Course Syllabus

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Semester & Location:  Summer 2019 - DIS Copenhagen
Type & Credits:

Core Course - 3 credits

Core Course Study Tours:

London

Major Disciplines: Child Development, Education / Educational Studies, Human Development
Faculty Members: Maja Sbahi Biehl
Program Director:

Neringa Vendelbo: nb@dis.dk 

Time & Place:

10:00-13:00, N7.A23

Description of Course

Denmark is well known for its outstanding programs and services for children and families, as well as for idyllic childhoods, characterized by respect for children’s ideas and rights,  freedom to play and make decisions for themselves, and solidarity with their Nordic heritage.  However, today, approximately 9% of the population is of another ethnic background than Danish, with the highest representations from Turkey, former Yugoslavia, Iraq, Poland, Germany, Afghanistan, and Somalia[1]. Are the long-standing child-centered traditions in Denmark being challenged by this rapid shift toward multiculturalism? How are Danish immigration and integration policies affecting childcare institutions, schools, social service programs, and children themselves? How are children in Denmark being influenced by  adult, peer, and media representations of newcomers, especially those with non-Nordic appearance, various languages and religions, and different cultures and traditions?  What is life like in the home countries of Denmark’s refugee and immigrant children? and how are these global issues and trends shaping social and education policies and practices in Denmark? 

The concept of Nordic childhoods will serve as our entry point for examining these questions. We will investigate complex and fascinating multicultural processes in Denmark and other parts of the world. Reflecting on diverse theoretical and personal perspectives, we will examine the language of multiculturalism, immigration, social inclusion, equality, and children’s rights. A number of themes will frame our three-week study of children in multicultural contexts. They include the Scandinavian notion of "the good childhood,” the child as "being," the benefits of selected educational and philosophical approaches, networks and systems of support for children of different ethnicities, and the challenges for children from minority and marginalized communities in Denmark and around the globe.

Learning Objectives

  • Describe and critically discuss different traditions in Nordic childcare and education with nuanced and critical perspectives and discussion about traditions in the students’ home countries and visits in London.
  • Acquire experience interacting with children and reflect critically on observations in real-life situations in settings for children through learning labs, study tour and field study visits, and course readings.
  • Enhance your knowledge about cross-cultural competence, identity politics, racial/ethnic/cultural diversity,  intercultural pedagogy, multilingualism, multiculturalism, superdiversity, intersectionality, conviviality, power, gender and childhood spaces.
  • Explore different childcare and education systems in Denmark and the UK.
  • Gain knowledge on child and universal rights within a multicultural Denmark and in a global context

Faculty

Maja Sbahi Biehl                                                                                                 
Email: msb@dis.dk

Cand. com. in Communication and Educational Studies from Roskilde University (2004). Specialized in Intercultural Communication and Educational studies. BA in Speech and Communication from San Francisco State University. Teaching assistant Intercultural Communication course at San Francisco State University (Spring 1998). International Student Advisor at Roskilde University, Communication Department (2001-2002). Interpreter and pedagogical supervisor for Turkish youth in Farum municipality (1999-2000). Substitute teacher at Bybækschool (prep class for minority students) and playschool teacher at International Bernadotte school (1998-2000). Experience working with children in childcare center- Sofiegårdens vuggestue (1998) and for an ethnic youth project for Copenhagen municipality (1999-2000). Experience as a volunteer for the Danish Red Cross Asylum Center - Culture House and aided in the start up of a Mother and Child group “Mamatu” (2002). Volunteer work with Danish-Turkish parent association and inner city schools (2008). With DIS since 2005.

DIS Contact

Program Assistant:
Shannon 
Phone: +45 33 76 57 30

Readings (Available under Files tab)

Brostrøm, Stig. (2006) Children’s Perspectives on their Childhood Experiences. In: Nordic Childhood and Early Education.  Age Publishing, pp. 223-255. ISBN: 1593113501. (310p.). 

Children's Places of Belonging in Immigrant Families of Caribbean Background. In Children's Places: Cross Cultural Perspectives, Karen Fog Olwig and Eva Gulløv, eds. London: Routledge, forthcoming.

