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Draft exchange programme in education studies v01


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Draft exchange programme in education studies v01

  1. 1. faculty of behavioural and pedagogy and social sciences educational sciencesRuG Bachelor in Educational SciencesElective programme ‘Challenging Youth’Proposal for a 30 ECTs English-language exchange coursein Education Studies | Includes module descriptionsv.01 December 2010 | Comments to Ernst D. Thoutenhoofd, e.d.thoutenhoofd@rug.nlAimOur proposed English-language elective programme aims to acquaint students with thecontribution that the pedagogical sciences make to analyses of and interventions inissues that may arise in child-rearing, collectivised in the notion of ‘challenging youth’.This process of familiarisation is done by presenting students with a dual set ofperspectives on challenging youth. On the one hand, historical, theoretical,intercultural and socio-scientific conceptual resources—including for example genderand ethnicity—are deployed to show students a highly diverse and transnationallyrecognisable area of pedagogical care. On the other hand, typically Dutch forms oforthopedagogisch or special needs responses are introduced that address problems byactively intervening in the national system of education, schooling and youth care.This programme already runs in Dutch as part of the university-wide electiveprogramme of study. At this time (December 2010-May 2011) we are consulting widelyon a proposed English-language version of the programme, for the benefit ofinternational exchange students. We therefore particularly welcome the views offoreign students interested in a future period of study in our Department and thosewho have already joined our courses in the past. Your comments on this proposalshould be emailed to programme overview module title type ECs semester Introduction to challenging behaviour in youth Lecture series 1 1a Paper Self study project 5 1b Issues in child-rearing and challenging behaviour Lecture series 10 1a Histories of child-rearing Lectures, self-study 4 1b Intercultural pedagogy Lecture series 5 1b Gender and diversity in child-rearing Interactive lectures 5 1a Total in European credits 30CoordinatorProf. dr. Greetje Timmerman 1
  2. 2. PAMIN01Introduction to challenging behaviour in youthObjectiveIntroduction to the contributions of the pedagogical sciences to the analysis of andintervention in issues of raising young people, in particular challenging behaviour inyouth. The introduction will cover historical, theoretical, intercultural and socialscientific (covering such notions as gender and ethnicity) approaches. The specificcontribution of special needs education—in the Netherlands organised through thespecific professional field of orthopedagogiek—will also be covered, includingeducational and youth care approaches, and prevention.OverviewECTS: 1Assessment: participationCoordinator: Prof. Dr. M.C. Timmerman 2
  3. 3. PAMIN02PaperObjectiveKnowledge of, and critical reflection on, challenging behaviours among children andyouth, including approaches aimed at resolving them.OverviewThe student will choose from among the topics presented during lectures, focussing ondeeper insight into either a problem behaviour among children and youth or on anintervention method. In addition, the student will analyse how definitions of specificchallenging behaviours or issues in raising children are the product of a historicaland/or contemporary social context.ECTS: 5Assessment: assignmentCoordinator: Prof. Dr. M.C. Timmerman 3
  4. 4. PAMIN03Issues in child-rearing and challenging behaviourObjectiveThis module covers three objectives. First, acquaintance with scientific notions anddefinitions of issues in child-rearing and challenging behaviour, including the way inwhich these are being put in practice in order to resolve problems. The second objectiveis learning about the structure of youth care and the composition of its targetpopulations in the Netherlands. The third objective is an introduction to special needs(Dutch orthopedagogiek) research and intervention within the various sub-fields ofyouth care: preventative intervention, (intensive) ambulant care, foster care andresidential care.ECTS: 10Assessment:Coordinator: Dr. J. Strijker 4
  5. 5. PAMIN04Histories of child-rearingObjectivesGain insight into the history of raising children and young people. Four themes arecovered: divisions in pedagogical responsibilities, the meaning of the interests of thechild, excercising pedagogical oversight and intervention, and professionalisation andthe approach to at risk children and youth.OverviewA diverse range of organisations and institutions have long meddled in child-rearingand child-care practices. Until the end of the nineteenth century these concernedmainly churches and the State, in addition to parents and relatives. In the course of thenineteenth century philanthropists inspired by Enlightenment started also tocontribute to public involvement in child-rearing and care.By 1900 the power of the state had however expanded considerably. Illustrations ofthat expansion of public control include new child protection laws that set stringenteducational norms for parents, and new