| Students will:
situate these traditions in the development of multiple historical expressions of transcultural mixture, hybridization and porosity leading up to the current globalized moment in history, as well as cultural isolationism through racism, ethnocentrism, linguistic domination, xenophobia, classicism, sexism, homophobia and other expressions of discrimination, oppression and marginalization. |
A1
A13
|
B3
B17
B20
|
C6
C8
|
| familiarize themselves with the diverse intellectual traditions of inclusive and multicultural education and the aspects of these research areas that are most relevant to the ECE level, through exploring key bibliographic, audiovisual, and media sources. |
A8
A28
|
B11
|
|
| appreciate the professional and social importance of the ethical aspects of inclusive and multicultural education at the ECE level, developing both critical and socially-committed attitudes toward human diversity in educational communities and acquiring universal and specific values related to empathy, respect, human dignity and human rights, mutual support, reciprocity, collaboration, the inclusion of excluded individuals and groups, and egalitarian and democratic participation in the public life of the school. |
A14
A21
A32
|
|
C4
|
| understand, analyze and evaluate the principal contents, resources, strategies and areas of intervention involved in inclusive and multicultural education: inter-cultural and culturally inclusive content, democratically organized school and classroom, the inclusion and promotion of minoritized and socially disadvantaged voices and perspectives, and the critical analysis of the documents and media employed in communication-learning. |
A12
|
B24
|
|
| begin to critically apply the pedagogical knowledge, strategic principles, and didactic resource (curricula, methodologies, organizational and motivational strategies) offered by inclusive and multicultural education at the ECE level. |
A5
A9
|
B5
|
|
Subjects