VPL305 Perspective on global Citizenship, Critical reflection and Project work in the south (Tanzania)

Contents and structure

Through ongoing processes of globalisation and migration, our societies are becoming more hybrid and intercultural. Students in this course will participate in our NOREC (Norwegian Agency for Exchange Cooperation) project in Tanzania (Dar Es Salaam and/or Arusha). The project aims to improve the life quality of children with learning disabilities by implementing UN Human Rights, The UN Convention on the Rights of the Child, and the Convention (CRC) on the Rights of Persons with Disabilities (CRPD) in practice.

Students will be introduced to basic thoughts and practices regarding intercultural communication. This knowledge will be linked to different contexts, especially education and children with developmental disorders. Cultural differences will be identified in real-life interactions while students exchange in Tanzania.

Through project work, interprofessional, and interagency collaboration, students are challenged to understand their roles and promote values in individual relationships and at the organisational level. Furthermore, students are faced with contributing to services promoting self-determination and user participation at individual, group, and community levels nationally and globally.

The course sheds light on how the welfare society, through its institutions and organisations and their interaction, affects the living conditions of marginalised groups in various arenas such as housing, school, work, and leisure. This course provides a perspective on global citizenship, ethics in a world, diversity, intercultural communication and cultural awareness.

Drawing from different exercises and assignments throughout the course, students will focus on enhancing their cultural awareness and applying theories to personal experiences with linguistic diversity and cultural otherness. The course also focuses on how different service offerings are created through social processes where users, relatives, and professionals develop and influence other frameworks. With a focus on welfare and public health, the student will acquire values, knowledge, insight, and skills on how cultural diversity entails an ethical challenge for every professional.

Learning Outcome

A candidate who has completed this course should have the following learning outcomes defined in knowledge, skills, and general competence:

Knowledge: Candidate…

• has broad knowledge of ethical theories on social educational work.
• has broad knowledge about communication, interaction, and collaboration, and understands how language is an intercultural component in communication.
• has broad knowledge of public health work, disease prevention, and health promotion at individual, group, and societal levels.
• has broad knowledge of UN Human Rights, The UN Convention on the Rights of the Child, and the Convention (CRC) on the Rights of Persons with Disabilities (CRPD).
• is familiar with user-driven innovation.
• has knowledge of interdisciplinary and cross-sectoral collaboration.
• has knowledge about how neglect, violence, abuse, bullying, drug, and socio-economic problems affect health, living conditions, and quality of life nationally and globally.
• has knowledge of research methods, principles, and concepts for assessing scientific quality.
• has knowledge about children and young people and is a practitioner who takes care of their treatment and/or services needs and can ensure their participation and rights across contexts and cultures.

Skills: Candidate…

• can apply academic knowledge to contribute to good public health through health promotion and disease prevention from a lifespan perspective.
• can apply academic knowledge to promote inclusion, equality, and participation in all parts of society and from a lifespan perspective.
• can apply academic knowledge, relevant research and developmental work results, and scientific methods to enlighten practical and theoretical issues and inform decision-making.
• master conversations with children on topics such as neglect, violence, and abuse.

General Competence: Candidate…

• has insight into relevant professional and ethical issues in professional practice.
• has insight into the connection between health, education, and living conditions and can apply this to services given to individuals and groups in society to contribute to good public health nationally and globally.
• has insight into basic thoughts and practices regarding intercultural communication.
• has insight into research and development work within the subject area and methods for systematically acquiring user experience and knowledge.
• can exchange views on opportunities and challenges in using digital solutions at individual and system levels, knows digital security.

Entry requirements

Passed the second year of study (VPL200, VPL210, VPL220 and VPLP200).

Teaching methods

This course emphasizes a combination of fieldwork, student-active forms of learning, and interdisciplinary approaches to teaching. It will combine different teaching and educational tools, including lectures, student-led lectures, and seminars. Furthermore, interdisciplinary, international project work in groups and various digital learning platforms will be emphasized.

Compulsory learning activities

The following mandatory work requirements must be approved for students to take the exam:

1. Prepare and conduct a one-hour lecture (in a group) on a relevant topic based on fieldwork based on pre-described assessment criteria for fellow students at home.
2. Prepare and lead an intercultural group (workshops). The focus of the discussion should be relevant to UN Human Rights.

Approved work requirements are valid for three semesters.

Assessment

The exam is in two parts. Both count 50%, and to pass the exam, both parts must be passed.

• Home exam: The exam questions will be provided at the beginning of the course.

• Exam language: English

  • Part 1: Project report up to 6000 words. The project report is group work.
  • Part 2: Individual reflection document based on own experiences in implementing NOREC's overall aim of the project to improve the life quality of children with learning disabilities, up to 1000 words.
  • The time and place for the exam are found on the student web.
  • Grading system: A-E is passed. F is not passed.

New Exam: If the student fails the exam, the new home exam will be like the regular one.

Examination support material

All.

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