In this course, the aim is to analyze the topic of cultural and linguistic diversity in our society, especially in the educational field, both formal and informal. To deepen the concepts of multiculturalism, interculturalism, integration, assimilation, etc., to define the foundations of an intercultural education. Lastly, to study prominently the issue of migration and education concerning migrant minors, addressing school and socio-educational problems.

Specific Competencies

To be able, as a professional, to construct, express, and implement arguments coherently, both orally and in writing, following scientific, ethical, and social criteria.

1. To learn and internalize the basic concepts (integration, inclusion, segregation, cultural diversity, etc.) of intercultural education.

2. To deepen and critically analyze knowledge related to education and migration.

3. To empower students to identify and overcome stereotypes and prejudices regarding intercultural education.

4. To adopt an attitude of constant questioning about the analyzed reality of intercultural education.

5. To know how to integrate with a reflective and critical attitude the professional actions concerning the knowledge and advancements in intercultural education.

6. To seek, analyze, and process ideas from key sources for intercultural education.



Module competencies

The competencies highlighted in this module are as follows:

CG1. Students should demonstrate knowledge and understanding of the theoretical foundations (psychological, sociological, anthropological, and pedagogical) of socio-educational intervention and its fields of professional action, as well as the legislation and social, educational, and cultural policies that support these processes.

CB3. Students must have the ability to gather and interpret relevant data (usually within their area of study) to make judgments that include reflection on relevant social, scientific, or ethical issues.

CG8. Students should know how to express orally to diverse audiences ideas, arguments, problems, and solutions regarding socio-educational themes.



Learning Outcomes:



- Integrate the theoretical and practical knowledge acquired throughout the module through the completion of a case study of one of the areas covered.

- Design, develop, and evaluate projects or programs that respond to previously identified needs.

- Make decisions regarding proposals and educational resources.

- Argue professional intervention proposals.

- Express orally and in writing projects and ideas of a professional nature.

- Presentation of the AIM, following formal academic standards.

1. Culture, Education, and Diversity. Cultural identity and its relationship with the educational world, diversity management, respect for cultural pluralism.

2. Socio-educational responses to cultural diversity. Assimilation, integration, ghettoization. Intercultural education, inclusive education.

3. Migration in Euskal Herria. Origin of migrants and their proportion in the Basque Country. Migrant students in school: origin, proportions, languages present.

4. Formal education with migrant students. Intercultural Education Programs. Resources and best practices in education with migrant students.

5. Non-formal education with migrant minors. Free time and migrant students. Fighting against school failure. Promoting integration in non-school environments.

Lectures: This modality explains the basic concepts related to the subject.



Practicals: These are the theoretical and practical activities proposed for each subject.

• Continuous Assessment System
• Final Assessment System
• Tools and qualification percentages:
  • Realization of Practical Work (exercises, cases or problems) (%): 25
  • Team projects (problem solving, project design)) (%): 25
  • Exhibition of works, readings ... (%): 5
  • Portfolio (%): 25
  • DILAN/ trabajo específico (%): 20

Students who achieve regular attendance will be exempted from the examination.

The assessment will be based on the following criteria

Completion of class activities. 30 %

Completion of the final project. 50 %

Presentation of final project. 20 %



Those who do not meet the attendance requirements will have to take the final exam in addition to the project work.



1) The final assessment is the average grade between an individual work (20%), a dossier (20%), a written test (40%), and the interdisciplinary AIM work (20%). For the final assessment, all these assignments and the test will be required. The group work will be presented orally.



2) If a student does not attend regularly they forfeit their opportunity.

Students can renounce continuous assessment and request final assessment. To do this, they must submit a form to the professor within 9 weeks of the start of classes.



**Guidelines for action against possible fraud, copying, or plagiarism**



In accordance with the regulatory framework (Management Regulation, Article 43: evaluation methods), the following behaviors are considered fraudulent or dishonest practices in evaluation tests or in the preparation and presentation of assessable academic works at UPV/EHU: a. Plagiarizing works, that is, copying others' works without citing their origin or source and presenting them as one's own in texts or works submitted for academic evaluation.



In the correction of academic works, when evidence of a significant fraudulent practice relevant to the result of the same is detected during the assessment of an academic work, such work may be justifiably graded as a fail.

Students who fail the course in the ordinary session, regardless of the assessment system chosen, will have the right to participate in the assessment activities that make up the final assessment test for the extraordinary session.



The evaluation of the subject in the extraordinary session will be carried out exclusively by the final evaluation system (already described in the ordinary session).

Egela and the following articles

Basic bibliography

Aguado, M.T. (2003): Pedagogía intercultural. Ed. Mc Graw Hill. Madrid.

Besalú, X. (2002): Diversidad cultural y educación. Editorial Síntesis Educación. Barcelona.

Defensor del pueblo (2003): La escolarización del alumnado inmigrante en España. Madrid. www.defensordelpueblo.es

Etxeberria, F. (2002): Sociedad multicultural y educación. Ibaeta Pedagogía. Donostia

Etxeberria, F. (Koord) (2006): Ikasle etorkinak eta euskara. JAKIN aldizkaria. Zenb. 154. Donostia.

In-depth bibliography

Carbonell, J., Simó, N., Tort, A. (2004): Magrebíes en las aulas. Municipio, escuela e inmigración: un caso a debate. Barcelona. Ediciones Octaedro.
Essomba, M.A. (coord..) (1999): Construir la escuela intercultural. Editorial Graó. Barcelona.
Jaussi, M.L. (1998): Educación Intercultural. Orientaciones para la respuesta educativa a la diversidad étnica y cultural de la escuela. Gobierno Vasco. Vitoria-Gasteiz.
Jordán, J.A. (2001): La educación intercultural, una respuesta a tiempo. EDIUOC. Barcelona
Malgesini, G. y Jiménez, C. (2000) : Guía de conceptos sobre migraciones, racismo e interculturalidad. Ediciones Catarata. Consejería de Educación de la Comunidad de Madrid.

Journals

Intercultural Education. London, Revista de Educacion.

Web addresses

www.hezkuntza.net, www.mec.es, http://www.iaie.org/