The course addresses the increasing tension and polarization between different ethno-cultural groups in schools and classrooms as well as how these operate in other domains or institutions relevant for the socialization of youth such as the family, the neighborhood, youth clubs or mosques.
It deals with issues of ethnic and social conflict and inequality on the one hand, and methodologies for inclusion and finding common ground, overcoming problematic aspects difference on the other.
Perspectives and methodologies inclusion, equity, democratic citizenship and social justice will play an important part in the course.
Students gain theoretical insights, analytical tools and learn about hands on methodologies that are relevant for educational settings, youth care, youth welfare, related support services and policy work.
The course pays attention to the analyses of diversity and divergence/polarization, inequality and social justice at a variety of scales: from how diversity operates in small scale micro educational processes in classrooms to how it is addressed in larger scale politics of diversity in democratic societies and the role of education therein. From what the effects of systems and infrastructures are on inequality in education and care to how inequality can be represented in micro-learning settings such as in learning contexts for literacy, numeracy and multi-lingualism.
Students will learn about facts and figures, theories, models of understanding of (the construction of) difference, in-group, out-group mechanisms, polarization (including radicalization), inequality, disadvantage, stigma and discrimination as well as about theories and models of inclusion, recognition, emancipation of minorities, multiculturalism, overcoming difference, and democratic citizenship as applied to schools, families and neighborhoods and related services and policies.
Students learn about methodologies and interventions to analyze and optimize concrete practices and issues, such as inter-ethnic learning situations, conflict and diversity management, school identity issues, quality measures in early childhood education for minorities, and/or family and neighborhood based interventions such as parenting programs for minorities.
In line with the YES program, the course teaches students about the policy context of the aforementioned issues, and students are stimulated to contribute to and form their opinion about on public debates on the afore mentioned issues in a critically reflective way both in the national and in the international context. Students learn to become reflective of their own normative positions in these matters.
The course offers a series of (guest)lectures, an interactive seminar in which the literature is discussed and students practice with forming their opinion and normative positions.
The YES11 course is designed in contrast and as complementary to the YES12 course, and has a focus on processes of in- and exclusion that not only involves schools and classrooms, but also other spaces relevant for the formation of youth such as the family, the community, the neighbourhood, the (workings of) educational system more broadly and other infrastructures relevant for youth at a local or national level.
In case you do the EFIS track this course will be coupled with the course YES08 Practical. In this case you will gain practical experience with applying scientific knowledge in designing and or evaluating an intervention in an educational setting related to the issues dealt with in the YES11 course.