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COURSE OUTLINE
- GENERAL
| SCHOOL | EDUCATION SCIENCES | ||||
| DEPARTMENT | PRIMARY EDUCATION | ||||
| LEVEL OF STUDIES | LEVEL 6 | ||||
| COURSE CODE | 7Ε7 | SEMESTER | 7th | ||
| COURSE TITLE | CULTURAL DIMENSIONS OF DISABILITY | ||||
| TEACHING ACTIVITIES If the ECTS Credits are distributed in distinct parts of the course e.g. lectures, labs etc. If the ECTS Credits are awarded to the whole course, then please indicate the teaching hours per week and the corresponding ECTS Credits. |
TEACHING HOURS PER WEEK | ECTS CREDITS | |||
| 3 | 5 | ||||
| Please, add lines if necessary. Teaching methods and organization of the course are described in section 4. | |||||
| COURSE TYPE
Background, General Knowledge, Scientific Area, Skill Development |
Scientific area | ||||
| PREREQUISITES:
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No | ||||
| TEACHING & EXAMINATION LANGUAGE: | Greek | ||||
| COURSE OFFERED TO ERASMUS STUDENTS: | No | ||||
| COURSE URL: | https://eclass.duth.gr/courses/429455/ | ||||
- LEARNING OUTCOMES
| Learning Outcomes | |
| Please describe the learning outcomes of the course: Knowledge, skills and abilities acquired after the successful completion of the course. | |
| Upon completion of the course, the student will be able to:
• Explain how disability has been constructed through historical and cultural processes, highlighting the social conditions that shaped prevailing perceptions and practices concerning disabled people. • Examine the role of public exhibitions and performances of non-normative bodies as means of socially constructing the presence of disabled individuals. • Identify and interpret representations of disabled people in art and how these contribute to the formation of collective social imaginaries. • Deconstruct normative narratives about disabled people, approaching disability as a social and cultural phenomenon beyond medical or biological perspectives. • Develop a critical stance toward dominant social practices and cultural representations that influence the experience and visibility of disabled people. |
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| General Skills | |
| Name the desirable general skills upon successful completion of the module | |
| Search, analysis and synthesis of data and information,
ICT Use Adaptation to new situations Decision making Autonomous work Teamwork Working in an international environment Working in an interdisciplinary environment Production of new research ideas |
Project design and management
Equity and Inclusion Respect for the natural environment Sustainability Demonstration of social, professional and moral responsibility and sensitivity to gender issues Critical thinking Promoting free, creative and inductive reasoning |
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- COURSE CONTENT
| 1. Course Introduction & Introduction to the Historical and Cultural Construction of Disability
2. Institutions and Institutionalization 3. Screening of Documentary and Film on Institutions & Critical Analysis 4. Charity and Disability: History and Contemporary Challenges 5. Language and Disability 6. Ableist Rhetoric 7. Public Exhibitions of Non-Normative Bodies 8. Representations of Disability in Literature 9. Representations of Disability in Film 10. Film Screening & Critical Analysis 11. Mass Media and Disability: Cultural Influences and Stereotypes 12. Religion, Spirituality, and Disability 13. Disability Beyond the West: Asia, Africa, Oceania |
- LEARNING & TEACHING METHODS – EVALUATION
| TEACHING METHOD Face to face, Distance learning, etc. |
Face to face | ||||||||||||||||||
| USE OF INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT) Use of ICT in Teaching, in Laboratory Education, in Communication with students |
Use of ICT in Teaching, Use of ICT in Teaching in Communication with students | ||||||||||||||||||
| TEACHING ORGANIZATION
The ways and methods of teaching are described in detail. Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.
The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards. |
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| Student Evaluation
Description of the evaluation process
Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others
Please indicate all relevant information about the course assessment and how students are informed |
Assessment method: Written Examination (100%) The examination includes both closed-ended (multiple-choice, true/false, matching) and open-ended questions (analytical responses, essay questions). Its purpose is to assess the student’s understanding of key concepts, critical analysis skills, and the ability to synthesize and apply the knowledge acquired throughout the course. Assessment language: Greek
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- SUGGESTED BIBLIOGRAPHY
| Bolt, D. (2018). Cultural disability studies in education: Interdisciplinary navigations of the normative divide. Routledge.
Waldschmidt, A. (2017). Disability goes cultural: The cultural model of disability as an analytical tool. Transcript Verlag. Andrews, E. E. (2020). Disability as diversity: Developing cultural competence. Oxford University Press. Brown, S. (2002). What is disability culture? Disability Studies Quarterly, 22(2). https://doi.org/10.18061/dsq.v22i2.1371 Erevelles, N. (2011). Disability and difference in global contexts: Enabling a transformative body politic. Palgrave Macmillan. Mbazzi, F. B., & Swartz, L. (2022). “Impairments of the brain”: Global South perspectives on mental health and disability. Frontiers in Public Health, 10, Article 9545297. https://doi.org/10.3389/fpsyg.2022.9545297 Artiles, A. J. (2023). Probing inclusive education in the Global South: A critical cultural-historical standpoint. Stanford Public Scholarship. https://publicscholarship.stanford.edu/scholarship/blogs/probing-inclusive-education-global-south-critical-cultural-historical-standpoint
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