| CODE | ACA2012 | |||||||||
| TITLE | Adult Education and Training in Multicultural Contexts | |||||||||
| UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | |||||||||
| MQF LEVEL | 5 | |||||||||
| ECTS CREDITS | 4 | |||||||||
| DEPARTMENT | Arts, Open Communities and Adult Education | |||||||||
| DESCRIPTION | This study-unit introduces the student to transforming the encounter with diversity into an educational experience. The study-unit will focus on three key concepts in relation to adult education: culture, multicultural, and multiculturalism. This study-unit will explore the multicultural context based on influences of communication technology and migration, where both will be perceived as generators of social cohesion. Furthermore, through the engagement with postcolonial and post-holocaust reflection, the study-unit will offer a critical reading of inclusion, integration and assimilation as educational praxes for adults. Finally, the study-unit will reflect on models of educational praxes for adults that engage with learners as agents within a multicultural context. Study-Unit Aims: This study-unit aims to engage the student with: 1. Critical literature and paradigms on culture, multicultural, multiculturalism, inclusion, integration and assimilation; 2. Influences of communication technology and migration as generators of social cohesion; and 3. Models of educational praxes for adults that engage with learners as agents within a multicultural context. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: 1. Identify cultural and multicultural dynamics that can feature in specified adult education and training settings; and 2. Recall the historical impacts of colonialism and imperialism on adult education; and 3. Discuss models of educational praxes for adults that engage with learners as agents within a multicultural context. 2. Skills: By the end of the study-unit the student will be able to: 1. Evaluate the implications of inclusion, integration and assimilation in adult education and training contexts; 2. Evaluate adult education and training operations from ethical and political perspectives; and 3. Apply a more culturally responsive teaching and learning approach. Main Text/s and any supplementary readings: Main Texts: - Bauman, Z. (2000). Modernity and the Holocaust. New York: Cornell University Press. - hooks, b. (1994). Teaching to Transgress: Education as the Practice of Freedom. London: Routledge. - Modood, T. (2013). Multiculturalism: a civic idea. Cambridge: Polity Press. Supplementary Readings: - Adorno, T.W. (Ed.). (2003). Tiedemann, R. trans. Livingstone, R. Can One Live after Auschwitz? California: Stanford University Press. - Anderson, B. (2006). Imagined Communities: reflections on the origin and spread of nationalism. New York: Verso. - Arendt, H. (1994). The Origins of Totalitarianism. New York: Harcourt, Inc. - Young, R.J.C. (2009). Postcolonialism: An Historical Introduction. Oxford: Blackwell Publishing. |
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| STUDY-UNIT TYPE | Lecture and Independent Study | |||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Maria M. Brown (Co-ord.) Francois Mifsud |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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