Deepened Topics in Politics of Difference

Code:

DE102

Acronym:

QAPD

Keywords
Classification	Keyword
OFICIAL	Educational Sciences

Instance: 2008/2009 - 1S

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	Master Degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MCED	16	Official Curricular Structure	1	-	6	-

Teaching language

Portuguese

Objectives

Education, mainly formal education, is framed by the state, economy and civil society and aims at the formation of citizens, workers and individual and social development. In modern times, education was organized around this triple mandate and in that moment ‘differences’ (ethnical, gender, age, life styles, race, etc.) did not appear as the centre of educational and political concern. With the rise of disorganized capitalism and the growing emphasis on group and individual identities in the framework of the “New Social Movements”, in a context of intense globalization, the triple mandate is being reconfigured either around the new demands of the global economy or through what we might call “new forms of citizenship”.
The curricular unit Developed Studies on Politics of Difference aims at analysing the emerging relationships between education, socio-economic development and the ‘differences’ at school level, education system level, labour market, etc. The analysis of the politics of difference will be held through five ‘sites’ (body, work, citizenship, identity and territory) on which the educational mandates and differences themselves interact/conflict.

Objectives:
- To identify the modern matrix of education discourses
 To relate the mandates addressed to education with the present developments of social and education policies.

- To relate the educacional mandates with the global, national and local levels.

- To know theories on the way state, economy and society are developing and reconfiguring educational mandates.

- To characterize emerging forms of citizenship on the basis on the affirmation of identity and social reflexivity.

- To analyse the ‘sites’ (body, work, citizenship, identity and territory) in their interaction with education.

 To identify in texts of education policy and education the impacts of the ‘sites’.

- To analyse education policies in Portugal in the context of the global web of knowledge society and economy.
To identify consequences for the Portuguese context of the reconfiguration of the educational mandate address by “Europe of Knowledge”

Program

1. Modernity, education and the school: the triple educational mandate:
 preparation for work;
 formation of citizens;
 individual and social development.

2. Education, network society and knowledge: the reconfiguration of the educational triple mandate.

3. Five sites in which education and differences confront
 body
 work;
 citizenship;
 identity;
 territory

4. The conceptualization models of difference and education .
5. The relational model versus inter/multicultural education: criticizing the critique.
6. “Europe as a Bazar”: the construction of a politics of difference (and its implications for education)

Mandatory literature

DALE, Roger; "Globalização e Educação: Demonstrando a Existência de uma ‘Cultura Educacional Mundial Comum’ ou Localizando uma ‘Agenda Globalmente Estruturada para a Educação’?", Educação, Sociedade & Culturas, 16, 133-169., 2002
Magalhães António M.; A^escola para todos e a excelência académica. ISBN: 972-8562-05-5
SANTOS, Boaventura Sousa; "Por uma concepção multicultural de direitos humanos", Revista Crítica de Ciências Sociais, 48, 1-32., 1997
STOER, S. R. e MAGALHÃES, A. M. ; A Diferença Somos Nós – a gestão da mudança social e as políticas educativas e sociais., Ed. Afrontamento, 2005
STOER, Stephen R., MAGALHÃES, António M. e RODRIGUES, David ; Os Lugares da Exclusão Social, Cortez Editora, 2004

Teaching methods and learning activities

Presentations by the teacher, debate, presentations by the students. Individual and team work.

keywords

Social sciences

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Description	Type	Time (hours)	Weight (%)	End date
Subject Classes	Participação presencial	26,00
Group work	Participação presencial	14,00
Debate	Participação presencial	10,00
Individual and group tutoring	Participação presencial	15,00
Text analysis	Teste	35,00
Work group	Teste	8,00
Writing short texts	Teste	10,00
Writing an article	Trabalho escrito	44,00
	Total:	-	0,00

Eligibility for exams

The students must attend at least 75% of the curricular unit sessions.

Calculation formula of final grade

According to the Regulation of Students’ Assessment of the University (Deliberation n. 1536/2005, 23rd November of the University Senate): distributed evaluation without final exam.

The process will develop as follows:

i. Participation in the tasks distributed in each session
ii. Elaboration of a scheme to develop a scientific paper
iii. Writing a 3000 paper (references included) with the following features:

 Identification of a problematic (theoretical introduction/ literature review).
 Identification and justification of a methodology for the analysis .
 analysis of a context/situation/problem/text, etc.
 discussion of the results and conclusion
 references

The final mark of the curricular unit is expressed in a 0-20 scale. The implication of the students in the tasks i. and ii. will be evaluated with a maximum of 25% of the 0-20 scale. The paper referred to in iii. will be evaluated with a maximum of 75% of the 0-20 scale.
The final mark is the result of the sum of the two components of the process [(i+ii) + iii] = final mark). The tasks i. and ii. without the final paper will not be evaluated. In this situation, students can use the extra assessment forms.

Special assessment (TE, DA, ...)

The students legally authorised to not attending the sessions will deliver, besides the paper referred to above, two reports on the bibliography about theme 1 and another on about theme 3.

Classification improvement

Those students whishing to improve their evaluation or those who could not meet the regular procedures can (re)write the paper or be submitted to an oral examination about it.