| Course Unit Title | INTERCULTURAL EDUCATION |
| Course Unit Code | INE121 |
| Course Unit Details | |
| Number of ECTS credits allocated | 4 |
| | Learning Outcomes of the course unit | By the end of the course, the students should be able to:- Explain the theories and models of multicultural education that have been proposed by the international academic community and differentiate among different approaches of applying multicultural education in the classroom.
- Compare and contrast the main theories and models of multicultural education, and explain how educational models such as the intercultural education model or the anti-racist model may be applied within the Cypriot school environment, an environment that is becoming increasingly multicultural.
- Describe the roles of the teacher and students during the learning process in a multicultural kindergarten, and state the importance of educational evaluation in a classroom with culturally diverse students.
- Define the content of concepts such as: bias, stereotypes, racism, students’, educators’ and parents’ attitudes, and identify the challenges that educators may face while teaching minority students, but also identify ways to efficiently meet these challenges.
- Investigate different proposals of developing intercultural education “projects” within kindergarten classrooms.
- Examine the definitions of racism, human rights, and intercultural awareness and investigate their influence on the application of differentiation in teaching methods, strategies and the curriculum.
- Develop lesson plans that contain intercultural education activities, bearing in mind a series of factors, such as the history, the society and racism, and list appropriate evaluation and assessment criteria.
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| Mode of Delivery | Face-to-face |
| Prerequisites | NONE | Co-requisites | NONE |
| Recommended optional program components | NONE |
| Course Contents | •Introduction to multicultural education: Basic concepts regarding multicultural education. Immigration and repatriation in Greece and Cyprus. The issue of equal opportunities in education and the society.
•Models of multicultural education: Intercultural and multicultural education. The anti-racism curriculum. Conceptual clarifications.
•Racism in schools: Definition of racism. Recognition of racism and dealing with racism in schools.
•Intercultural education in preprimary education: Curricula, educators, indigenous and minority students in kindergarten.
•Anti-racism education and intercultural pedagogy: Definitions and educational applications.
•Educational policies: Educational and language policies for minority students. Learning environments for minority students in kindergarten.
•Cultural awareness: Raising cultural awareness. Ways to promote a peaceful coexistence of all children in kindergarten classrooms.
•The method of project in intercultural education: Project themes: “Together and different”, “Games of the world”, “Music from people around the world” etc. |
| Recommended and/or required reading: |
| Textbooks | - Πανταζής, Σ. Χ. (2006). Διαπολιτισμική αγωγή στο νηπιαγωγείο. Αθήνα: Ατρωπός. Ευαγγέλου, Ο. και Κάντζου, Ν. (2005). Πολυπολιτισμικότητα και εκπαιδευτικός ρατσισμός. Αθήνα: Δίπτυχο.
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| References | - Παλαιολόγου, Ν. και Ευαγγέλου, Ο. (2003). Διαπολιτισμική Παιδαγωγική. Αθήνα: Ατρωπός.
- Τσιάκαλος, Γ. (2000). Οδηγός αντιρατσιστικής εκπαίδευσης. Αθήνα: Ελληνικά Γράμματα.
- Banks, J. and McGee Banks, C. A. (2010). Multicultural education: Issues and perspectives. John Wiley & Sons.
- Banks,J. and Lynch, J. (1986). Multicultural education in Western Societies. New York: Praeger,.
- Lynch, J. (1986). Multicultural education: principles and practice. London: Routledge and Kegan Paul.
- Nieto, S. (2003). Affirming diversity: The sociopolitical context of multicultural education. Needham Heights, MA: Allyn & Bacon.
- Tied, P.L. and Tied I.M. (2002). Πολυπολιτισμική διδασκαλία. Eκδόσεις Παπαζήση.
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| Planned learning activities and teaching methods |
The course consists of the delivery of lectures by the professor,as well as the use
of co-operative learning techniques and reviewsof case studies. Lecturenotes and presentations are available through the web for students to use incombination with the textbooks. The e-learning platform of the university is used as an educational aidto this course. |
| Assessment methods and criteria | | Midterm Examination | 35% | | Project Proposal Paper | 15% | | Final Exam | 50% |
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| Language of instruction | English |
| Work placement(s) | NO |
