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M94
Award in Encounters with Diversity in Education

MQF Level: 7

ECTS Value: 5 ECTS

Duration: 10 Sessions

Contact Hours: 25

Self Study Hours: 60

Assessment Hours: 40

 

Course Description

A society which is constantly changing requires educators to be conscious of the implications of these changes to the education system and their practices. While diversity has always been present in schools, it has never been so pronounced and so challenging. One main reason is the increase in migrant students. Therefore, this course first explores what motivates or constrains people to migrate, as well as the links between migration and sustainable development. This leads to the impact migration has on the host society, particularly on schools. This course then sequentially moves on to the exploration of a multicultural society and the theoretical and practical ways in which it can be addressed. Exclusion, assimilation, accommodation, integration, and politics of difference as multiculturalism are explored. The normalized dominant values, social norms and practices tend to stigmatise and devalue those who do not fall within the boundaries of the hegemonic group. Thus, this course explores privilege, racism, stereotypes and prejudice, Islamophobia and hate speech both from a personal stance, which requires participants to reflect on their views and behaviour as well as from an educational perspective.

Entry Requirements

Applicants interested in following this programme are to be in possession of:

a. An MQF Level 6 qualification; OR

b. An MQF Level 5 qualification (minimum 60 ECTS) together with 3 years relevant work experience.

Overall Objectives and Outcomes


By the end of this module, the learner will be able to:

Competences

a) Ensure a safe educational environment which is sensitive to the cultures and beliefs of students and which is free of prejudice;
b) Advise and guide colleagues on everyday issues of diversity, such as when organising activities that are inclusive;
c) Produce teaching resources that are culturally sensitive;
d) Ensure an equitable educational environment for students, irrespective of ethnicity, gender, faith and social class.

Knowledge 

a) Evaluate the various reasons that push or pull people to migrate;
b) Examine the link between migration and sustainable development;
c) Analyse different forms of multiculturalism;
d) Outline characteristics and the effects of Islamophobia, prejudice, stereotypes and hate speech;
e) Explain what privilege and disadvantage mean and why they matter;
f) Demonstrate the link between hate speech and violence.

Skills

a) List the implications of migration on migrants and host countries;
b) Outline and categorise the multicultural practices that take place in their school according to the different forms of multiculturalism;
c) Reflect on their practices to provide a more culturally responsive educational experience to their students;
d) Identify prejudice and stereotypes they may hold;
e) Challenge and overcome prejudice and stereotypes;
f) Develop attitudes/resources that combat stereotypes and prejudice;
g) Describe experiences they deem Islamophobic and identify what makes them so;
h) Prepare a list of actions that can be taken to combat Islamophobia, hate speech and racism in schools and their community;
i) Recognise their own privileges and disadvantages vis-à-vis their peers;
j) Identify types of privilege and disadvantages their students bring with them to school;
k) Develop strategies to address privilege in the classroom.

Mode of Delivery

This module adopts a blended approach to teaching and learning. Information related to the structure and delivery of the module may be accessed through the IfE Portal. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures found on the Institute for Education’s website.  

Assessment Methods

This programme adopts continuous and summative methods of assessment including assignments, online tasks, reflective journals, projects and video presentations. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures.

Certification

Upon successful completion of this module, course participants will be conferred an accredited certification. 

Further Learning Opportunities and Career Progression

Upon successful completion, this certification may also be used to apply for Recognition of Prior Learning for accredited programmes. Teachers may use this certification in their application for accelerated programme.

Suggested Readings

Core Reading List
1. Chircop, L. (2010) ‘Citizenship, difference and the schooling of Muslim children in Malta’, in A.E. Mazawi, & R.G. Sultana, (eds.). Education and the ‘Arab World’: Political projects, struggles and geometries of power, New York: Routledge.
2. Meer, N., and Modood, T. (2009). Refutations of racism in the Muslim question’. Patterns of Prejudice, 43 (3/4), 335-354.
3. Migration and Development: A Human Rights approach. https://www2.ohchr.org/english/bodies/cmw/docs/HLMigration/MigrationDevelopmentHC’spa per.pdf
4. Modood, T. Multiculturalism. (2013) Second Edition. Polity.
5. Young, I.M. (2011) Justice and the politics of difference. Revised Edition. New Jersey: Princeton University Press.
6. Vázquez-Montilla, E.,Just, M., and Triscari, R. (2014) Teachers’ Dispositions and Beliefs about Cultural and Linguistic Diversity. Universal Journal of Educational Research 2(8): 577-587.

 

Supplementary Reading List

1. Aouragh, M. (2019). ‘White-privilege’ and shortcuts to anti-racism. Race and Class, 61 (2), 3-26.

2. Attard Tonna, M., Calleja, C., Galea, S., Grech, M., Pisani, M. (2017). Mercy in the Maltese education system: Educational practices to foster respect for diversity towards the migrant population. Melita Theologica, 67(11), 77-99.

3. Chircop, L. (2017). The teaching of one religion in a pluralist society: implications on curriculum, school ethos and teacher attitudes in the Maltese public school system. Scuola Democratica. 3, 511-530.

4. Hafez, F. (2016). Comparing Anti-Semitism and Islamophobia: The state of the field. Islamophobia Studies Journal, 3(2), 16-34.

5. McIntosh, P. (1989). White privilege: Unpacking the Invisible Knapsack. Peace and Freedom. https://psychology.umbc.edu/files/2016/10/White-Privilege_McIntosh-1989.pdf

 

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