CODE | IAL5007 | ||||||
TITLE | The Primary Classroom as a Positive Educational Space | ||||||
UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||
MQF LEVEL | 7 | ||||||
ECTS CREDITS | 5 | ||||||
DEPARTMENT | Inclusion and Access to Learning | ||||||
DESCRIPTION | The encounter with diversity is charged with learning possibilities. An inclusive educational context aims to transform the encounter with diversity into a learning experience for all. A Positive Educational Space is when schools and classroom communities generate a learning niche through which all learners can benefit from mutual learning. Thus, in a Positive Educational Space, students learn to perceive their encounter with the diversity of identities, needs, experiences, gender, sexual, cultural and historical as an educational experience. The objective of this study unit is to introduce future primary teachers to inclusive pedagogical praxes to generate positive educational spaces. Therefore, this study unit will offer theoretical and practical inclusive tools to sustain a holistic and inclusive pedagogy. Furthermore, educational questions related to different inclusion topics, for instance, disabilities, diverse neurologies, diverse cultural, religious and linguistic backgrounds and LGBTIQ +, will be addressed both comprehensively and particularly. The sociology of education component of this study unit focuses on learners and the school and social factors which influence their educational outcomes. It draws on the sociology of the school and classroom, as well as of the curriculum to sensitize student teachers to diverse conditions of primary schooling which have a bearing on children鈥檚 learning. Topics such as teacher competence, the transition from ECEC to primary schooling, absenteeism, and the social effects of disciplinary regimes and exclusion are addressed. Students will also have the opportunity to explore issues related to the curriculum such as curriculum and powerful knowledge, gender and heteronormative stereotypes in the curriculum, and racism and cultural racism as expressed in the curriculum and in curricular texts. Pedagogical modes and opportunities to learn are included in the critical approach to teaching and learning in the primary school. Study-Unit Aims: The study-unit will provide a critically reflective process and dialogical engagement with topics related to inclusive education. During classes, students will explore inclusive education from two complementary properties: the theoretical and philosophical, and the operational and practices of implementations. The study unit will be focused on offering the necessary knowledge, skills and attitudes to develop an inclusive pedagogy to generate a Positive Educational Space in primary classrooms. Lectures will highlight the role of the teacher as an agent of change founded on ethical, responsible values and inclusive pedagogical practices. Furthermore, the student will be introduced to practical activities and examples of good practices to support primary classroom inclusive education. The diverse conditions of primary schools and classrooms will also be explored through a sociological lens in order for students to familiarise themselves with such conditions, and how these impact children鈥檚 learning. Student teachers will examine the primary school and classroom, as well as the curriculum, to be able to provide just educational entitlement to the students. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: 鈼 Discuss how inclusion can transform encounters with diversity into a learning experience. 鈼 Identify inclusion ideals and practices that respect and support the agency of learners. 鈼 Engage with theories and praxes that are inclusive. 鈼 Analyse and evaluate learners鈥 needs concerning inclusive education. 鈼 Identify different "isms" that disempower learner鈥檚 agency. 鈼 Appreciate and generate primary classrooms as Positive Educational Spaces. 鈼 Analyse and assess educational ideals, strategies and practices from an inclusive perspective. 鈼 Comprehend the ethical and civic implications of teaching. 鈼 Appreciate teaching as a teamwork operation. 鈼 Identify issues which influence the educational outcomes of students. 鈼 Recognise the conditions which influence teaching and learning. 鈼 Explore issues related to the curriculum and curricular material. 2. Skills: By the end of the study-unit the student will be able to: 鈼 Analyse educational theories and praxes from an inclusive perspective. 鈼 Critically adopt inclusive ideals and praxes in primary schools. 鈼 Synthesize the relationality and rationale of inclusivity and education. 鈼 Engage in Educational Positive Spaces operations. 鈼 Critically reflect on one's own practices as an inclusive teacher. 鈼 Analyse educational text, including policies text, from an inclusive educational perspective. 鈼 Apply a more ethical and responsive understanding of teachers鈥 agentic role. 鈼 Identify schools and classroom structures and activities which jeopardise inclusive education. 鈼 Critically reflect on and engage with Inclusive Educational literature. 鈼 Engage with diversity in the primary classroom community as a pedagogical resource. 鈼 Employ a critical approach to teaching and learning. Main Text/s and any supplementary readings: Main Texts: Wade, S. E. (2000). Inclusive education: A casebook and readings for prospective and practicing teachers. Routledge. Watkins, A & Ebersold, S. (2016) Efficiency, Effectiveness and Equity within Inclusive Education Systems. In Amanda Watkins , Cor Meijer (ed.) Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap (International Perspectives on Inclusive Education, Volume 8) Emerald Group Publishing Limited, pp.229 鈥 253 Supplementary Readings: Council of the European Union. (2017). Conclusions of the Council and of the Representatives of the Governments of the Member States, meeting within the Council, on Inclusion in Diversity to achieve a High Quality Education for All. Brussels: 17th February 2017. 6356/17 European Agency for Development in Special Needs Education (2016). Agency position on Inclusive Education Systems. Retrieved December 15, 2022 from https://www.european-agency.org/sites/default/files/PositionPaper-EN.pdf Forlin. C. (2013). Issues of Inclusive Education in the 21st Century. Journal of Learning Science 6, 67-81. Doi: 10.15027/35243 Ministry for Education and Employment. (2012) National Curriculum Framework NCF. Malta: Ministry for Education and Employment. Ministry for Education and Employment. (2014a). Framework for the Education Strategy for Malta 2014鈥2024. Malta: Ministry for Education and Employment. Ministry for Education and Employment. (2014b). Respect for All Framework. Malta: Ministry for Education and Employment. Ministry for Education and Employment. (2014c). Special Needs and Inclusive Education in Malta: External Audit Report. Malta: Ministry for Education and Employment. Ministry for Education and Employment. (2018). A National Inclusive Education Framework. Malta: Ministry for Education and Employment. Ministry for Education and Employment. (2019). Malta: Ministry for Education and Employment. A Policy on Inclusive Education in Schools: Route to Quality Inclusion. UNESCO. (2015). Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments. Retrieved on December 15, 2022 from http://unesdoc.unesco.org/images/0013/001375/137522e.pdf UNESCO. (2017). A guide for ensuring inclusion and equity in education. France: United Nations Educational, Scientific and Cultural Organization. United Nations. (1989). Convention of the Rights of the Child. United Nations, Treaty Series, 1577, 3. United Nations. (2006). Convention on the Rights of Persons with Disabilities and Optional Protocol. United Nations. Treaty Series 2515. Ainscow, M., Slee, R., & Best, M. (2019). the Salamanca Statement: 25 years on. International Journal of inclusive education, 23(7-8), 671-676. For the sociology component, set of required readings shall also be provided. These will be available through HyDi or on VLE. |
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STUDY-UNIT TYPE | Lecture | ||||||
METHOD OF ASSESSMENT |
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LECTURER/S | Jonathan Borg Louis John Camilleri Manwel Joseph Ellul Milosh Raykov |
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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 2025/6. It may be subject to change in subsequent years. |