Summer 2019 - EDUC 382 F100

Diversity in Education: Theories, Policies, Practices (4)

Class Number: 4131

Delivery Method: In Person

Overview

  • Course Times + Location:

    Tu, Th 1:30 PM – 5:20 PM
    EDB 7610, Burnaby

  • Prerequisites:

    60 units.

Description

CALENDAR DESCRIPTION:

An examination of the impact of social diversity on schooling in Canada exploring contemporary issues and perspectives on diversity education as they relate to cultural, ethnic, racial, linguistic, religious, economic, and gender differences.

COURSE DETAILS:

Ethnocultural, religious and linguistic diversity questions our contemporary societies more than ever because it raises the question of living together in pluralistic and democratic societies. In the context of education, the very notion of diversity is subject to debate, as is the adaptation of pedagogical practices and the training of teachers. This course therefore explores the theme of diversity in general and education in particular; it aims to engage students in dialogues and critical reflections on certain sensitive issues relating to diversity in schools (cultural, ethnic, racial, linguistic, religious, etc.) and in our societies. Our focus will be more specifically on how these issues are addressed, particularly in the Canadian school system in general, and britannocolombian in particular. For this, we will support: on the one hand, theoretical literature in the field of ethnic relations in education, but also in the field of plurilingual and intercultural education, to introduce key concepts and issues in education; on the other hand, on the educational policies put in place in Canada, but also internationally, to promote the inclusion of ethnocultural, religious and linguistic diversity in schools. This dual approach will allow us to articulate theory with practice while taking into account the specificity of the school contexts in which the issues of diversity arise. but also in the field of plurilingual and intercultural education, to introduce key concepts and issues in education; on the other hand, on the educational policies put in place in Canada, but also internationally, to promote the inclusion of ethnocultural, religious and linguistic diversity in schools. This dual approach will allow us to articulate theory with practice while taking into account the specificity of the school contexts in which the issues of diversity arise. but also in the field of plurilingual and intercultural education, to introduce key concepts and issues in education; on the other hand, on the educational policies put in place in Canada, but also internationally, to promote the inclusion of ethnocultural, religious and linguistic diversity in schools. This dual approach will allow us to articulate theory with practice while taking into account the specificity of the school contexts in which the issues of diversity arise. religious and linguistic at school. This dual approach will allow us to articulate theory with practice while taking into account the specificity of the school contexts in which the issues of diversity arise. religious and linguistic at school. This dual approach will allow us to articulate theory with practice while taking into account the specificity of the school contexts in which the issues of diversity arise.

COURSE-LEVEL EDUCATIONAL GOALS:

Course activities are organized to meet the following learning objectives:

  • To understand the notion of diversity and its different dimensions to become familiar with the particularities of ethnocultural, religious and linguistic diversity in plural contexts;
  • Become aware of the specificity of the issues of ethnocultural, religious and linguistic diversity in Francophone minority communities;
  • Understand the educational and societal issues that arise from it;
  • Become familiar with educational policies developed in response to ethnocultural, religious and linguistic diversity;
  • Explore educational practices that respond to the consideration of diversity in different educational environments.

At the end of the semester, students will be able to use the vocabulary and key concepts that allow the analysis of some issues of diversity in education from a critical perspective of social justice. Students will also be able to develop a capacity of decentration in relation to their own cultural patterns in order to better understand, with a view to training (initial or continuing) in teaching, their impact on teaching intervention.

Grading

  • Participation 10%
  • Réflexions critiques dans le Forum de discussion sur Canvas 25%
  • Présentation orale d’un texte scientifique et animation de la discussion 15%
  • Projet de recherche en équipe 50%

Materials

REQUIRED READING:

Potvin, M., Magnan, M.- O. & Larochelle- Audet, J. (Dir.) (2016). La diversité ethnoculturelle, religieuse et linguistique en éducation. Théorie et pratique. Québec: Fides éducation. (306 pages).
ISBN: 9782923989693

Registrar Notes:

SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS