EHCE14-en

GENERAL

SCHOOL	School of Public Health
DEPARTMENT	Department of Public and Community Health
LEVEL OF STUDIES	PG LEVEL 7
COURSE CODE	EHCE 14	SEMESTER		B Elective
COURSE TITLE	Intercultural Communication and Inclusive Education in the Field of Environmental Health
COORDINATOR	KONSTANTINA SKANAVI
TEACHING ACTIVITIES If the ECTS Credits are distributed in distinct parts of the course e.g. lectures, labs etc. If the ECTS Credits are awarded to the whole course, then please indicate the teaching hours per week and the corresponding ECTS Credits.			TEACHING HOURS PER WEEK		ECTS CREDITS
Seminars, Labs			3		4


Please, add lines if necessary. Teaching methods and organization of the course are described in section 4.
COURSE TYPE Background, General Knowledge, Scientific Area, Skill Development	Scientific Area, Skill Development
PREREQUISITES:
TEACHING & EXAMINATION LANGUAGE:	English
COURSE OFFERED TO ERASMUS STUDENTS:	ΝΟ
COURSE URL:

LEARNING OUTCOMES

Learning Outcomes

After successful completion of the course, postgraduate students will be able to :

To be introduced to the basic ways of thinking of cross-cultural analysis and interpretation of social reality.
To understand the basic concepts that constitute the “raw material” with which intercultural theory and its arguments are constructed.
To allow them to see below the surface of everyday life and grasp new levels of social reality.
To state and explain the characteristics of multicultural societies, the dimensions of otherness, identity, the process of creating stereotypes, prejudices and racism in society and school.
To know the characteristics of the country’s minority – ethnic – immigrant groups
To know the management models of alterity, their characteristics and to distinguish between them.

General Skills

Search, analysis and synthesis of data and information,

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Project design and management

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

COURSE CONTENT

1. The new environment

2. Social transformations

3. Theories of alterity

4. The concept of “identity” and “difference”

5. Ethnic-minority groups in Greece

6. Concept of intercultural communication – relation to intercultural dialogue

7. Managing Otherness

8. Racism – Stigma

9. Ethnocultural diversity

10. Interculturality and health

11. Presentation of work I

12.Studies presentation ΙΙ-Final Evaluation.

13.Feedback.

LEARNING & TEACHING METHODS – EVALUATION

TEACHING METHOD
Face to face, Distance learning, etc.

Face to face, Ms Teams

USE OF INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students

Eclass.

Ppt

Ms Teams

TEACHING ORGANIZATION

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

*Activity*	*Workload/semester*
Lectures/ Seminars	39
Bibliographic research & analysis	31
Progress Study	10
Study Creation	20
Total	100= 4 ECTS

Student Evaluation

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed

Participation in lectures and seminars is mandatory

The language of evaluation is English .

· An intermediate progress study

Submitted to e-class 30%

· A final study

Submitted to e-class 70%

The evaluation criteria are:

• scientific methodology

• bibliographic documentation

Instructions can be found by students in the e-class

SUGGESTED BIBLIOGRAPHY

Anstey, M. & Bull, G. (2006). Teaching and Learning Multiliteracies: Changing Times, Changing Literacies. Australia: International Reading Association.

Asante, M. K., Miike, Y. & Yin, J. (Eds.), (2014). The global intercultural communication reader (2nd ed.). New York: Routledge.

Banks J., (2000). Cultural Diversity and Education, Allyn and Bacon, Boston.

Gonzalez, A., Houston, M., & Chen, V. (Eds.). (2011). Our voices: Essays in culture, ethnicity and communication. Cambridge: Oxford University Press.

Martin, J., N. & Nakayama, T. K. (2013). Experiencing intercultural communication: An introduction. New York: McGraw-Hill.

Van Wieringen, J. C., Harmsen, J. A., & Bruijnzeels, M. A. (2002). Intercultural communication in general practice. The European journal of public health, 12(1), 63-68.

Kotthoff, H., & Spencer-Oatey, H. (Eds.). (2007). Handbook of intercultural communication (Vol. 7). Berlin: Mouton de Gruyter.

Leeds‐Hurwitz, W. (2010). Writing the intellectual history of intercultural communication. The handbook of critical intercultural communication, 21-33.

Marginson, S., & Sawir, E. (2011). Ideas for intercultural education.

Gundara, J. S., & Portera, A. (2008). Theoretical reflections on intercultural education.

Neuner, G. (2012). The dimensions of intercultural education. Intercultural competence for all. Preparation for living in a heterogeneous world, 11-50.

Holliday, A. (2018). Designing a course in intercultural education. Intercultural Communication Education, 1(1), 4-11.

Gorski, P. C. (2009). Intercultural education as social justice.

Nagata, A. L. (2004). Promoting self-reflexivity in intercultural education. Journal of Intercultural Communication, 8, 139-167.

Triandis, H. C. (1989). Intercultural education and training. Understanding the USA: A cross-cultural perspective, 305-322.

Nieto, S. (2006). Solidarity, courage and heart: what teacher educators can learn from a new generation of teachers. Intercultural Education, 17, 457-473.

Nieto, S. (2004). Affirming Diversity. The Sociopolitical Context of Multicultural Education. New York, NY:

Pearson. Nordberg, K. (2000). Intercultural education and teacher education in Sweden. Teaching and Teacher Education, 16, 511-519.

Hill, I. (2007). Multicultural and International Education: Never the Twain Shall Meet? International Review of Education, 53, 245-264.

Hajisoteriou, C., & Angelides, P. (2016). Globalisation of Intercultural Education. Editor (s)(if applicable) and the Author (s).

Beacco, J. C., Byram, M., Cavalli, M., Coste, D., Cuenat, M. E., Goullier, F., & Panthier, J. (2016). Guide for the development and implementation of curricula for plurilingual and intercultural education. Council of Europe.

Ogay, T., & Edelmann, D. (2016). ‘Taking culture seriously’: implications for intercultural education and training. European Journal of Teacher Education, 39(3), 388-400.

Catarci, M., & Fiorucci, M. (Eds.). (2015). Intercultural education in the European context: Theories, experiences, challenges. Ashgate Publishing, Ltd..

Mikander, P., Zilliacus, H., & Holm, G. (2018). Intercultural education in transition: Nordic perspectives. Education Inquiry, 9(1), 40-56.

Stephan, W. G., & Stephan, C. W. (2013). Designing intercultural education and training programs: An evidence-based approach. International Journal of Intercultural Relations, 37(3), 277-286.

EHCE14-en

Contact

Links

Services