Kontakt

Tina Grummel, Projektkoordinatorin

+49 (0)441 798-2457

Summer/ Winter Schools

International Online Workshop 2020

Day 1 (Thursday 5 November): Inclusive Education

11 to 11.30 am

Opening

Prof. Dr. Verena Pietzner, Vice President for Instruction and International Affairs, University of Oldenburg

Dr. Thandi Mgwebi, Deputy Vice Chancellor Research, Innovation and Internationalisation, Nelson Mandela University

Prof. Dr. Klaas van Veen, Vice Dean Faculty of Behavioural and Social Sciences, University of Groningen

Short Introduction: Tina Grummel, University of Oldenburg

11.30 to 1 pm

Session 1: Policies of inclusion

Session outline: Policies of inclusion

This session will give a short overview about the educational systems, the inclusive educational system and the national policies of inclusion in South Africa, Netherlands and Germany to have a base for the whole international online workshop. The session will also offer the possibility for all participants to discuss the experiences within inclusion and exclusion in the school system. At the end the participants will have an impression of the policies and practice of inclusion in our different countries.

Sanet Deysel (NMU)

For the past seven years, Sanet Deysel has been lecturing in the Faculty of Education at Nelson Mandela University, South Africa. Her academic interests are in the field of Inclusive Education, as well as Barriers to Learning. Sanet Deysel has a distinct interest in learner support within the educational domain. She is also interested in the support available for teachers in the education setting and different educational contexts, especially in their accommodation of learners presenting with barriers to learning. Community schools and their approach to engagement, participation, and collaboration with multiple stakeholders, together with the underlying principles thereof, is another field of interest and research.

Dr. Marjolein Deunk (RUG)

Department: Educational Sciences, University of Groningen, the Netherlands

Academic focus: learning through interaction, cultural diversity and inclusion in education, art-based pedagogy   

My university website https://www.rug.nl/staff/m.i.deunk/ and twitter account: https://twitter.com/MarjoleinDeunk

Prof. Dr. Karsten Speck (UOL)

Affiliation: School of Educational and Social Sciences, University of Oldenburg

Academic Focus

  • Research Methods
  • Multiprofessional Cooperation
  • School Absenteeism
  • Cooperation Youth Welfare Services and Schools
  • Participation and Service Learning
  • Higher Education Research
  • Research-based Learning

2 to 3.30 pm

Session 2: Theories and values of inclusion

Session outline: Theories and values of inclusion

This session will present and discuss overarching theoretical approaches to inclusion in order to establish a solid ground for our international workshop. The focus will be on the South African Ubuntu approach regarding inclusive values and the capability approach developed by Amartya Sen, which is well-known in the field of social sciences. The aim is to reach a common understanding of inclusive education by grounding it in the theory of justice and values. In preparation, we will distribute a text for reading which we will come back to in our session with the students.

Prof. Nokhanyo Mdzanga (NMU)

Nokhanyo Nomakhwezi Mdzanga is an Associate Professor and deputy dean in the Faculty of Education at Nelson Mandela University. Her area of expertise is in language education, in particular, multilingualism and the teaching of English to second language speakers and isiXhosa to third of fourth language speakers.

Prof. Dr. Till-Sebastian Idel (UOL)

Professor for School Pedagogy and General Didactics

School of Educational and Social Sciences, Department of Educational Sciences, University of Oldenburg

The focus of my empirical research is on practices of teaching, school and classroom change in development processes in context with changing educational policies and especially in progressive schools, and the embedded professionalization of teachers. My research is based in theories of practice and theories of subjectivation. I’m using methods of qualitative research.

3.45 to 5.15 pm

Session 3: Evidence-based practice – practice-based evidence

Session outline: Evidence-based practice – practice-based evidence

How can inclusive education be implemented? What are the relevant results of actual scientific efforts? This session focuses on research and practice and their interconnections in the field of inclusion in South Africa and Germany. The main topics of the session are social justice and diversity as theoretical foundations for research projects in inclusive education in both countries. The Response to Intervention (RTI) will be presented as a framework of inclusion, research and evidence-based practice. This is an approach whose primary focus is on supporting students with special needs in learning, language and emotional-social development. In long-term research projects, e.g. Rügen Inclusive Model, effective measures could be evaluated. The session starts with an introduction followed by a presentation on the topic of inclusion in South Africa and Germany and on RTI. After this, there will be assignments for the students, and the session will be wrapped up by a discussion.

