RSNE3100 – Cultural-Historical and Decolonial Approaches to Learning, Development, and Inclusion

Knowledge

After completing the course, the student should have gained knowledge:

• about advanced concepts from developmental sciences and decolonizing theory
• about cultural-historical approaches to human development processes, teaching/learning processes, education for all, special needs education and multicultural contexts
• about the main theories considering the ecology of teaching/learning and how human development is based on a complex set of relationships between bio-socio-historical aspects of ecological contexts, values and practices
• and understanding of developmental processes and teaching/learning in socio-cultural and cultural-historic perspectives
• of developmental sciences and cultural psychology, key concepts and methods
• of person/context historical development as unit of analysis for special needs education
• about decolonizing and queer studies

Skills

After completing the course, the student should be able to:

• read scientific texts and engage with sources from different historical periods to elaborate original and critical understanding
• use critical and independent thinking in approaching theories and research questions
• analyze the ecological diversity of individual learners in group,- class- and local context
• apply "person-in-context" as the unit of analysis

General competence

After completing the course, the student should have gained:

• competence related to supporting each individual child/pupil/citizen as an active learner to develop their full potential
• competence in understanding and supporting key actors for care, communication and mediation of individual learning processes related to group settings (caregivers, teachers, special needs educators, etc) in developing sustainable interventions
• competence in critically analyzing inclusive practices and their institutional frameworks
• competence in understanding multicultural processes and to promote social justice in teaching/learning

The teaching consists of hybrid teaching, flipped classroom and smaller group works. Parts of the teaching are compulsory.

Compulsory components:

• Attendance in lectures

The compulsory components must be completed and approved in order to sit the exam and are valid for three years.

Refer to the guidelines for attendance in compulsory teaching sessions.

Students who do not pass an exam may have a second attempt as soon as it is possible to arrange. This is called a re-sit examination. The re-sit examination is held within 3 months of the original examination.

Students who have passed their exam, but who wish to improve their grade may not participate in a re-sit examination. You may take an exam to improve your grades at the next time the course has an ordinary exam, as long as you have not already used all three attempts. The Department will provide information and guidelines about the re-sit examination.