This course seeks to improve the students' understanding of intercultural practices and policies in diverse cultures and institutional contexts. The course will focus on Cultural diversity. The aim of the course is to enable participants to reflect upon intercultural practices in diverse contexts. The course will be divided into the following themes:  
• Welfare systems as the context for discussing cultural diversity.  
• Transnationalism, migration and return migration and transnational lives.  
• Intercultural practices and reflection on welfare and social workers sensitizing activities.

Students will after having completed a five week study program, hand in an individual home exam.

**Description of learning methods and activities**

Lectures, seminars, group work and individual work adapted to different modes of study. All students are expected to read the syllabus and participate in group discussions and thereby develop analytical reflections in a productive environment with fellow students. The students will also go on field visit or collect information about relevant practices or/and welfare institutions. The students will themselves be in charge of the organization of field visits.

**Learning outcome**

***Knowledge:***

After completing the course, the students shall  
• Have advanced knowledge on intercultural practices in diverse contexts  
• Have an increased understanding of cultural diversity and transnationalism  

***Skills:***

After completing the course, the students shall be able to  
• Identify complexities within cultural diversity  
• Develop communication skills through the international classroom experience

***Competences:***  
After completing the course, the students shall be able to  
• Participate in a dialogue to improve awareness of and respect for cultural diversity  
• Development of reflective processes on how personal beliefs, values and knowledge influences welfare practices

This is a document from a Institution or University that proves that the Learner has specific knowledge and/or has taken University grade courses.

Transcript of Records

University of Stavanger

Cultural Diversity

The course seeks to enable participants to reflect upon intercultural practices in diverse contexts

Critical and innovative thinking

## **Content**

**Package 1 : Philosophy and Law**

Conceptual introduction to the ways in which knowledge is produced and disseminated without paying attention to gender, age, race, and class differences and sexual difference as regards relations among subjects and among bodies, and, thereby, becoming what might be understood as rigid, immaterial, and disaffected knowledge. The impact of producing and disseminating knowledge in these terms will be made clear by analyzing the so-called neutrality of the Law and its effects in gender equality policy making. 

**Package 2 : Psychology and Literature**

(1) Applied critical consideration of epistemic violence, that is, of how gender differences have an effect on subjects and bodies and how they have an effect in their well being depending on the role that gender is given in Psi Disciplines.

(2) Applied critical deconstruction of gender stereotypes and of prejudices that symbolically limit the imaginary field of subjects and bodies and tie them to the immateriality of heteronormativity.  

**Package 3: Anthropology and Pedagogy**

Attention will be payed to a specific challenge in order to (1) make clear how to take into account diversity, difference, and inequality by means of situating knowledge and of feminist methodologies and feminist data analysis and how to (2) validate and make epistemically relevant different kinds of agency by gendering it (including age, class, and race differences). 

## **Learning Outcomes**

1. To identify the key concepts of feminist thought in its diversity and the methodologies therefrom derived and in relation to the ways in which knowledge is produced and disseminated and its results applied.
2. To acquire a complex understanding of how to apply a gender and queer perspective in the analysis of societal challeges.
3. To obtain a complex understanding of the role of the body and the marks of gender, age, race, and class when facing the design, the production, and the execution of social projects.
4. To grasp the mechanisms of the binary, heteronormative, and colonial system of gender in the processes of subjectivation/normalization.
5. To consider the material and affective dimension of the production and dissemination of knowledge and to share its impact in the context of challenge-based learning.

Critical and innovative thinking

Critical and innovative thinking

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