Summer 2020 - EDUC 382 F100

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

Class Number: 1380

Delivery Method: Distance Education

Overview

  • Course Times + Location:

    Tu 8:30 AM – 12:20 PM
    REMOTE LEARNING, 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:

Pour les mardis, le cours SYNCHRONE est de 9 :30-11 :30 sur Blackboard Collaborate (CANVAS). Le lien du cours virtuel est intégré sur la plateforme CANVAS.



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

  • Travail #1 : Trois réflexions critiques dans le Forum de discussion sur Canvas 30%
  • Travail #2 : (en équipe de 2) Art, résistance et diversité 20%
  • Travail #3 : La BD et pistes pédagogiques en salle de classe 20% 20%
  • Travail #4 : (en équipe de 2) Mini-unité basée sur les ressources d’Habilo-Média 30%

NOTES:

Ce cours est offert en session régulière.

Toutefois, le calendrier des cours est modifié pour permettre un apprentissage plus expérientiel. Il est très important de noter les dates suivantes dans vos calendriers puisque la présence au cours est obligatoire.

Voici le calendrier modifié :

Cours #1    Mardi le 12 mai
Cours #2    Mardi le 19 mai
Cours #3    Mardi le 26 mai
Cours #4    Mardi le 2 juin
Cours #5    Vendredi le 5 juin - Visite virtuelle d’une galerie d’art. Visite ASYNCHRONE. Vous aurez accès à une liste de musées et galeries d’art qui offrent des visites virtuelles.
Cours #6    Mardi le 9 juin
Cours #7    Mardi le 16 juin
                  Mardi le 23 juin : Pas de cours - remplacé par la journée du 3 juillet
Cours #8 Mardi le 30 juin
Cours #9-10 Vendredi le 3 juillet : Journée spéciale sur la BD
                  
Cours SYNCRHONE sur Blackboard Collaborate de 9 :30-11 :30 PAUSE et ensuite de 13 :30-15 :30
Cours #11 Mardi le 7 juillet
Cours #12 Mardi le 14 juillet
Cours #13 Mardi le 21 juillet – dernier cours de la session
                  Mardi le 28 juillet – Pas de cours - remplacé par la journée du 3 juillet
                   
Mardi le 4 août – Pas de cours – remplacé par le cours du vendredi 15 mai

REQUIREMENTS:

Ce cours est offert en français. Il faut pouvoir faire toutes les lectures, les discussions et les travaux en français.

Materials

MATERIALS + SUPPLIES:

Nous allons travailler sur :

  1. CANVAS
  2. Blackboard Collaborate (intégré à CANVAS)
  3. Padlet - Pour s’inscrire c’est gratuit : https://padlet.com/ Dans mon cours, vous n’aurez pas à faire plus d’un seul mur, donc vous n’avez pas besoin de vous abonner pour le programme à 8$ par mois. Vous allez surtout afficher des choses sur MON mur de la classe.

REQUIRED READING:

ATTENTION !! Avec les changements d’un cours en face-à-face à un cours en ligne, j’ai modifié la liste de lectures. Ce manuel est RECOMMANDÉ, mais pas obligatoire. Les deux chapitres du manuel que nous allons lire seront numérisés. Les autres articles à lire seront également affichés sur CANVAS.

RECOMMENDED 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:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

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

TEACHING AT SFU IN SUMMER 2020

Please note that all teaching at SFU in summer term 2020 will be conducted through remote methods. Enrollment in this course acknowledges that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes.

Students with hidden or visible disabilities who believe they may need class or exam accommodations, including in the current context of remote learning, are encouraged to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112) as soon as possible to ensure that they are eligible and that approved accommodations and services are implemented in a timely fashion.