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Presentation
Presentation
The curricular unit "Globalisation, Ethnicities and Identities in Education for Citizenship" examines the impacts of globalisation on the construction of social and cultural identities, encouraging reflection on the emergence of new forms of citizenship. It addresses the dilemmas between globalisation and democratic citizenship, problematising the effects of cultural homogenisation and the challenges posed by ethnic diversity in the educational context. It also emphasises the importance of education as a space for dialogue and the crossing of cultural and identity boundaries, fostering transformative learning that recognises diversity as an emancipatory resource.
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Master Degree | Semestral | 5
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Year | Nature | Language
Year | Nature | Language
1 | Mandatory | Português
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Code
Code
ULHT82-2-14780
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
I. Globalisation in Analysis and Perspective II. The Role of the State and New Forms of Citizenship in a Global Era III. Identities in Dialogue: Diversity and Rights in the 21st Century IV. Borderless Pedagogies, Intercultural Dialogue and Civic Practice
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Objectives
Objectives
This course aims to foster a critical understanding of the impacts of globalisation on the construction of social and cultural identities, to reflect on the emergence of new forms of citizenship in a global context, and to analyse the dilemmas between globalisation and democratic citizenship. It also seeks to problematise the effects of cultural homogenisation and the challenges posed by ethnic diversity in the educational field, reflecting education, through its facilitating agents, as a privileged space for intercultural dialogue and transformative learning. Competences 1.Analyse social and educational phenomena in the light of globalisation dynamics and cultural diversity. 2.Identify, reflect upon, and propose responses to the challenges of cultural homogenisation and exclusion. 3.Problematise pedagogical practices that value inclusion, equity, and cultural pluralism. 4.Develop a critical and reflective stance that integrates dialogue, citizenship, and interculturality
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Teaching methodologies
Teaching methodologies
Teaching methodologies: E-learning Theoretical lessons with a more expository content Theoretical-practical lessons with practical exercises in text analysis and the creation of utopian scenarios. Oral presentations with student participation Promotion of debate and continuous student participation Use of audiovisual documentation integrating student’ contributions Evaluation: Practical works on the topics covered in the course (30%) Essay on the topics covered in the course (40%) Participation in classes, practical work, debates and exploration of contents (30%) Evaluation criteria: quality of writing, ability to synthesise and frame the problem; original and critical argumentation; use and referencing of relevant sources; formal aspects and presentation.
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References
References
Bauman, Z. 1998. Globalization. The Human Consequences. Columbia University Press. Castells, M. (2004). The Power of Identity (2nd ed.). Chichester: Wiley-Blackwell. Direção Geral da Educação. Educação para a Cidadania – linhas orientadoras. (Nov.2013) https://www.dge.mec.pt/sites/default/files/ECidadania/educacao_para_cidadania_linhas_orientadoras_ nov2013.pdf Ng¿g¿ wa Thiong’o. (1993). Moving the centre: The struggle for cultural freedoms. London, UK: James Currey. Nussbaum, M. (2010). Not for Profit: Why Democracy Needs the Humanities. Princeton University Press. Santos, B.de Sousa. 2001. Globalização. Fatalidade ou Utopia?. Edições Afrontamento. Teodoro, A. 2020. Contesting the Global Development of Sustainable and Inclusive Education. Education Reform and the Challenges of Neoliberal Globalization. Routledge. Walsh, C. (2018). Educación decolonial: teoría y práctica. Quito, Ecuador: Ediciones Abya-Yala.
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Assessment
Assessment
Descrição dos instrumentos de avaliação (individuais e de grupo) ¿ testes, trabalhos práticos, relatórios, projetos... respetivas datas de entrega/apresentação... e ponderação na nota final.
Exemplo:
Descrição
Data limite
Ponderação
Teste de avaliação
dd-mm-yyyy
30%
Portfolio
dd-mm-yyyy
40%
(...)
Adicionalmente poderão ser incluídas informações gerais, como por exemplo, referência ao tipo de acompanhamento a prestar ao estudante na realização dos trabalhos; referências bibliográficas e websites úteis; indicações para a redação de trabalho escrito...
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Mobility
Mobility
No
