Københavns Professionshøjskole Læreruddannelsen

Didactics of dialogue and reconciliation

Studieordning: 2019 (LU KP)

Module type, credits and language

Interdisciplinary, international specialization Module, comprising 10 ECTS credits. Taught in English.
Teaching subject: 5 ECTS
The teacher’s foundational competences (PL (Academic, Social and Personal Learning and Development of the Pupil)) and KLM (Christianity Studies, Philosophy of Life and Citizenship)): 5 ECTS

Brief description of the Module

The purpose of this Module is to create a dialogic platform through which both international and UCC students can examine conflict themes and their influence on school life and education. The Module includes exchange and partnership with students (primarily student teachers) from Middle-Eastern and North African (MENA) countries, where schools deal with conflict, dialogue and reconciliation on a daily basis (e.g. Lebanon, Egypt and Tunisia).
The aim is to develop new didactic methods and teaching materials by combining practical experience with relevant theoretical approaches to dialogue and conflict management in schools.

The Module encompasses the following subject areas:

  • Why do conflicts occur? Psychological perspectives and aspects of conflict theory
  • Exploration of different concepts of culture and exercises in changing perspective – awareness of the blind spot of observation
  • Conflict management in an international perspective – both minor conflicts stemming from a lack of intercultural competence (prejudices, preconceptions etc.) and major conflicts that create tension between population groups. How should one deal with these conflicts in a school setting? What approaches to teaching and cooperation may support dialogue, reconciliation and mutual respect?
  • The role of the school in society in relation to both escalation and resolution of conflicts. The school as a national cultural institution – bearer and bestower of culture – schools owning the defining rights
  • Dialogue on religion, tolerance and diversity training
  • Citizenship education – democratic education and human rights in practice
  • Conflict management – reconciliation – how? Cases from, for example, South Africa and Northern Ireland

This Module includes an intensive week-long course on conflict management and dialogue on religion in a school perspective. Relevant international agents will participate as guest lecturers.

Academic foundation of the Module

The Module draws on the theories and literature of the following theorists:

Zygmunt Baumann, Samuel Huntington, Martha Nussbaum, Seyla Benhabib, Edvard Said, Edvard Hall and Bhikhu Parek.

In addition the following theories will be applied:

Observational theories

Globalisation theories

Theories of culture and meeting of cultures

Instruction in, for and through human rights (in cooperation with Institute for Human Rights)

Module competence areas

The Module competence areas are based on the foundational competences of the teachers (Academic, Social and Personal Learning and Development of the Pupil, Knowledge of Teaching, General Education), KLM (Christianity Studies, Philosophy of Life and Citizenship)), History, Christianity/Religious Studies and Social Studies.

Module competence goals

The students are able to plan, carry out, evaluate and develop teaching of History, Christianity/Religious Studies and Social Studies, with a focus on conflict resolution, and justify their choices.

Knowledge goals: The student has knowledge of

Proficiency goals: The student is able to

(KLM – Christian Studies, Philosophy of Life and Citizenship)

human rights, children’s rights and the reasoning behind rights based on the History of Ideas, including the relationship between human rights, religion and democracy

suggest organisation of teaching, parent-teacher cooperation and school culture, founded on freedom of ideas, equality and democratic education, and justify these suggestions

(KLM – Christian Studies, Philosophy of Life and Citizenship)

Philosophy of Life, ethical traditions and their background in the History of Ideas

apply different forms of ethical argumentation

 

(LG – Learning and Development of the Pupil in the introductory Module)

cooperation and communication between school agents and other relevant agents

develop cooperation founded on mutual respect and responsiveness, both independently and together with others

 

(PL2 – Academic, Social and Personal Learning and Development of the Pupil, level 2)

attribution, including knowledge of social problems, conflict management and bullying

utilise communicative structures and methods designed to reformulate conflicts, social problems and bullying in a positive way

(History)

culture and use of history in different commemorative communities

apply examples of and perspectives on historical cultures, commemorative policies and uses of history from both past and present times in the teaching of history

(History)

interaction between history, identity and cultures

apply multicultural perspectives and different commemorative communities of identity in the teaching of history

(History)

social categorisations such as class, gender, nationality, ethnicity and religious affiliation

apply the impact of social categorisation on historical events and developments

(Religion)

religion and beliefs as dynamic cultural expressions

assess the different meanings of religion and life views according to cultural and historical contexts

(Religion)

one religion’s interaction with other religions and life views

describe how people with different religious beliefs respond to modern day challenges

(Religion)

religions and religious beliefs in cyberspace

outline the use of cyberspace for communication and missionary work founded in a religious world and life perspective

(Religion, History etc.)

entrepreneurship, creativity and innovation

plan, carry out and evaluate teaching that challenges the enterprise, initiative and imagination of the pupils

(Social Studies)

democracy, perceptions of democracy and democratic processes

apply the democratic opportunities for action and participation of the pupils in Social Studies

(Social Studies)

sociological and cultural interconnections between norms, values, ways of life and of participation

apply the everyday lives of the pupils in a historical and societal perspective

(Social Studies)

connections between local, national, regional, European and global events and developments and sociological theories on migration

strengthen the pupils’ ability to analyse interconnections between local cultural and ethnic expression and regional, European and global processes

Teaching methods in the Module

Category

 

Working hours, 275 hours in total

Primary teaching methods

Category 1

49

The teaching initiated by the lecturer may consist of class teaching, excursions, tutoring, student presentations and evaluation of the teaching and learning.

Category 2

121

The student is expected to participate actively on an on-going basis in study group work, where he/she will have to discuss background reading, prepare handouts, questions and oral presentations, and exchanging feedback with other study groups.

Category 3

100

In individual preparation, the student is required to read the core literature listed as preparation for the individual classes as well as other background literature related to the knowledge base of the subject and to independently seek the information required to meet the competence goals of the Module.

Category 4

5

 

Evaluation of the Module

Students conclude the Module by writing a 5-page  synopsis which will subsequently be presented in class, either individually or in groups of a maximum of 4 students.

The synopsis must deal with an issue of relevance to one or more of the knowledge and proficiency goals of the Module.

Criteria for completion of the Module

The presentation mentioned above will be assessed as a pass or fail. The assessment is individual.

It is compulsory to attend at least 80 % of the Module. If a student does not attend the necessary number of classes, he or she must produce a 10-page assignment, assigned by the lecturer.

The Module is approved for the following subjects

The Module incorporates competence areas from the teacher’s foundational competences (PL (Academic, Social and Personal Learning and Development of the Pupil) and KLM (Christianity Studies, Philosophy of Life and Citizenship)), History, Christianity/Religious Studies and Social Science.

Academic prerequisites for the Module

It is advised that the student has completed PL1 (Academic, Social and Personal Learning and Development of the Pupil, level 1), PL2 (Academic, Social and Personal Learning and Development of the Pupil, level 2), KLM (Christianity Studies, Philosophy of Life and Citizenship) and the introductory Module.
The student must have History, Christianity/Religious Studies or Social Studies as one of his/her teaching subjects.

Oversigt over studieordning 2019 (LU KP)

 

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