Prof. Mathabo Khau (NMU)

Mathabo Khau is an Associate Professor, Faculty of Education, Nelson Mandela University, Gqeberha (formerly Port Elizabeth), South Africa. She uses participatory visual research methodologies in addressing gender, sexuality, gender-based violence and HIV and AIDS in Education. She has authored several peer reviewed published articles and book chapters, and supervised Masters’ and Doctoral students to completion.

Prof. Dr. Ulrike-Marie Krause (UOL)

Affiliation: School of Educational and Social Sciences, Department of Educational Sciences, University of Oldenburg

Academic focus: empirical educational research at school and university; teacher education

Prof. Dr. Tanja Jungmann (UOL)

Affiliation: School of Educational and Social Sciences, Department of Special Needs Education and Rehabilitation, University of Oldenburg

Language and Communication and its special needs education under special consideration of inclusive educational processes

Academic Focus

  • Professionalisation of kindergarten and school teachers in inclusive settings
  • Evidence-based (early) prevention and intervention
  • Diagnosis und developmental advancement of competencies in language, reading and writing competences (early literacy)

Prof. Dr. Clemens Hillenbrand (UOL)

As a Senior Professor of Pedagogics and Didactics for Learning Disabilities in the Institute of Special Education and Rehabilitation (School of Educational and Social Sciences, University of Oldenburg) Clemens Hillenbrand is responsible for research and education in a wide range of themes concerning special and inclusive education. His interests are in Inclusive Education and Teacher Training für inclusive education, Concepts and Training for Improvement in Social and Emotional Skills as well as Evidence-based Learning Support and Prevention of Dropout.

Actual projects focus on “Teaching History in Inclusive Settings: A Blended Learning-Concept for Teacher Trainings KLUG” (Grant of Federal Ministry of Education and Research BMBF), the “Implementation of Inclusion in the Educational System of Iraq” (Grant of German Academic Exchange Service DAAD) and the development of a method to involve children and youth in the diagnostic process of social and emotional risks and competencies MesK (Grant of North Rhine-Westphalia). A starting project develops Open Educational Resources in teacher Education (Grant of Ministry of Research and Culture, Lower Saxony).

Completed research projects conducted e.g. a programme of teacher qualification for the implementation of inclusion in North Rhine-Westphalia (Grant North Rhine-Westphalia) and the evaluation of an adapted version of the Good Behavior Game in Germany (Grant of Körber Foundation, Hamburg).

5.30 to 6.30 pm

Closing session

Dr. Dik W. Maandag, University of Groningen, the Netherlands

Day 2 (Friday 6 November): Multilingualism in the classroom

8.30 to 8.45 am

Introduction/Opening

Prof. Dr. Martin Butler, University of Oldenburg, Germany

8.45 to 10.15 am

Session 4: Multilingualism and social justice

Session outline: Multilingualism and social justice

Our workshop explores multilingualism in the classroom (and beyond) from a social justice-perspective, combining short input presentation and in-class group discussions. We will shed light on a) decolonial pedagogy as a way to criticize and overcome the discriminating potential of language and language policies; b) on the identity-shaping power of language in processes of inclusion and exclusion; and c) on the consequences of these insights for the role of teachers and the design of curricula. Being introduced to these issues through mini presentations by the workshop conveners, students will examine these topics in closer detail in group work sessions framed by guiding questions and concerns. On the basis of theses activities, students will prepare an input statement for the closing session at the end of that day.

Prof. Nokhanyo Mdzanga (NMU)

Nokhanyo Nomakhwezi Mdzanga is an Associate Professor and deputy dean in the Faculty of Education at Nelson Mandela University. Her area of expertise is in language education, in particular, multilingualism and the teaching of English to second language speakers and isiXhosa to third of fourth language speakers.

Dr. Heloise Sathorar (NMU)

Dr. Heloise Sathorar is the Head of Department for Secondary School Education (PGCE and BEd SP & FET) in the Faculty of Education at the Nelson Mandela University. Her research interest includes critical pedagogy, teacher education, higher education and critical community engagement. She has also done research in Accounting Education, and Entrepreneurship Education. Her most recent work is: Decolonizing the colonized mindset: Reflecting on lecturer dispositions to decolonize teacher education (JOE).

