Education in Contexts of Diversity
Code: 101636Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| Social Education | OP | 3 |
| Social Education | OP | 4 |
| Education Studies | OP | 4 |
Contact lecturer
- Name :
- Cristina Laborda Molla
- Email :
- cristina.laborda@uab.cat
Teaching staff
- Sergi Martínez Ortiz
Group languages
You can consult this information at the end of the document.
Prerequisites
In this course there are not prerequisites.
Objectives
This coure is included in:
- Mención en “orientación educativa” of Pedagogy degree.
- Mención en “educación de niños y jóvenes” of Social Education degree.
It is an open course to all students who want to do it.
In our nowadays society, more and more diverse day a day, it is necessary that educational professionals have skills to facilitate pedagogical keys to be able to answer educational needs of different groups.
The educational objectives of the course are:
- To promote educational inclusion as an essential reference to the current society.
- To work the values according to an education respectful with an education sensible with the growing cultural diversity and any kind of special educational needs.
- To design and apply educational processes that fulfill the needs and characteristics of heterogeneous groups
Learning outcomes
- Identifying and assessing the multiplicity of historical, social, political and legal references pertaining to inclusive education.
- Understand the characteristics and conditions that make up educational proposals in contexts of diversity.
- Planning and developing educational interventions with a variety of individuals and groups.
- Design and implement educational measures to prevent discriminatory attitudes and actions.
- Acquire values and attitudes of respect for the different social and cultural environments that are unique to our contemporary societies.
- Identify situations in which a change or improvement is needed.
- Analyse a situation and identify points for improvement.
- Propose new experience-based methods or alternative solutions.
- Weigh up the risks and opportunities of both one's own and other people's proposals for improvement.
- Propose viable projects and actions to boost social, economic and environmental benefits.
- Explain the explicit or implicit code of practice of one's own area of knowledge.
- Propose projects and actions that are in accordance with the principles of ethical responsibility and respect for fundamental rights and obligations, diversity and democratic values.
- Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
- Propose projects and actions that incorporate the gender perspective.
- Communicate using language that is not sexist or discriminatory.
- Propose new ways to measure the success or failure of the implementation of innovative proposals or ideas.
- Analyse a situation and identify its points for improvement.
- Propose new methods or well-founded alternative solutions.
Contents
1. Principles of Diversity
1.1. Inclusion as a global framework of reference
1.2. Empowerment
1.3. Self-determination
1.4. Active participation
2. Frameworks for Socio-Educational Action in Diversity
2.1. Community Social Pedagogy Model
2.2. Socio-ecological model: a comprehensive approach
2.3. Multidimensional model of quality of life
3. Education in the Context of Disability
3.1. A new vision of disability: the social model of disability
3.2. Prioritization of learning in curriculum development
4. Education in the Context of Other Types of Diversity
4.1. Epistemological approaches to sociocultural diversity: ethnocentrism and otherness
4.2. The social construction of gender
4.3. Regulatory and reference framework
4.4. Interculturality, gender, and social cohesion: key elements to consolidate intercultural education from an intersectional perspective
4.5. Reference educational practices
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Lectures, students presentations, in-class activities (ex. case studies, videos) | 45 | 1.8 | 1, 2, 3, 4, 5 |
| Students own work | 75 | 3 | 3, 5 |
| Non presential work with guidelines | 30 | 1.2 | 3, 4 |
The teaching-learning process will take place in the classroom, with continuous input and involvement from the students.
Face-to-face activity (45 hours):
Lectures by the teaching staff on the most relevant thematic points, with open and active student participation.
Student presentations, classroom activities (case studies, viewing and discussion of videos), group work, and reflections on current articles.
Supervised activity (30 hours):
Non-classroom guided work, based on guidelines and instructions provided by the teaching staff.
Autonomous activity (75 hours):
Independent student work to acquire and deepen the knowledge and competencies specific to the course.
Assessment activity (10 hours):
Work aimed at evaluating the level of achievement of the developed competencies.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| EV2: In class group presentation (oral and individual) | 20% | 0 | 0 | 1, 2, 3, 4, 5, 6, 8, 10, 12, 15, 16, 17, 18 |
| EV3: Written exam (individual) | 50% | 0 | 0 | 1, 2, 3, 4, 5, 9, 11, 13, 14 |
| EV1: Practical paper, with free chosen topic (written and groupal) | 30% | 0 | 0 | 3, 4, 7, 17, 18 |
Continuos Assessment:
The course evaluation will be done throughout the whole academic period, by means of the activities showed below.
| Due dates | Assessment activitites |
| 12/01/27 | EV3: Test (written and individual) |
| 17/11/26 | EV 1: Free topic practical paper (written and grupal) |
| 06 and 13/10/26 | EV 3: In class presentation (oral and individual) |
Reassessment will be on January 19th,2027. It will be based on repeating the failed activity.
