Identity: Transnational migration and multicultural contexts
Lilian Rohde
Lilian Rohde
Preparation for class
None
Learning outcomes
By the end of this challenge participants will be able to...
- understand key concepts related to cultural identity, transnational migration and diversity
- use teaching methods designed for multicultural learning environments
Content
Presentations, theory, group work and discussions on the concepts of transnational migration, multicultural contexts and diversity. Practical methods for use in the multicultural learning environemnt.
Readings
Programme
1. Introduction: Statement, skills, leaning
outcomes, programme & blog uploads
2. Individual, pair and class activity
on identity
POINT:
Making identity visible in its complexity
Activity: Pie chart
3. Activities on diversity
POINT:
EXHIBIT, UTILIZE AND SUPPORT DIVERSITY
Activity: Small steps (line up +
questions + step back/forwards)
Activity: Morgenthaler + ‘Stay &
Stray’
Teacher talk
Activity: Watch the film New Boy
& discuss with ‘Numbered Heads Together’
4. Reflection
POINT:
HAVE A SELECTION OF GOOD PRACTICE AND REFLECT ON UNDERLYING PRINCIPLES TO
INFORM PRACTICE
Activity: Upload activities, resources and
reflections on your blog
Readings
Cohen, Robin & Paul Kennedy (2007): Global Sociology (Hampshire: Palgrave Macmillan), (pp .505-525) (in database)
de Meléndez, Wilma Robles & Vesna Beck (2010): Teaching Young Children in Multicultural Classrooms - Issues, Concepts and Strategies (Wadsworth) (excerpts in database)
UN Convention on the Rights of the Child - excerpts
Burke, Peter (2009): Cultural Hybridity (Cambridge: Polity), chapter 1 (pp. 13-33) (optional)
PRODUCT/BLOG UPLOAD!!!
1. Take photos of classroom activities and describe these in such detail that you will be able to use them in your own teaching.
2. Make a list of at least 5 online resources and/or films that would be useful for a multicultural educational setting. Comment on these.
3. Reflect on these quote:
Globalization at the cultural level has brought about the fragmentation and multiplication of identities and this may require, paradoxically, a return to the familiar. (Cohen et al.)
World citizenship is to be embraced, not feared. New forms of post-national understanding, responsibility, the state, justice, art, science and public understanding can emerge. This in turn can lead to more advanced forms of democracy, liberty and mutuality. (Beck)
2. Make a list of at least 5 online resources and/or films that would be useful for a multicultural educational setting. Comment on these.
3. Reflect on these quote:
Globalization at the cultural level has brought about the fragmentation and multiplication of identities and this may require, paradoxically, a return to the familiar. (Cohen et al.)
World citizenship is to be embraced, not feared. New forms of post-national understanding, responsibility, the state, justice, art, science and public understanding can emerge. This in turn can lead to more advanced forms of democracy, liberty and mutuality. (Beck)
Possible key concepts
Identity, localism, modernization, migration, multicultural, nationhood, cosmopolitanism, diaspora, ethnicity, nationalism, marginalisation, ethnocentrism, heterophobia, ideology, diversity, multicultural, convention, attitude, learning encounters, inquiry, creativity, awareness, approach, model, curriculum, cultural contribution, antibias, cultural mediator, coerced migration, multi-level identity, multi-ethnic, csocial solidarity, anachronismn, assimilation, global interdependency, belonging
