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On Thursday, September 1, 2022 parallel workshops will take place:<\/p>\n
[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ admin_label=”section” _builder_version=”4.16″ min_height=”251.6px” custom_margin=”-83px|||||” custom_padding=”||0px|||” global_colors_info=”{}”][et_pb_row admin_label=”row” _builder_version=”4.17.4″ background_enable_color=”off” background_size=”initial” background_position=”top_left” background_repeat=”repeat” custom_margin=”4px|auto|0px|auto|false|false” custom_padding=”10px||10px||false|false” border_width_bottom=”8px” border_color_bottom=”#FFFFFF” border_style_bottom=”double” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text admin_label=”Text” _builder_version=”4.17.4″ text_text_color=”#000000″ background_color=”#1FE0BA” background_size=”initial” background_position=”top_left” background_repeat=”repeat” min_height=”18.2px” border_width_top=”4px” border_color_top=”#FFFFFF” border_width_bottom=”4px” border_color_bottom=”#FFFFFF” global_colors_info=”{}”]<\/p>\n
\u00a01 Inclusive classroom practices\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a09:00 – 10:45\u00a0 \u00a0 \u00a0<\/strong><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row admin_label=”row” _builder_version=”4.17.4″ background_color=”#871247″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” custom_margin=”4px|auto|0px|auto|false|false” custom_padding=”10px||10px||false|false” border_width_bottom=”8px” border_color_bottom=”#FFFFFF” border_style_bottom=”double” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text admin_label=”Text” _builder_version=”4.17.4″ background_color=”#D6D6D6″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” min_height=”18.2px” border_width_top=”4px” border_color_top=”#FFFFFF” border_width_bottom=”4px” border_color_bottom=”#FFFFFF” global_colors_info=”{}”]<\/p>\n 1a Inclusive diagnostics \u2013 Between individualized support and special need labels<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_4,3_4″ _builder_version=”4.17.4″ _module_preset=”default” background_color=”#D6D6D6″ global_colors_info=”{}”][et_pb_column type=”1_4″ _builder_version=”4.17.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.17.4″ _module_preset=”default” background_enable_color=”off” width=”99.1%” custom_padding=”|||12px||” global_colors_info=”{}”]<\/p>\n By:\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0<\/p>\n Eva Kleinlein;\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Emilia Mbongo; Thomas Schrei<\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=”3_4″ _builder_version=”4.17.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.17.4″ _module_preset=”default” text_font=”||||||||” text_line_height=”1.4em” text_orientation=”justified” width=”98.8%” global_colors_info=”{}”]<\/p>\n The workshop applies a multinational perspective on diagnostic in education by providing insights into practices in South Africa, Namibia, the UK, Austria, and Germany. Building on this input, participants are invited to share their own experiences with diagnostic practices in different contexts and countries. Participants are encouraged to reflect on challenges and opportunities that are inherent in the field of diagnostics in education. As it is especially aimed to focus on and discuss inclusive approaches to diagnostics, a shift toward utopic ideas and innovative projects does then follow.<\/p>\n Resources:<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ admin_label=”section” _builder_version=”4.16″ min_height=”252.6px” custom_margin=”||-31px|||” global_colors_info=”{}”][et_pb_row admin_label=”row” _builder_version=”4.17.4″ background_color=”#871247″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” custom_padding=”10px||10px||false|false” border_width_bottom=”8px” border_color_bottom=”#FFFFFF” border_style_bottom=”double” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text admin_label=”Text” _builder_version=”4.17.4″ background_color=”#D6D6D6″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” border_width_top=”4px” border_color_top=”#FFFFFF” border_width_bottom=”4px” border_color_bottom=”#FFFFFF” global_colors_info=”{}”]<\/p>\n 1b Stereotypes in teaching material \u2013 the example of gender representations in storybooks for sexual education in Germany\u00a0<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_4,3_4″ _builder_version=”4.17.4″ _module_preset=”default” background_color=”#D6D6D6″ global_colors_info=”{}”][et_pb_column type=”1_4″ _builder_version=”4.17.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.18.0″ _module_preset=”default” background_enable_color=”off” width=”99.1%” custom_padding=”|||12px||” global_colors_info=”{}”]<\/p>\n By:<\/p>\n Susanne Michel;\u00a0 \u00a0 \u00a0 Inka Barthel<\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=”3_4″ _builder_version=”4.17.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.18.0″ _module_preset=”default” width=”99.2%” global_colors_info=”{}”]<\/p>\n 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.