Short Bio
Ana Maria Pires Correia is Associate Professor and Director of the Domingos Lam Centre for Research in Education.
Ana Correia developed her career as a schoolteacher in Portugal and Macau before joining the University of Saint Joseph (formerly Inter-University Institute of Macau). She holds a PhD in Education, summa cum laude, from the Inter-University Institute of Macau-Catholic University of Portugal (awarded 2008), a Master of Education, a Teacher Certificate from the Macau Youth and Education Bureau and a Licentiate in Philosophy from the University of Lisbon.
Ana Correia joined the USJ in 2010 and in 2014 was appointed Dean of the Faculty of Psychology and Education. In 2016 was promoted to Associate Professor and in April 2017 was appointed Dean of the newly created School of Education. Ana Correia was a key contributor to the design and development of the USJ Bachelor of Education and led the creation of other educational programmes such as the Post-Graduate Diploma in Education and the Master of Education. She is currently the module leader for the following programmes: Qualitative Research Methods (PhD programme), Curriculum Design and Development (MEd programme), Research Methods in Education (MEd programme) and Classroom Organisation and Management (BED).
Her research interests range from educational leadership, gender studies in education, inclusive education, classroom management, culturally responsive teaching and philosophical inquiry.
She welcomes PhD candidates interested in developing qualitative research in the following areas:
Inclusive education - policies and practices
Home-school partnerships
Behavioural challenges in the classroom
Gender studies in education
Philosophy for children
Publications
Books & book chapters
Correia. A. (2020). A figura feminina na ficção de Senna Fernandes: identidade, subalternidade e agência. In O Macaense. Identidade e cultura e quotidiano. Lisboa: Universidade Católica Portuguesa, 51-62.
Correia, Ana, Couzens, Donna, Carrie, Ho Ka Lee (eds) (2019). Perspectives on inclusion. University of Saint Joseph: Macau.
Correia, Ana, Tchiang, Van Man (2019). Principal perspectives. In Ana Correia, Donna Couzens & Ho Ka Lee Carrie, Perspectives on Inclusion. University of Saint Joseph: Macau.
Correia, Ana, Fernandes, Clara, Maia, João Sampaio (2018). Attitudes and self-beliefs of ability towards mathematics and science and their effects on career choices: A case study with Macao-Chinese girls. In António Teodoro (Ed). Beyong mirrors: Research pathways (CeiDE 2013-2017). Lisbon: Edições Universitárias Lusófonas. 193-204.
Correia, A., Teixeira, V., Monteiro, E. & Kuok, A. (2017). Inclusive education in Macau: Teachers' perceptions and attitudes. Macau: University of Saint Joseph Press.
Correia, Ana Maria, & Sousa, Ivo Carneiro (2011) (eds). Lusofonia, encruzilhadas culturais, Actas da Conferência sobre Lusofonia. Macau: Saint Joseph University Press.
Correia, Ana Maria (2009). Assimetrias de Género. Ensino e Liderança Educativa. Vila Nova de Gaia: Fundação Manuel Leão.
Refereed papers
Correia, A., Teixeira, V, Forlin, C.. Home-school collaboration in assessment, placement, and IEP development for children with special education needs in Macao: The views of parents (in press)
Kuok, A.C.H., Teixeira, V., Forlin, C., Monteiro, E., & Correia, A. (2020).The effect of self-efficacy and role understanding of teachers’ emotional exhaustion and work engagement in inclusive education in Macao (SAR). International Journal of Disability, Development, and Education, DOI: 10.1080/1034912X.2020.1808949
Correia, A.M., Monteiro, E. Teixeira, V., Kuok, C.H. & Forlin, C. (2019). The interplay between a Confucian-heritage culture and teachers’ sentiments and attitudes towards inclusion in Macao. European Journal of Special Education Research, 5(2), 43-60. Citation Index: Other (CiteFactor, ResearchBib, Open Academic Journals Index (OAJI))
Correia, A. (2019). Classroom Management into learning: using phenomenography to analyse student teachers’ conceptions of classroom management. Revista Portuguesa de Investigação Educacional (19) 257-280. https://doi.org/10.34632/investigacaoeducacional.2019.5300
Monteiro, E., Kuok C. H., Correia, A. M., Forlin, C., & Teixeira, V. (2018). Perceived Efficacy of Teachers in Macao and their Alacrity to Engage with Inclusive Education. International Journal of Inclusive Education, 23(1), 93-108, DOI: 10.1080/13603116.2018.1514762
Teixeira, V., Correia, A. M., Monteiro, E., Kuok, C. H., & Forlin, C. (2018). Placement, inclusion, law and teachers’ perceptions in Macao’s schools. International Journal of Inclusive Education, 22(9). 1014-1032. https://doi.org/10.1080/13603116.2017.1414318
Teixeira, Vitor M. Santos & Correia, Ana M. (2017). Perceived competence and social acceptance of preschool children in Macao: a case study. International Journal of Learning and Teaching, 3 (3), pp. 226-231. doi: 10.18178/ijlt.3.3.226-231
Correia, Ana Maria, Teixeira, Vitor Santos (2017). The will and the way of inclusive education in Macao, Asian Education and Development Studies, 6 (4), 401-413.
