Critical, multicultural education for remembering and reconciliation: A discussion of an interdisciplinary social science course for international students in Finland.

Autor/in	Clarke, Kris
Titel	Critical, multicultural education for remembering and reconciliation: A discussion of an interdisciplinary social science course for international students in Finland.
Quelle	In: Compare, 35 (2005) 4, S. 479-494Infoseite zur Zeitschrift Verfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0305-7925
Schlagwörter	Kritische Pädagogik; Multikulturelle Erziehung; Internationalisierung; Lehrveranstaltung; Sozialwissenschaften; Interdisziplinarität; Finnland
Abstract	In the autumn of 2004, an interdisciplinary social science course entitled 'Remembering, Forgetting and Forgiveness: Justice and Reconciliation from the National to the International' was offered to undergraduate students at the University of Tampere, Finland. The course had 49 students from 10 different countries on three continents. ... The objective of the course was to explore the role of social memory and justice in the process of reconciliation on many different levels. Learning activities aimed to initiate discussions on cross-cultural understandings of how to overcome violations and forgive or forget. ... This paper focuses on how a multicultural education was constructed through the pedagogy of the course, along with discussions with students who assessed their own learning process and perspectives. The theme of the course was judged by students to be very interesting and important, but the role of creative learning methods was viewed as equally significant. Exchange students, in particular, appeared willing to take greater risks in learning during their year abroad. The development of new approaches to learning could thus be an important element of internationalising efforts by universities. Finally, sensitive issues, such as contested collective social memory and complex reconciliation efforts, are best approached through cooperative learning methods that emphasise dialogue. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2006/3