\u00a0 In the workshop, relevant picture books will be analyzed and discussed together in terms of their constructions of normality.<\/span><\/p>\n Storybook (to be send to participants) and choice of at least one text.<\/span><\/p>\n Resources:\u00a0<\/span><\/p>\n United Nations Independent Expert On Protection Against Violence And Discrimination Based On Sexual Orientation And Gender Identity – IESOGI (2021): Comprehensive Sexuality Education<\/a>.<\/p>\n Abad, Carla; Pruden, Shannon M. (2013): Do storybooks really break children`s gender stereotypes?<\/a> 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.<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ admin_label=”section” _builder_version=”4.16″ min_height=”232.6px” custom_margin=”||-31px|||” global_colors_info=”{}”][et_pb_row admin_label=”row” _builder_version=”4.17.4″ background_color=”#871247″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” custom_padding=”10px||10px||false|false” border_width_bottom=”8px” border_color_bottom=”#FFFFFF” border_style_bottom=”double” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text admin_label=”Text” _builder_version=”4.17.4″ background_color=”#D6D6D6″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” border_width_top=”4px” border_color_top=”#FFFFFF” border_width_bottom=”4px” border_color_bottom=”#FFFFFF” global_colors_info=”{}”]<\/p>\n 1c Differentiated teaching in multilingual classrooms<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_4,3_4″ _builder_version=”4.17.4″ _module_preset=”default” background_color=”#D6D6D6″ global_colors_info=”{}”][et_pb_column type=”1_4″ _builder_version=”4.17.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.17.4″ _module_preset=”default” background_enable_color=”off” width=”99.1%” custom_padding=”|||12px||” global_colors_info=”{}”]<\/p>\n By:\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0<\/p>\n Melike Yumus;\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Dita Vogel<\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=”3_4″ _builder_version=”4.17.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.17.6″ _module_preset=”default” text_line_height=”1.4em” custom_margin=”|6px||||” global_colors_info=”{}”]<\/p>\n 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.<\/p>\n Resources:<\/p>\n Garc\u00eda, 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.<\/p>\n And<\/p>\n Roc, Martens; Ross, Peter; Hern\u00e1ndez, Laura E. (2019): Internationals Network for Public Schools<\/a>: A Deeper Learning Approach to Supporting English Learners. Learning Policy Institute. Palo Alt, Ca, Washington D.C. (Introduction + videos).<\/p>\n OR<\/p>\n Vogel, Dita; Heidrich, Lydia (2020): Make Connections \u2013 ask questions<\/a>. Sprachsensible Schulen im Internationals Network for Public Schools in New York. Universit\u00e4t Bremen. Fachbereich 12. Arbeitsbereich Interkulturelle Bildung. Bremen (TraMiS-Arbeitspapier, 3).<\/p>\n \n[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ admin_label=”section” _builder_version=”4.16″ min_height=”232.6px” custom_margin=”||-31px|||” global_colors_info=”{}”][et_pb_row admin_label=”row” _builder_version=”4.17.4″ background_color=”#871247″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” custom_padding=”10px||10px||false|false” border_width_bottom=”8px” border_color_bottom=”#FFFFFF” border_style_bottom=”double” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text admin_label=”Text” _builder_version=”4.17.4″ background_color=”#D6D6D6″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” border_width_top=”4px” border_color_top=”#FFFFFF” border_width_bottom=”4px” border_color_bottom=”#FFFFFF” global_colors_info=”{}”]<\/p>\n 1d Adressing cultural differences \u2013 the example of indigeneous and migrated groups<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_4,3_4″ _builder_version=”4.17.4″ _module_preset=”default” background_color=”#D6D6D6″ global_colors_info=”{}”][et_pb_column type=”1_4″ _builder_version=”4.17.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.17.4″ _module_preset=”default” background_enable_color=”off” width=”100%” custom_margin=”|-13px||||” custom_padding=”|||12px||” global_colors_info=”{}”]<\/p>\n By:\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Cynthy Haihambo;\u00a0 Katya Ferguson<\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=”3_4″ _builder_version=”4.17.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.18.0″ _module_preset=”default” custom_margin=”|5px||||” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n 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.\u00a0 We will share education experiences of first people or indigenous peoples as well as migrated communities<\/em> 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.<\/p>\n Resources:<\/p>\n Mitchell, Terry. (2014). THE INTERNATIONALIZATION<\/a> OF INDIGENOUS RIGHTS UNDRIP in the Canadian Context. Part. Introduction<\/p>\n \n\n