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Specjalistyczny warsztat językowy 0800-SS2-2HDT
Rok akademicki 2019/20
Ćwiczenia, grupa nr 1

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Przedmiot Specjalistyczny warsztat językowy 0800-SS2-2HDT
Zajęcia Rok akademicki 2019/20 (2019) (zakończony)
Ćwiczenia (CW), grupa nr 1 [pozostałe grupy]
Termin i miejsce: (brak danych)
Liczba osób w grupie: 20
Limit miejsc: (brak danych)
Prowadzący: Anna Młynarczuk-Sokołowska
Literatura:

Obligatory literature:

A. Rogers, Non-formal education. Flexible schooling or participatory education?, Hong Kong 2004, Comparative Education Research Centre, The University of Hong Kong.

M. Robo, Social Inclusion and Inclusive Education “Academicus. International Scientific Journal”.

D. Lewis, Non-governmental Organizations. Definition and History, in: International Encyclopedia of Civil Society, First edition, K. Anheier, Helmut, S. Toepler, New Yok 2010, Springer-Verlag.

P. Dekker, On the Prospects of Volunteering in civil society. “Voluntary action – The Journal of the Institute for Volunteering Research 4/3” (Summer), pp. 31–48.

Intercultural learning. T-kit 4: 2nd. ed.2018. Strasburg: Council of Europe (iceberg model of culture, G. Hofstede's Cultural Dimensions Theory).

Hofstede G. and G. J. Hofstede, M. Minkov. 2010. Cultures and Organizations. Software of the mind. Intercultural Cooperation and Its Importance for Survival, New York: McGrawHill.

Outline of the phenomenon of refuggeism in Poland.

A. Młynarczuk-Sokołowska, E. Żyłkiewicz-Płońska, Towards cultural sensitivity in the research on refugees resilience (draft of article).

K. Przybyszewska, D. Marzec, Streetworking – a chance for marginalized people, Section Sociology and Healthcare.

A. Ostaszewska, Photovoice and participatory method of empowering-photovoice, “Tiltai” 2018, 2.

Further reading

World Bank, Inclusion Matters: The Foundation for Shared Prosperity, Washington, DC: World Bank.

M. Dietz, Multiculturalism, Interculturality and Diversity in Education. An Anthropological Approach, Münster, New York, München, Berlin 2009, Waxman.

A. Młynarczuk-Sokołowska, Education of Foreign Children in Poland. Methodical Contexts „Culture and Education” 2017, No. 7, s. 168–181.

L. Hustinx, Indywidualism and New Styles of Young Volunteering “Voulntary Action”, 2001, 3 (2), pp. 57–76.

E. G. Clary, M. Snyder, A. A. Stukas, Volunteers motivations “Nonprofit and Voluntary Sector Quarterly”, 1996, 25 (5), pp. 485–505.

J. Lancaster, School and classroom indicators of inclusive education. in: Measuring Inclusive Education. Published online: 27 Oct 2014, pp.227–245.

Council conclusions of 26 November 2009 on the education of children with a migrant background, “Official Journal of the European Union”, Volume 52, 11 December 2009.

T. Loreman, Seven pillars of Support for Inclusive Education: Moving from “Why” to “How” International Jurnal of Whole Schooling, 2007, 3 (2), pp. 22–38.

E. Ogrodzka-Mazur, Ethnic Stereotypes and Prejudice at Primary School Children an Attempted at Modification exemplified by learners from the Cieszyn area of Silesia, in: Intercultural education: theory and practice, eds. T. Lewowicki, B. Grabowska, A. Szczurek-Boruta, Toruń 2007, Adam Marszałek.

D. W. Johnson, R.T. Johnson, Cultural Diversity and Cooperative Learning, in: Cooperative Learning and Strategy for Inclusion. Celebrating diversity in the classroom, W. Putnam (ed.), Baltimore-London-Sydney 2010, Paul H. Bookers Publishing Co, s. 68.

A. Młynarczuk-Sokołowska, Teacher, Tutor, Educator in a Culturally Diverse Space of Modern Education, “Culture – Society – Education” No. 1 (11) 2017, pp. 139–152.

A. Portera, Intercultural and multicultural Education. Epistemological and Semantic Aspects, in: Intercultural and Multicultural Education. Enhancing Global Interconnectedness, eds. C.A. Grant, A. Portera, Routledge, New York, London 2010.

A. Młynarczuk-Sokołowska, Intercultural Non-formal Education Issues on the Agenda of Polish Non-governmental Organizations – a research report „The New Educational Review” 2014, (Vol. 37, No.3).

Zakres tematów:

- Professional Presentation in foreign language – basic assumption.

- Formal, Non-formal and In-formal Education as a space of developing social competences (concepts of formal, non-formal and in-formal education, methods and forms of formal and non-formal education, the idea of lifelong education).

- Social Inclusion and Exclusion – context of social work (inclusion and exclusion – definitions, reasons of exclusion in society, ways of inclusion in education).

- Non-governmental Organizations in a civil society (non-governmental organization, third sector, non-governmental sector, concept of civil society, volunteering, social activities, types of non-governmental organizations, ways of supporting society by non-governmental organizations).

- Different aspects of volunteering (volunteering, volunteer, voluntary work, non-governmental organization, charity organization, voluntary organization, type of volunteering, role of voluntary work in civil society).

- Culture in social work (theoretical concepts of culture, space of education as a space of cultural diversity, T. Edward T. Hall's Cultural Iceberg as a concept of learning new culture).

- Developing Intercultural Competences in the field of social work (intercultural competence, G. Hofstede's Cultural Dimensions Theory, exemplifications of developing intercultural sensitivity among social workers).

- Social work with refugees – chosen aspects (refugee – definition, groups of refugees in Poland, role of refugee camps in Poland, social work with refugees – main challenges).

- Streetworking in social work (definition, advantages and disadvantages of the method, example of projects using street working ).

- Participatory photography (photovoice) in social projects (definition, photovoice process, social work and photovoice, example of projects using fotovoice).

- Educational English Vocabulary (professional vocabulary in the field of social work.

Metody dydaktyczne:

- workshops;

- discussion;

- presentation;

- brainstorming.

Metody i kryteria oceniania:

Course credits

- Activity (up to 2 points per classes)

- Attendance (1 point for attendance during each classes)

- Presentation of chosen topic (up to 10 points for presentation)

Creditcriteria:

- In order to complete the course students should receive at least half of all points.

- Student is entitled to two absences.

- Other absences should be worked off during consultations (Department of Intercultural and Elementary Education, room no. 104).

Uwagi:

warsztat w języku angielskim

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