Prof. Dr. Martin Butler (UOL)

Martin Butler is Professor of American Literary and Cultural Studies at the University of Oldenburg, Germany. His research centers on popular culture and its mobilities, with a particular focus on popular music in a range of different historical and regional contexts. He is also interested in cultural representations of migration and diversity and in cultures of participation, specifically in new media environments.

Dr. Muki Moeng (NMU)

10.30 to noon

Session 5: Exploring strategies for enhanced teaching and learning in multilingual contexts

Session outline: Exploring strategies for enhanced teaching and learning in multilingual contexts

Objectives

This workshop aims to enable participants to explore strategies that they could implement in their multilingual classes to facilitate teaching and learning.

It will have the following main objectives:

  • to provide an overview of the evolution and the guiding principles of multilingual and plurilingual teaching and learning
  • to illustrate ways in which translanguaging and code-switching can be used to adopt a “plurilingual stance” and thus establish change and promote social justice in TESOL classrooms
  • to explore how issues of diversity in multilingual classes could be promoted through arts based approaches such as poetry, drama-in-education, music and dance.

Description

Initially, a short presentation on the underlying principles of multilingualism and plurilingualism will be the starting point for a broader exploration of the topic. Participants will critically evaluate the viability of strategies such as translanguaging by focusing on a variety of teaching examples and materials. Working with practical examples and samples of work is supposed to encourage and facilitate reflective practice.

As the workshop progresses, practical examples of diversity education will be presented and participants will try their hands at a variety of creative approaches. Above all, participants` individual experiences of learning and teaching in diverse contexts will serve as an inspiration for creative literary pieces using their full linguistic repertoire.

Finally, a plenary session will serve as a forum for the presentation (of creative writing products) and a critical discussion of multilingual resp. plurilingual approaches in general. Both lecturers will provide insights into teaching experiences in academic and school contexts in South Africa and Germany.

Organisation

Apart from plenary sessions, participants will work in small groups. PowerPoint presentations and short video clips provide structure and will be made available afterwards. Comments, suggestions and individual products can be shared via the chat function and the forum.

Dr. Sylke Bakker (UOL)

Teaching Fellow at the Department of English and American Studies, University of Oldenburg.

My academic focus lies on EFL teaching, particularly against the backdrop of evidence-based teaching and learning. Another field of interest is that of diversity education and pluralistic approaches in more general terms. In my teaching, I make an effort to put relevant literature as well as current research to the test by focusing on the viability of specific content, tasks or methods. Student involvement, critical discourse and feedback are indispensible when pursuing this joint goal.

Dr. Logamurthie Athiemoolam (NMU)

Professor Logamurthie Athiemoolam is an Associate Professor in the Faculty of Education at the Nelson Mandela University in Gqeberha (formerly Port Elizabeth), South Africa, where he prepares pre-service teachers to teach English at home and first additional language levels. He also presents education modules focusing on issues and challenges in South African education to undergraduate students and language teaching and language across the curriculum modules to postgraduate students. In the presentation of his modules he uses drama pedagogy as a strategy.  At postgraduate level he has already supervised a number of Honours, Masters and Doctoral students with their research projects in the fields of language and general education, to completion. His fields of research are language teaching, education, drama-in-education and diversity pedagogy. 

12.30 to 2 pm

Session 6: Multilingualism in children with neurodevelopmental challenges

Session outline: Multilingualism in children with neurodevelopmental challenges

The session offers the ICF and an ecosystemic approach as conceptual frameworks for factors shaping multilingual education in children with neurodevelopmental challenges. We will draw on international research to provide background information on the topic and will subsequently present current issues in practice and research in South Africa as well as Germany. Together with the group, we would like to discuss the contents of the presentation as well as two research papers. The session will be concluded with an outlook on future directions in research and practice.

