| CODE | EDU5916 | ||||||||||||
| TITLE | Impact of Culture on Learning | ||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||
| MQF LEVEL | 7 | ||||||||||||
| ECTS CREDITS | 5 | ||||||||||||
| DEPARTMENT | Faculty of Education | ||||||||||||
| DESCRIPTION | This unit introduces participants to the important impacts of background culture on one's social identity, educational experience, development and learning. The following issues will be discussed: equity concerns about the relations between background culture, social identity, and learning; impact of minority or disadvantaged group membership, socio-economic status and gender on one's social identity and learning and participation in education; impact of diverse religious background and sexual orientation; and how the mainstream curriculum education system reflects the culture of the dominant group in society to the disadvantage of those from minority groups. Study-unit Aims: This study-unit is aimed at raising awareness and understanding of the impact of one's cultural background on one's social identity, learning and educational experience as well as of how mainstream curricula tend to reflect the dominant culture to the disadvantage of those from minority or disadvantaged groups. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - demonstrate an understanding of the right of all students to equal respect and a quality education; - identify the possible impacts of one's own culture on one's own identity and educational experience; - demonstrate an understanding of the socio-cultural impact of culture on social identity, learning and development; - recognise and value the different background cultures of students and how these impact their approach to education; - realise how social structures impact opportunities for learning for students with different ethnicities, nationality, gender, social orientation or socio-economic status; - comprehend the importance of curricular planning for the affirmation of student background cultures and for their active participation in learning. 2. Skills: By the end of the study-unit the student will be able to: - demonstrate a social justice approach to learning and teaching; - reflect on how one's own background influences one's approach to teaching and learning; - identify social structures that restrict opportunities for some learners; - evaluate curricula and education systems against principles of equity and inclusiveness and cultural responsiveness; - analyze a school's approach to teaching and learning using the criteria of equity, inclusiveness and cultural responsiveness. Main Text/s and any supplementary readings: Main Texts: - Anderson, B. (2006) Imagined Communities. New York:Verso. -Bauman, Z. (2016) Strangers at Our Door. Cambridge UK: Polity. - Banks, J.A., & Banks, C.A.M. (2015). Multicultural Education: Issues and Perspectives (9th ed.). New York: Wiley. -Modood, T. (2013) Multiculturalism (2nd ed.). Cambridge UK: Polity. -Hooks, B. (1994) Teaching to Transgress: Education as the Practice of Freedom. London: Routledge. Supplementary Readings: - Nuri-Robins, K.J., Lindsey, D.B., Lindsey, R.B., Terrell, R.D. (2011). Culturally Proficient Instruction: A Guide for People Who Teach. New York: Corwin. - Palaiologou, N., and Dietz, G. (Eds.). (2012). Mapping the Broad Field of Multicultural and Intercultural Education Worldwide: Towards the Development of a New Citizen. Newcastle: Cambridge Scholars Publishing. - Verkuyten, M. (2014). Identity and cultural diversity. London: Routledge. - Vincent, C.G., Randall, C., Cartledge, G., Tobin, T.J., Swain-Bradway, J. (2011). - Toward a Conceptual Integration of Cultural Responsiveness and Schoolwide Positive Behavior Support. Journal of Positive Behavior Interventions, 13(4), 219–229. |
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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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