All assessments must be passed with a minimum score of 5 in order to achieve an average mark. If any of the sections (either failed or marked as “Not Presented”) are not passed, it will be considered that the minimum requirements have not been met, and the course will be failed with the corresponding grade of the failed section. A minimun of 2/3 parts of the evaluation activities must be submitted, if not the final mark will be "not assessable".
To pass this course, students must demonstrate good general communicative competence, both oral and written, and a solid command of the language(s) used in the course, as specified in the syllabus.
Results obtained on each of the evaluation activities will be published on the virtual campus 20 days after their delivery as maximum, and will be posted on the Campus Virtual. A review date must be offered within 10 days of the publication of results.
Artificial Intelligence (AI) tools are allowed as part of the course project development, provided that the final result reflects a significant contribution from the student, including personal analysis and reflection. Students must clearly identify which parts were generated using AI, specify the tools used, and include a critical reflection on how these tools influenced the process and final outcome. Concrete validations will be conducted to guarantee authorship and the acquisition of competencies in cases of suspected academic fraud. Lack of transparency in the use of AI will be considered a breach of academic integrity and may result in a penalty of the 0 in the activity.
According to UAB regulations, plagiarism or copying of any work or written test will result in a grade of 0 for the entire course, with no opportunity to retake it—whether the work was individual or group-based (in which case, all group members will receive a 0). If, during an individual in-class assignment, the instructors determine that a student is attempting to cheat or is found with unauthorized documents or devices, the student will receive a 0 with no possibility of recovery, thereby failing the course.
Single Assessment
It will be individual for all activities. The same assessment activities as for continuous assessment must be submitted by January 12th, 2027. The resit will be held on January 19th 2027.
This course does not include a Synthesis Assessment.
Bibliography
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COCEMFE i àrea de desenvolupament social i econòmic de l’Àrea Metropolitana de Barcelona (2022). Estratègia metropolitana per al desenvolupament del model social de la discapacitat. Guió d’implantació dels plans d’accessibilitat. https://docs.amb.cat/alfresco/api/-default-/public/alfresco/versions/1/nodes/6a339d5c-c13e-4ad2-a245-dde4090ccfbb/content/COCEMFE_Estrategia_Metropolitana_Discapacitat.pdf?attachment=false&mimeType=application/pdf&sizeInBytes=1571824
Comissió Europea (2026). Estratègia per als drets de les persones amb discapacitat 2021-2030 (Actualitzada). Aquest full de ruta de la UE prioritza la vida independent, l'accessibilitat i la inclusió, ampliat per abordar nous reptes com l'ús de la intel·ligència artificial. Disponible a Comissió Europea. [1]
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García-Iriarte, E., Navas, P., Balogh, R., & O’Brien, J. (2022). El impacto de los servicios comunitarios frente a los institucionales en la autonomía de las personas con discapacidad intelectual en Europa. Journal of Applied Research in Intellectual Disabilities, 35(2), 412–425
García-Mingo, E, i Díaz Fernández, S. (2022). Jóvenes en la Manosfera. Influencia de la misoginia digital en la percepción que tienen los hombres jóvenes de la violencia sexual. Disponible en línia a: https://www.adolescenciayjuventud.org/publicacion/jovenes-en-la-manosfer a/
Gómez, M. T., & Verdugo, M. Á. (2024). Autodeterminación y calidad de vida en adultos con discapacidad intelectual: El impacto de los programas de vida independiente en el entorno comunitario. Siglo Cero: Revista Española sobre Discapacidad Intelectual, 55(1), 89-108. doi.org
Martínez Merlo, T.; Herrero Oiárzabal, A. (2022). Guía didáctica. Pensamiento crítico y prevención de discursos negacionistas entre la juventud. InteRed. Disponible en línia a: https://www.intered.org/sites/default/files/negacionismos_digital_castellano. pdf
Quintana, C.; Sanz, N.. (2022). Noves masculinitats: una postura ètica o estètica? Reportatge publicat a l’espai web del Diari de Barcelona, l’1 d’agost de 2022. Disponible en línia a: https://www.diaridebarcelona.cat/w/noves-masculinitats-postura-etica-esteti ca?redirect=%2F
Sheerin, J., Larkin, F., & Dockray, S. (2026). Perceptions of people with intellectual disabilities on autonomy and decision-making in daily life: A systematic review and synthesis of qualitative studies. Journal of Intellectual Disability Research, 70(2), 145–162.
Villar-Aguilés, A., y Pecourt Gracia,J. [“Antifeminismo y troleo de género en Twitter”. Estudio de la subcultura trol a través de #STOPfeminazis. Teknokultura, Vol. 18, Nº. 1, 2021, págs. 33- 44
Software
Not used in this course.
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TE) Theory | 4 | Catalan | first semester | morning-mixed |