International Summer School:

On Thursday, September 1, 2022 parallel workshops will take place:

Sexuality is an important issue that affects everyone. School education should support students in developing their identity, including their sexual identity. Anti-discriminating sex education in elementary school requires classroom materials like picture books.  In the workshop, relevant picture books will be analyzed and discussed together in terms of their constructions of normality.

Storybook (to be send to participants) and choice of at least one text.

Resources: 

United Nations Independent Expert On Protection Against Violence And Discrimination Based On Sexual Orientation And Gender Identity – IESOGI (2021): Comprehensive Sexuality Education.

Abad, Carla; Pruden, Shannon M. (2013): Do storybooks really break children`s gender stereotypes? A book review on an open book: What and how young children learn from picture and storybooks. Special Issue of Froniers in Developmental Psychology. In: Froniers in Psychologie (4), Artikel 966.

The workshop will focus on differentiated teaching in multilingual classrooms, providing an introduction, a research-based example and time to exchange experience of participants. It will start with an introduction to key issues of multilingual language development and teaching in linguistically diverse classrooms in a global context (Melike Yumus). How multilingual learning can be promoted in classrooms with immigrant youth will be exemplified based on exploratory research on specialised high schools in New York (Dita Vogel). Exchange of participants’ experiences with multilingual learning and teaching will be facilitated.

Resources:

García, Ofelia; Kleifgen, Jo Anne (2018): Educating emergent bilinguals. Policies, programs, and practices for English learners. Second edition. New York, London: Teachers College Press, Chapter 4: Bilingualism and Achievement Theoretical Constructs and Empirical Evidence.

And

Roc, Martens; Ross, Peter; Hernández, Laura E. (2019): Internationals Network for Public Schools: A Deeper Learning Approach to Supporting English Learners. Learning Policy Institute. Palo Alt, Ca, Washington D.C. (Introduction + videos).

OR

Vogel, Dita; Heidrich, Lydia (2020): Make Connections – ask questions. Sprachsensible Schulen im Internationals Network for Public Schools in New York. Universität Bremen. Fachbereich 12. Arbeitsbereich Interkulturelle Bildung. Bremen (TraMiS-Arbeitspapier, 3).

This workshop explores inclusive education from the perspective of educationally minority groups with the focus on ethnic minority and migrated learners in selected parts of the world.  We will share education experiences of first people or indigenous peoples as well as migrated communities in education settings and consider good practices of educational approaches that include their cultural elements rather than one that tries to undo their cultures and replace them with the dominant cultures.

Resources:

Mitchell, Terry. (2014). THE INTERNATIONALIZATION OF INDIGENOUS RIGHTS UNDRIP in the Canadian Context. Part. Introduction

Brown, Anthony; Haihambo, Cynthy K. (2015) Developmental issues facing the San people of Namibia: Road to de-marginalization in formal education; in: Chensembu, Kazhile C et al. (ed.) Indigeneous Knowledge of Namibia. Windhoek: UNAM Press, 311-330

The workshop targets the question how training for inclusive teachers can prepare future teachers to navigate the different needs of learners in all their complexity – and with regards to understanding their specifics not only individually but in the context of social/societal mechanism of marginalization.

We will also consider the role of limitations that different school systems hold in place. Derived from prior research on students with an inclusive background, depending on the levels of realisation of inclusion in localised school systems, future teachers will continuously need to balance different expectations and roles. At the same time there doesn’t seem to be a clear conception of what an inclusive teacher is.

As a focal point of discussing this “future inclusive teacher” we will introduce three possible types: specialist, generalist and universalist. We will invite you to explore which of these your national academic systems prepare to become teachers and which school types they are assigned to. Furthermore we will identify open questions related to adaptions of both the training and education systems that are needed.

In this workshop the focus will on questions about possibilities to access courses to teacher education.

This under the focus on different approaches in Canada and Austria/Germany (not all graduates will get a job / even students from lower semesters start to work fulltime because of the lack of teachers). Another focus will be on the question, how to attract the subject of teaching for students with disabilities.

In an open discussion, we would share our experiences from research and guided school placement and discuss this with the participants to find different approaches.

In this workshop, we will focus on reflexivity as a key competence in teacher education and practice. We want to benefit from the transnational comparative perspective to enhance our teacher training programs. We will start with presenting brief insights into findings from recent research on reflexive practice and inclusion as a means of professional growth in the perceptions and experiences of teachers from Namibian Schools (UNAM- Enock Simasiku Limbo). We will then continue with insights into diversity-sensitive approaches and knowledge on inclusion as compulsory elements of the academic formation in the teacher training curriculum at Bremen University (Yasemin Karakasoglu). We want to share with the participants their respective experiences in a discussion following the presentations.