youth crime laws that were applied to youngoffenders. In the course of the twentieth century a further group developed inpractically excercising state control over child-rearing, namely the pedagogicalprofessionals: today this professional group includes for example pedagogues, specialneeds experts and youth psychiatrists.This module will consider the history of childrens education within and outside of thefamily context, youthcare, and the attention for children and their caretakers witheducational or developmental disorders. This is done with several themes in mind: thedistribution of pedagogical responsibility, the meaning of the best interest of the child,the practice of pedagogical surveillance and the application of pedagogical interventionand the approach of children and adolescents at risk. The focus will be the history ofNetherlands and Europe towards the end of the eighteenth century. We will considerthe educational history with its social, economic, political and cultural context.ECTS: 4Assessment: written exam (essay) and an individual paperCoordinator: Prof. Dr. J.J.H. Dekker 5
  6. 6. PAMIN05Intercultural pedagogyObjectivesStudents gain knowledge and understanding of different ways of thinking about thenature and impact of culture and cultural difference in the development andsocialisation of children around the world, from a comparative, interculturalperspective.OverviewChildren in the Netherlands nowadays, like in many other countries all over the world,grow up in a multi-ethnic, multicultural society. Being born in a specific family andhome culture, they encounter other (groups of) people and other cultures in the worldoutside the home, both physicially, as in their neighbourhood, kindergarten, school andpeer group, as well as virtually, through the internet and multimedia. Children learn toidentify with (parts of) their home culture as well as (parts of) other surroundingcultures, looking for a suitable mix.This acquisition and identification process is located in time and space: bound andtested by the dominant culture represented in formal education and media. Inmulticultural societies like the Netherlands, space and value is unevenly distributedamong different cultures. Minority cultures are frequently under pressure ofassimilation or public scrutiny. How much space do we allow for cultural variation anddiversity? How to deal with cultural difference and intercultural dilemma or conflict? Alot depends on the images we construct of our own and other peoples cultures, as wellas on the perceived differences and similarities between them.Intercultural pedagogys central question is how to understand the impact of cultureand cultural variation in theories and practices of socialisation and education. Dutchintercultural pedagogues mostly focused on Dutch immigrants and their offspring overthe past 25 years. They especially attended to problems of fitting into Dutch society(integration). In this course we take a wider view and focus instead on different ways tothink about and do research on the impact of culture, cultural difference and culturalconflict on child development and socialisation, crossculturally.ECTS: 5Assessment: assignment, written exams (multiple choice, essay), group workCoordinator: Dr. E.F. Jonker 6
  7. 7. PAMIN06Gender and diversity in child-rearingObjectivesHistoricising and problematising the dominant discourses and practices surroundingthe category of youth with challenging behaviours from a critical and interdisciplinaryperspective.OverviewConcerns about the nature and future of youth and behaviour among young people insociety are of all times and places in western societies, and reflect a wavelike pattern.Within the Netherlands, recent decennia reveal increased pressure from authoritiesand public media to address, prevent or being tough on challenging behaviours invarious guises, including bullying, truancy, juvenile alcohol and drug abuse, underageand unsafe sex, delinquency and crime, eating disorders, and all manner of publicdisturbance phenomena (including street gangs and intimidation of homosexuals andsenior citizens).Approaches being advocated include systematic early detection and risk assessment,extensive registration (including electronic child records), and recourse to proveninstitutionalised praxis such as residential and ambulant youth care and youthprobation services. Scientists from various disciplines focus on aspects of social issuesand youth behaviour, in order to clarify causes and consequences, and advise orevaluate the combined efforts of policymakers and care professionals. The reporting ofthe media tends to confound issues by making fortuitous associations that involve risksin child-rearing, forms of challenging behaviour and youth cultures.But which type of young persons are drawn into which kinds of challenging behaviour?And who determines what classifies as challenging behaviour; in what sorts of contextsdo such classifications arise, and why? These and other questions are considered from acritical and interdisciplinary perspective, centring on five ordering principles: gender,‘race’ (ethnicity, culture), class, age and sexuality.ECTS: 5Assessment: formative assignments in preparation for a final essayCoordinator: Dr. E.F. Jonker, Prof. Dr. M.C. Timmerman 7