Courses

Course is a part of umbrella title "Theories and methodologies in the context of inclusion and exclusion 2", focuses on Systematic and Methodological Reflections on Inclusion and Exclusion in Educational Contexts. Classes are taught at the University of Bielefeld. Upon successful completion of the course "Systematic and Methodological Reflections on Inclusion and Exclusion in Educational Contexts", students are able to critically analyze and reflect on processes of inclusion and exclusion in education from theoretical, structural, methodological, and professional perspectives. They deepen and expand their knowledge by developing interdisciplinary and transdisciplinary approaches to inclusive education, drawing on insights from e.g. educational science, pedagogical psychology, sociology, and related disciplines. Through engagement with research findings at multiple levels of abstraction - ranging from individual patterns of need and diversity to institutional and disciplinary logics - they develop a multifaceted and critical understanding of inclusive education. Students are able to assess their future professional roles in relation to social expectations and implications, recognize different action spaces shaped by institutional and cultural conditions, and substantiate their methodological and theoretical decisions. Students are able to analyze and compare cases, institutions, and educational systems, identifying institutional, organizational, and disciplinary logics and their implications for inclusion and exclusion. They demonstrate the ability to conduct structured institutional, case, or policy analyses, integrate empirical and theoretical perspectives, and critically assess tensions between inclusive ideals and institutional realities. After the completion of the course they can apply methodological and methodical knowledge to current research topics and to critically reflect on knowledge generation within educational science. They understand and evaluate research aims, quality criteria, and ethical considerations and can situate their analyses within political and social contexts. Furthermore, they conduct exemplary research steps within selected fields, interpret their findings, and relate the results to ongoing theoretical and empirical debates in inclusion research. The learning outcomes are demonstrated through e.g. analytical, written, and oral assessments that connect theoretical reasoning, empirical inquiry, and scientific reflection