course-details-portlet

MGLU3202

Student diversity and equity in education

Choose study year
Credits 30
Level Third-year courses, level III
Course start Autumn 2025
Duration 1 semester
Language of instruction Norwegian
Location Trondheim
Examination arrangement Home examination

About

About the course

Course content

The course enables students to understand, analyze and deal with complex interactions in school related to students' background and upbringing conditions, and how this impact on their educational situation. The course emphasizes knowledge about exclusion and inclusion mechanisms, and how to develop the school as a democratic social institution.

Learning outcome

KNOWLEDGE

The student

  • has knowledge of children and young people's different upbringing conditions
  • has in-depth knowledge of how students' backgrounds (eg social class, gender, ethnicity) are important for different opportunities in education
  • has knowledge of the school as an arena for identity development and its significance for belonging, exclusion and resistance
  • has in-depth knowledge of the school's role as a democratic social institution in a historical and political perspective
  • has in-depth knowledge of perspectives on equal education, and how this matters in pedagogical practice

SKILLS

The student

  • can analyze current issues related to inclusion and exclusion in school and discuss pedagogical practice adapted to a diverse group of students
  • can apply knowledge about diversity and inclusion in collaboration with relevant actors in children and young people's upbringing environment
  • can critically analyze issues related to diversity, inclusion and democratic development of the school, as well as challenges children and young people face in education

GENERAL COMPETENCE

The student

  • can critically illuminate the school as a democratic social institution, including system conditions that contribute to inclusion and exclusion processes
  • has analytical competence to work for an inclusive learning environment and equal education in a diverse school
  • can critically reflect on how research contributes to illuminating inequality in education

Learning methods and activities

The course emphasizes variation between lectures and student-active working methods. The course aims for students to become familiar with professionals with expertise in key issues that are highlighted in the course. It is thus relevant with excursions and the use of invited external lecturers.

Compulsory assignments

  • Mandatory assignmenst according to emnebeskrivelsen

Further on evaluation

Mandatory assignments:

  • 70% attendance
  • Four assignments during the semester

The students can be assessed, required to take part in coursework and required to attend teaching related to interdisciplinary topics.

All requirements are assessed as approved / not approved. All assignments must be approved for the candidate to take the exam.

The exam consists of one assessment part: The home exam counts for 100%. Assesment, letter grade A-F

Specific conditions

Required previous knowledge

Passed PEL 1 and completed Pel 2 (15 credits) or equivalent. Completed means that all mandatory assignments in the course have been approved, in other words that the student is ready for the exam. The course is reserved for students with the right to study at the primary school teacher education

Course materials

Reading list and teaching plan will be published on Blackboard in the beginning of the semester.

Subject areas

  • Teacher Education
  • Education

Contact information

Course coordinator

Department with academic responsibility

Department of Teacher Education

Examination

Examination

Examination arrangement: Home examination
Grade: Letter grades

Ordinary examination - Autumn 2025

Home examination
Weighting 100/100 Duration 5 days Exam system Inspera Assessment

Re-sit examination - Spring 2026

Home examination
Weighting 100/100 Duration 5 days Exam system Inspera Assessment