| Center |
| Faculty of Philosophy and Educational Sciences |
| Departament |
| Education and School Management |
| Lecturers in charge |
| Sin datos cargados |
| Met. Docent |
| Lecturer presentation with the intervention of students in practical work. |
| Met. Avaluació |
| Final examination and project work |
| Bibliografia |
| -Apple, M. y Beane, J, (1997). Escuelas democráticas. Madrid: Morata. -Beyer, L. y Linston, D. (2001). El curriculum en conflicto. Perspectivas sociales, propuestas educativas y reforma escolar progresista. Madrid: Akal. -Connell, R.W. (1997). Escuelas y justicia social. Madrid: Morata. -Guttman, A. (2001): La educación democrática, Barcelona: Paidós. -Kincheloe, J. y Steinberg, S. (2000). Repensar el multiculturalismo. Barcelona: Octaedro. -Martínez, J. (coord.) (2003): Ciudadanía, poder y educación. Barcelona: Graó. -McCarthy, C. (1994): Racismo y curriculum, Madrid: Morata-Paideia. -Rancière, J. (2003). El maestro ignorante. Cinco lecciones sobre emancipación intelectual. Barcelona: Laertes |
| Continguts |
| - CONTENT: Theoretical programme: Analysis of the logic that gives sense to the ideas and more outstanding practices that find a place within education today, democracy and multiculturality. Peculiarities of education in and for democracy. Citizenship concept in a multicultural society. Different meanings of multicultural education. The pedagogic vision of constructing identities. Education, justice and equality. Practical programme: It will focus on analysing the problems of democratic and multicultural education through the communication media, cinema and literature. Case Studies. Critical analysis of readings. - OBJECTIVES: - To understand the relationship between curriculum, democracy and multiculturalism. - To acquire committed professional knowledge with equality and emancipation. - To analyze the theoretical and practical uses of the terms multiculturality and democracy. - To establish possible theoretical and practical alternatives where the democratic and multicultural principles materialize in the process of curricular development. |