| CODE | EDU5958 | ||||||||
| TITLE | Culturally Responsive Education Programmes and Settings | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Faculty of Education | ||||||||
| DESCRIPTION | This unit will prepare participants to take account of the diversities and different cultural backgrounds of today's education settings and how this should be reflected in education programmes and settings. It will include both theoretical and practical issues of curriculum design, implementation and evaluation with intercultural issues in mind. Participants will be introduced to the analysis of curricula and education settings in terms of their level of responsiveness to intercultural issues and respect for minority group cultures. Participants will also be introduced to the process of integrating an international, intercultural global dimension to the curriculum. Study-unit Aims: This study-unit aims to provide participants with an intercultural framework for curriculum design and evaluation. Participants will become aware of and understand the need for transforming the organisation of educational settings as well as current monocultural curricula, training programmes, school activities and resources into ones that incorporate cultural diversity as an inherent dimension of education systems. They will also develop relevant skills for initiating such a transformation at policy, design and evaluation levels. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - analyse the way curricula, training programmes, school activities and resources may reflect only the dominant culture and marginalise other cultures; - describe and analyse the link between culture and curriculum, training programmes, school activities, resources and settings for their delivery; - demonstrate how culture is entwined with the communication systems between instructors and learners; - understand the processes that lead monocultural curricula, training programmes, settings, school activities and resources to alienate learners with other background cultures; - understand how educational curricula, training programmes, settings, school activities and resources can be responsive to the diversity of learner backgrounds and culture - be it ethnic, religious, linguistic, cultural, socio-economic or sexual orientation; - understand the importance of infusing learner experience in the organisation of learning; - descibe the charateristics of a culturally reponsive curriculum. 2. Skills By the end of the study-unit the student will be able to: - evaluate the level of cultural responsiveness of curriculum, training programme content, settings, school activities and resources; - analyze the nature of cultural responsiveness of learning or training settings; - demonstrate intercultural competences in communication with learners or clients; - design or transform educational curricula, training programmes, settings, school activities and resources to make them equally respectful of diverse cultural backgrounds. Main Text/s and any supplementary readings: Main Texts: - Bartolo, P.A., Janik, I., Janikova, V., Vilkiene, V., Calleja, C., Cefai, C., Chetcuti, D., Hofsaess, T., Koinzer, P., Mol Lous, A., Ale, P., Wetso, G.M., Humphrey, N. (2007). Responding to student diversity: Teacher’s handbook. Malta: University of Malta. - Gay, G. (2010). Culturally responsive teaching Theory, research and practice (2nd ed.). New York: Teachers' College Press. - Carber, S. (Ed.) (2011) Internationalizing schools. Great Britain: Woodbridge: John Catt International Ltd. Supplementary Readings: - Bartolo, P. A., Agius Ferrante, C., Azzopardi, A., Bason, L., Grech, L., & King, M. (2002). Creating inclusive schools: Guidelines for the implementation of the national minimum curriculum policy on inclusive education. Malta: Ministry of Education. - Bartolo, P.A., Hofsaess, T., Mol Lous, A. (Eds) (2007). Responding to student diversity: Teacher education and classroom practice. Malta: University of Malta. - Humphrey, N., Bartolo, P. A., Ale, P., Calleja, C., Hofsaess, T., Janikova, V., Mol Lous, A., Vilkiene, V., Wetso, G. M. (2006). Understanding and responding to diversity in the primary classroom: An international study. European Journal of Teacher Education, 29(3), 305-318. - Jensen, E. (2014). Teaching with poverty in mind. What being poor does to poor kids' brains and what school can do about it. Alexandria, VA: ASCD. - Rashid, N. & Tikly, L. (2010). Guidelines for Inclusion & Diversity in Schools. Madrid: British Council. |
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| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Colin Calleja |
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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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