Prof. Dr. Tanja Jungmann (UOL)

Affiliation: School of Educational and Social Sciences, Department of Special Needs Education and Rehabilitation, University of Oldenburg

Language and Communication and its special needs education under special consideration of inclusive educational processes

Academic Focus

  • Professionalisation of kindergarten and school teachers in inclusive settings
  • Evidence-based (early) prevention and intervention
  • Diagnosis und developmental advancement of competencies in language, reading and writing competences (early literacy)

Prof. Dr. Ulla Licandro (UOL)

Department of Special Needs Education and Rehabilitation, University of Oldenburg.

My research is focused on how multilingual children with and without language impairments acquire and use language. Furthermore, I am interested in how interactions with caregivers, teachers and peers shape these processes and in finding and applying strategies to support children to become successful communicators in the classroom and beyond.

Prof. Nokhanyo Mdzanga (NMU)

Nokhanyo Nomakhwezi Mdzanga is an Associate Professor and deputy dean in the Faculty of Education at Nelson Mandela University. Her area of expertise is in language education, in particular, multilingualism and the teaching of English to second language speakers and isiXhosa to third of fourth language speakers.

2.15 to 3 pm

Closing session

Prof. Nokhanyo Mdzanga, Nelson Mandela University, South Africa

Prof. Dr. Marije Michel, University of Groningen, the Netherlands

Future Perspectives: Tina Grummel, University of Oldenburg, Germany

Times according to Central European Time.

International Diversity Forum 2021

12 November Inclusion/ Inclusive Education

Programme

This workshop day will be hosted by the University of Oldenburg (Germany).

11 to 11.15 am

Welcome address and introduction

speaker(s):

Prof. Dr. Annett Thiele, Vice President for Early Career Researchers and Equal Opportunities, University of Oldenburg

11.15 to 12.30 pm

Interactive Session to warm up & connect

speaker(s):

  • Marelize van Heerden, Nelson Mandela University 
  • Shanti Suki Osman, University of Oldenburg

12.30 to 1 pm

Lunch Break

(option to have lunch together in break out rooms)

1 to 2.15 pm

Thematic Workshop #1: Assessment as a key to promoting learning in the inclusive classroom

speaker(s): Sylke Bakker, University of Oldenburg

When it comes to promoting successful learning in the inclusive classroom,  diagnostic skills and the effective use of assessment strategies are key. Starting with their own learning histories, participants are going to explore opportunities and limits of integrating  innovative assessment tools into their (future) teaching practice.

2.15 to 2.30 pm

Coffee Break

2.30 to 3.45 pm

Thematic Workshop #2: Well-being in higher education and schools (in times of covid-19)

speaker(s):

  • Marjolein Deunk, University of Groningen 
  • Sanet Deysel, Nelson Mandela University
  • Tanja Jungmann, University of Oldenburg

In this workshop we are going to explore how the educational systems (on primary, secondary and tertiary level) in our different countries managed covid. We will explore how this affected the learning experiences of our students, for example during internships in schools and university courses, and how this all influenced students’ emotional wellbeing.

3.45 to 4 pm

Overall Discussion & Closing Remarks

speaker(s):

  • Mathabo Khau, Nelson Mandela University
  • Ulla Licandro, University of Oldenburg

Please note that times are according to Central European Time. South Africa is one hour ahead of Europe.

19 November Language in Education/ Multilingualism

Programme

This workshop day will be hosted by the Nelson Mandela University (South Africa). Please note that times are according to South African time zone, i.e. 10 am start in South Africa means 9 am start in the Netherlands and Germany.

10 to 10.10 am

Welcome & purpose of the seminar

speaker(s): Nokhanyo Mdzanga, Nelson Mandela University

10.10 to 11.45 am

Multilingual language policy: A case of Germany, Netherlands & South Africa

speaker(s):

  • Nokhanyo Mdzanga, Nelson Mandela University
  • Juliana Goschler, University of Oldenburg
  • Aurélie Joubert, University of Groningen 

11.55 to 1.25 pm

Funds of knowledge:

Subverting neo-liberal thinking in the 21st century: From consumers to explorers

speaker(s):

  • Tanja Jungmann, University of Oldenburg
  • Logamurthie Athiemoolam, Nelson Mandela University
  • Eva J. Daussà, University of Amsterdam

1.30 to 1.55 pm

Lunch break

2 to 3.30 pm

Languages and/in (digital) education: Regimes, policies, pedagogical interventions

speaker(s):

