in Vision Revealed by the Visual Mismatch Negativity. Frontiers in Aging Neuroscience 9, 15. (Available using UM Hydi). - Kraszewska, K. Juchno, P. & Todorova, A. (2021). Migrant integration statistics: 2020 edition. Luxembourg: European Union. Available at: https://ec.europa.eu/eurostat/documents/3217494/12278353/KS-06-20-184-EN-N.pdf/337ecde0-665e-7162-ee96-be56b6e1186e?t=1611320765858. |
||||||
| ADDITIONAL NOTES | This study-unit is assessed on a Pass/Fail basis. | ||||||
| STUDY-UNIT TYPE | Lecture | ||||||
| METHOD OF ASSESSMENT |
|
||||||
| LECTURER/S | Rachel Baldacchino Kurt Borg Maria M. Brown Mariella Debono Francois Mifsud Roberta Scerri |
||||||
|
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
|||||||