| CODE | IAL3009 | ||||||||||||||||
| TITLE | Exclusion, Inclusion and Schooling | ||||||||||||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||||||||||||
| MQF LEVEL | 6 | ||||||||||||||||
| ECTS CREDITS | 4 | ||||||||||||||||
| DEPARTMENT | Inclusion and Access to Learning | ||||||||||||||||
| DESCRIPTION | This unit is divided in three parts. The first part of the unit will introduce the students to the understanding of inclusion and exclusion as a social construct, which has an impact on the students’ pedagogical development. The theoretical and praxes infrastructure of the study unit is based on two principles: the intrinsic value of inclusion on which pedagogical operation is based, and the praxes of exclusion as jeopardy for the educational development. The second part of the unit will explore the relation of diversity and exclusion, and how this relation has impact on the schooling system. The third and last part of the unit will focus on praxes that transforms the encounter with diversity into an educational occasion. The study unit will engage with the notion of inclusion as agentic relation with diversity – which includes ability/disability, cultures, religions and ideologies. Study-unit Aims: This study-unit aims at engaging students with the notions of inclusion and exclusion as social and cultural categories. It also aims at helping students engage with diversity and thus help bridge social and political critical theories with educational praxes and in so doing help students develop an ethical and moral understanding of teaching operations. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: • Identify notions of inclusion and exclusion as a social and cultural construct; • Review literature on political and social theories and education; • Recognize educational praxes as a social and political response; • Identify the influence on education of inclusion and exclusion constructs; • Explore disability as a social and cultural construct; • Review inclusion as a space for ‘the other’ as agent; • Exploring Hospitality as a radicalisation of inclusion; • Envisaging inclusion beyond disability issues. 2. Skills By the end of the study-unit the student will be able to: • Employ an inclusive/exclusive hermeneutic reading of pedagogical praxes; • Apply observational skills regarding issues of exclusion; • Employ ethical and moral perspective on teaching operations; • Engage critically with educational operation within the schooling institutions; • Explore pedagogical experiences when encountering diversity; • Employ Hospitality as an educational inclusive model; • Relate with diversity as educational experience; • Relate with possibilities of school classrooms as community of learning; • Merge educational theoretical thinking with praxes. Main Text/s and any supplementary readings: Main Text - Slee, Roger (2011) The Irregular School: Exclusion, Schooling and Inclusive Education. Routledge. Supplementary Text Freire, Paulo (1998) Pedagogy of Freedom: Ethics, Democracy, and Civic Courage. Rowman & Littlefield Pubblishers, Inc. |
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| STUDY-UNIT TYPE | Lecture | ||||||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Francois Mifsud |
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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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