  • Muki Moeng, Nelson Mandela University
  • Martin Butler, University of Oldenburg
  • Heloise Sathorar, Nelson Mandela University

3.40 to 4.10 pm

Round table discussion

Facilitator:

Muki Moeng. Nelson Mandela University

Discussants:

  • Margie Childs, Nelson Mandela University
  • Joana Duarte, University of Groningen
  • Aurélie Joubert, University of Groningen
  • Tanja Jungmann, University of Oldenburg
  • Logan Athiemoolam, Nelson Mandela University
  • Martin Butler, University of Oldenburg

4.15 to 4.30 pm

Summary of the day’s key discussion points & Closing

speaker(s): Nokhanyo Mdzanga, Nelson Mandela University

Please note that times are according to Central European Time. South Africa is one hour ahead of Europe.

26 November Teacher Education/ Training

Programme

This workshop day will be hosted by the University of Groningen (Netherlands).

12 noon

Welcome and introduction

12.15 to 1.45 pm

Parallel workshops round I

A. How digitally competent should I be as a teacher? Using the VeLDi model as a tool for reflection and improvement

Teachers and pre-service teachers face rapidly changing demands regarding digital skills and competences. The covid pandemic showed the extent of these challenges and expectations – and also the gaps. The ubiquity of digital devices and the ever changing face of applications require in-service and pre-service teachers to develop their digital competence. But what be sufficient? How to judge what I missed, yet?

This workshop first presents several competence frameworks and how to use the VeLDi-Model exemplarily to get an idea of the extent at the one hand and at the other for one’s own individual improvement of digital competences.

With an interactive exercise we will first use this model in practise and then discuss in smaller groups how this model might help them reflect upon their digital competencies and finally sum up the results.

Hosts:

  • Ira Diethelm, University of Oldenburg
  • Ismail Badroen, Nelson Mandela University
  • Tim Huijgen, University of Groningen

B. Coping with stress during teacher education: an online escape room on resilience

While preparing for 'the real job' pre-service teachers often are confronted with stressful situations, inside as well as outside the classroom. Covid19 even made it more important to be able to cope with those, often unexpected, challenging circumstances. We all agree: we should be resilient! 

But what exactly is resilience? Why is it important for pre-service teachers? What can be done to enhance resilience? You will find the answers as you puzzle your way out of the online escape room! After the escape room we will have a closer look at pre-service teacher’s resilience in different (national) contexts.

Hosts:

  • Irene Poort, Marjon Fokkens-Bruinsma and Dik W. Maandag, University of Groningen
  • Corinna Hößle, University of Oldenburg
  • Heloise Sathorar, Nelson Mandela University

1.45 to 2 pm

Short break

2 to 3.30 pm

Parallel workshops round II

C. Play & Game: Engagement in online learning

Learning from home every day without your peers is isolating. In fact, online learning can be demanding and stressful. During the pandemic we sought to bring the excitement and laughter back into our online classrooms. Could play and gamification be a way to do so? In this workshop, we will explore how these designs affect engagement in online learning. 

Hosts:

  • Nadia Gerritsen, University of Groningen 
  • Marion Händel, University of Oldenburg
  • Marelize van Heerden, Nelson Mandela University 
  • Ulrike-Marie Krause, University of Oldenburg 
  • Kim VanKoughnett, University of Groningen 

D. Learning from transnational lessons; towards a lesson study

What happens if students analyze lessons from teachers in other countries? Last year we prepared two sessions in which teacher education students from three different countries looked at lessons with regard to aspects like social climate, engagement and the interaction between students and teachers. Were they prejudiced? Did their view of education in other countries changed and did they learn from observing other lessons? We take you in an interactive workshop through the same process as the students went through and let you draw your own conclusion on some interviews we performed with some of the participants.

Hosts:

  • Heloise Sathorar, Nelson Mandela University
  • Till-Sebastian Idel, University of Oldenburg
  • Katharina Kaschel, University of Oldenburg
  • Alex van den Berg, University of Groningen

3.30 to 3.45 pm

Short break

3.45 to 4.30 pm

Looking back and looking beyond

Please note that times are according to Central European Time. South Africa is one hour ahead of Europe.

(Stand: 21.01.2022)