Education of ethnic minority children in Denmark: monocultural hegemony and counter positions, by Christian Horst & Thomas Gitz-Johansen, Intercultural Education, (2010), 21: 2, p. 137-151. (URL: http://dx.doi.org/10.1080/14675981003696271)

Gilliam, Laura (2013): Being a good, relaxed or exaggerated Muslim. Religiosity and masculinity in two Danish Schools, in Making European Muslim : Religious Socialization Among Young Muslims in Scandinavia and Western Europe ed. Mark Sedgwick, Routledge.

Gulløv, E. and Bundgaard, H.: “Children of Different Categories”. Journal of Ethnic and Migration Studies, 32:1, 2006. Pp. 145-155.

Jaffe-Walter, Reva (2013): Who would they talk about if weren’t here? Muslim Youth, Liberal Schooling and the Politics of Concern, Harvard Educational Review 83 (4), pgs. 613-635. 

MacNaughton, Glenda (2005): Doing Foucault in Early Childhood Studies: Applying post structuralist ideas, Routledge, Oxon. 

Parekh, B. (2000) Rethinking Multiculturalism. Cultural Diversity and Political Theory. Hampshire: Palgrave Macmillan, chapter 5, pp.142-178.  ISBN: 0-333-60882-8 (379p.)

Olwig, KF 2011, ' Children's Sociality: The Civilizing Project in the Danish Kindergarten ', Social Analysis , vol 55, nr. 2, s. 121-141.

The Question of Integration: Immigration, Exclusion and the Danish Welfare State (2011), Eds. Karen Fog Olwig and Karsten Paerregaard, Cambridge Scholars, UK (Introduction, chapter 7 and epilogue by Jenkins)

Wagner, J. T. (2006): “Fishing Naked – Nordic Early Childhood Philosophy and Practice in Nordic Childhoods and Early Education.  Information Age Publishing.  ISBN: 978-1593113506 (324p.)

 

Field Studies

Field studies give us the opportunity to experience working with children in a multicultural context. Attempts will be made to visit institutions and cultural sites relevant to the course. See Course Calendar for planned field studies. The Field studies also referred to in this class as learning labs will be like mini practicums where you will go to early childcare sites, schools and educational settings in smaller groups and be active participants with children and youth. 

Guest Lecturers

We will have guest lecturers on select topics during the time of our course. More details will be communicated before the scheduled lectures.

Approach to Teaching

A combination of lectures, class activities, exercises, fieldwork, experiential learning, team work and presentations. You will be expected to complete all reading assignments thoroughly and critically prior to coming to class so that you can contribute to class discussion and group activities. It is recommended that you keep a journal/logbook for reflective work after the practicum visits.

Expectations of the Students

Students are expected to have completed the readings prior to each class and be prepared to contribute to the class with questions derived from the readings, and reflections from field sites. A core element of this class is to link student’s observations and field experiences to prior knowledge and class readings and discussions.

It is also expected that students:

  • Are active participants in class discussions
  • Study the readings for each class and prepare questions for discussions
  • Collaborate in groups during class time for knowledge exchange
  • Discuss readings and prepare presentations with an assigned study group outside of class
  • Relate theory and practice
  • Develop and exercise critical thinking throughout the course
  • Be independent, manage own time and execute self-directed learning.
  • Take an active part in creating a sincere, interesting, and safe classroom environment where different perspectives are presented and discussed
  • Assist in creating a class culture and community of learners
  • Be active with the children and youth on site visits by use of participant observation

Be prepared to discuss your reflections in class and complete assigned readings that will be assigned in each class or communicated to you via Canvas

Evaluation

Grading:

 

  Assignment

Percent

  Class attendance,advanced preparation, and meaningful participation and contributions

30%

 

London and CRC assignment

15%

 

Childhood assignment

15%

 

Learning lab reflection

15%

 

Multicultural Presentations

25%

Academic Regulations  

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:

DIS - Study Abroad in Scandinavia - www.DISabroad.org

 

[1] www.statistikbanken.d

Course Summary:

Date Details Due