Another world is possible social justice in practice KZ-01-00-000007-E
Course objectives:
-investigating and understanding the specific nature of dealing with social justice issues
-developing team cooperation skills: negotiating, making decisions, leaderships, time planning, evaluating individual and group work
-realizing the research project based on the course material
Course content:
• Basic concepts related to social justice: oppression, equality and equity, privilege, power
• Discrimination and oppression – causes, manifestations, ways of combating.
• Students’ experiences related to discrimination and oppression as the basics for the performance.
• Racism
• Xenophobic prejudices
• Sexism
• Heterosexism and homophobia
• Classism
• Ageism
• Ableism
• Project development (basic information related to the Forum Theatre – its history, application, forms, planning the event, role building – protagonists, oppressor, by-standers)
• Presenting the event
Literatura uzupełniająca
Rodzaj przedmiotu
Efekty kształcenia
Knowledge:
a student:
1. has deepened knowledge on the types of social bonds (PS6_WG)
2. has deepened knowledge concerning social communication (PS6_WG)
3. has knowledge on planning and realizing projects (PS6_WG)
4. has structured knowledge on ethical norms and principles (PS6_WK)
5. demonstrates knowledge of key concepts related to social justice (P6S_WG, P6S_WK)
6. articulates clear understanding of fundamental problems resulting from social injustice (P6S_WG, P6S_WK)
Skills:
a student:
1. can apply his/her theoretical knowledge to interpret social phenomena and plan projects related to these phenomena (PS6_UW)
2. is able to gain knowledge on his/her own, select methods of their research work, critically analyze and interpret the personal and media messages (PS6_UW)
3. can plan and realize the project related to social justice (PS6_UO)
4. can collaborate with the group, performing various roles (PS6_UO)
Social competences:
a student:
1. recognizes the importance of knowledge in solving social problems (PS6_KK)
2. is ready to co-organize activities in and for social environment related to social justice (PS6_KO)
3. can cooperate in a group, performing different roles (P6S_KO, P6S_KR)
4. is ready to initiate activities aimed at promoting social justice (P6S_KO, P6S_KR)
5. understands the need of responsible and ethical performance in fulfilling different social roles (P6S_KR)
Kryteria oceniania
For the face-to-face classes:
presentation of a group project (scale of evaluation 2-5) - 60%
written report (scale of evaluation 2-5) - 20%
active participation in classes (scale of evaluation 2-5, based on points gathered during classes) - 20%
For online classes:
doing 6 assigned tasks (scale of evaluation 2-5) - 80%
active participation in classes (scale of evaluation 2-5, based on points gathered during classes) - 20%
Attendance comment: 1) if the classes are organized every week absence from more than 5 classes makes it impossible to pass the course, 2) if the classes are organized in long "blocks" of classes, 5 times per term, attendance on all classes is obligatory to pass the course.
Praktyki zawodowe
n/a
Literatura
Júlio Emílio Diniz-Pereira, How the dreamers are born : struggles for social justice and the identity construction of activist educators in Brazil, New York : Peter Lang, 2013.
Gregg Barak, Jeanne Flavin, Paul Leighton, Class, race, gender and crime : social realities of justice in America, Los Angeles : Roxbury Publshing Company, cop. 2001.
Wojciech Owczarski and Marta Maciejewska (ed.), Racism and trauma, Gdańsk : Wydawnictwo Uniwersytetu Gdańskiego, 2018.
Sharon K. Anderson, Valerie A. Middleton (ed.), Explorations in diversity : examining the complexities of privilege, discrimination, and oppression / edited by. - New York : Oxford University Press, 2018.
Justyna Deszcz-Tryhubczak, Yes to Solidarity, no to oppression : Radical fantasy fiction and its young readers, Wrocław : Wydawnictwo Uniwersytetu Wrocławskiego, 2016.
Fred E. Jandt, An introduction to intercultural communication : identities in a global community, Los Angeles : SAGE, copyright 2016.
The definition of racism, https://www.thoughtco.com/racism-definition-3026511
What Is Sexism? Defining a Key Feminist Term, https://www.thoughtco.com/what-is-sexism-3529186
Definitions: Homophobia, Heterosexism, and Sexual Prejudice, http://psychology.ucdavis.edu/rainbow/html/prej_defn.html;
Motivations, http://psychology.ucdavis.edu/rainbow/html/prej_func.html
Ageism and age discrimination (fact sheet), http://www.ohrc.on.ca/en/ageism-and-age-discrimination-fact-sheetAbleism Basics, What is ableism?, http://www.equualaccess.org/resources-2/ableism-basics/
Balakrishnan V., Forum Theatre as a Moral Education Pedagogy, Jurnal Kajian Pendidikan, 4(1) Juni 2014, https://www.researchgate.net/publication/306400682_Forum_Theatre_as_a_Moral_Education_Pedagogy
Interactive Theatre in the Classroom: Forum Theatre, University of Sothampton, https://www.heacademy.ac.uk/system/files/downloads/pre_reading_material.pdf
Video materials:
An Example of Forum Theatre, https://www.youtube.com/watch?v=NbYx01re-ec
Forum theatre performance | Shannon Ivey and STATE of Reality | TEDxColumbiaSC, https://www.youtube.com/watch?v=vcLcXeXJVDU
Augusto Boal, Forum Theater, Harvard-2003, parts 1-5, https://www.youtube.com/watch?v=I71sLJ-j5LE
Additional literature might be used if any special demand appears.
Więcej informacji
Dodatkowe informacje (np. o kalendarzu rejestracji, prowadzących zajęcia, lokalizacji i terminach zajęć) mogą być dostępne w serwisie USOSweb: