| CODE | EDU5932 | |||||||||
| TITLE | Intercultural Education and Global Citizenship | |||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | |||||||||
| MQF LEVEL | 7 | |||||||||
| ECTS CREDITS | 5 | |||||||||
| DEPARTMENT | Faculty of Education | |||||||||
| DESCRIPTION | This study-unit will stimulate participants to consider the implications of education for global citizenship: first, that the curriculum should reflect the possibility that in future more and more people will engage in cross border work and collaboration and, secondly, that important human development concerns like caring for the physical and social environment have to be addressed at global levels. Participants will thus develop frameworks for making the curriculum one that enables the development of competences that apply across borders and cultures, and also one that includes consideration of global issues. Throughout the study-unit the hermanutic engagement with Global citizenship will be based on posteolorial reflection. Study-Unit Aims: This study-unit is aimed at preparing participants to adopt a global citizenship orientation to the design and implementation of education curricula, as well as to provide them with initial skills in the design, implementation and evaluation of such curricula. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Demonstrate an intercultural and global citizenship orientation to education; - Demonstrate awareness of the global dimension of environmental and human rights issues; - Comprehend Malta's role in international developments particularly through the EU and UN; - Recognise the need for education for intercultural competences; - Demonstrate an understanding of the relevance of transnational competences for future citizens. 2. Skills: By the end of the study-unit the student will be able to: - Demonstrate reflective skills in relation to teaching for intercultural and global citizenship; - Design intercultural curricula that promote the active participation of all students whatever their cultural background; - Design curricula that raise student awareness of global environmental and human development issues; - Design and implement curricula and learning activities that enable students to develop transcultural and transnational competences. Main Text/s and any supplementary readings: Main Texts: - Banks, J.D. (Ed.) (2007). Diversity and Citizenship Education: Global Perspectives. San Francisco: Wiley. - Modood, T. (2013). Multiculturalism (2nd ed.). Polity Press. Supplementary Readings: - Koehn, P.H., & Roseenau, J.N. (2010). Transnational competence: Empowering professional criteria for horizon-rising challenges. Colorado: Paradigm Publishers. - Lindsay, B., and Blanchett, W. J. (Eds.) (2011). Universities and Global Diversity: Preparing Educators for Tomorrow. Oxford: Taylor and Francis. - Peters, L. (2009). Global education: Using technology to bring the world to your students. Oregon: International Society for technology in education. - Suarez-Orosco, MM. (2007). Learning in a global era: International perspectives on globalization and education. California: University of California Press. - Wagner, T. (2012). Creating innovators: The making of young people who will change the world. New York, NY: Simon & Schuster. |
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| ADDITIONAL NOTES | Pre-Requisite qualifications: First year of MAE (Culturally Responsive Education) | |||||||||
| STUDY-UNIT TYPE | Lecture | |||||||||
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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 2023/4. It may be subject to change in subsequent years. |
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