https://doi.org/10.1108/AEDS-05-2016-0040
Correia, Ana M., Teixeira, Vitor S. (2017). Catholic schools and inclusive education in Macao: a journey of a thousand miles. Educa, 3, 85-101.
Correia, Ana Maria, Fernandes, Clara, & Sampaio Maia, João (2016). Attitudes and self-beliefs of ability towards mathematics and science and their effects on career choices: A case study with Macau Chinese girls. International Journal of Multidisciplinary Education and Research, 3, (1) SEEK, Digital Library, available at http://seekdl.org/journal_page_papers.php?jourid=148&issueid=192
Correia, Ana Maria (2015). Visions for education among Chinese and Non-Chinese student teachers. The International Journal of Diversity in Education, 16, pp. 15-28. http://ijde.cgpublisher.com/product/pub.244/prod.101
Correia, Ana Maria (2015). Da aptidão à aspiração: Um caminho por percorrer. In Representações e práticas de género. Zara Pinto-Coelho, Moisés de Lemos Martins, Maria Manuel Baptista & Sara Maia (org.) Universidade do Minho, Braga: Centro de Estudos de Comunicação e Sociedade. ISBN: 978-989-8600-35-6. http://www.lasics.uminho.pt/ojs/index.php/cecs_ebooks/issue/view/177
Correia, Ana Maria & Costa, Jorge Adelino (2004). Liderança feminina nas escolas de Macau: Uma abordagem exploratória. In Revista Portuguesa de Investigação Educacional, 3/2004, Year III
Correia, Ana Maria & Costa, Jorge Adelino (2003). A análise da cultura organizacional escolar através dos seus artefactos. In Revista do Fórum Português de Administração Educacional, March.
Non-refereed papers and conference proceedings
Correia, Ana Maria (2017). Variation in students' conceptions of classroom management. Conference proceedings. International Symposium on Education and Psychology (ISEP) Fall 2017. ISSN 2226-6275
Norte, Patrícia, Correia, Ana Maria & Garrot, João (2017). Using digital reading platforms to develop Chinese elementary students' English reading. Conference proceedings. International Symposium on Education and Psychology (ISEP) Fall 2017. ISSN 2226-6275
Teixeira, Vitor S. & Correia, Ana M. (2016). Perceived competence and social acceptance of preschool children in Macao: a case study. Conference proceedings. International Conference on Teaching & Education Sciences, available at https://easychair.org/conferences/?conf=ictes2016
Correia, Ana Maria, Teixeira, Vitor (2016). Catholic schools and inclusive education in Macao: A journey of a thousand miles. Proceedings of the 28th Congress of the Association of Catholic Institutes of Education (ACICE), Justice and Mercy in Contemporary Education and School, pp. 209-223
Correia, Ana Maria, Fernandes, Clara & Sampaio Maia, João (2015). Attitudes and self-beliefs of ability towards mathematics and science and their effects on career choices: A case study with Macau-Chinese girls. Proceedings of the Third International Conference on Advances in Economics, Social Science and Human Behaviour Study. ISBN: 978-1-63248-085-9 doi: 10.15224/978-1-63248-085-9-54
Correia, Ana Maria & Borges, Vera (2014). The fiction of Fernanda Dias and Senna Fernandes: Revisiting colonial Macau through the lens of ethnicity, gender and patriarchy. Proceedings of The European Conference on Cultural Studies 2014, 24-27 July, Brighton, UK, pp. 27-36, available at iafor.org/archives/proceedings/ECCS/ECCS2014_proceedings.pdf
Correia, Ana Maria & Marques, Tânia Sales (2013). Prospects and pitfalls of being a good communicator: Contemplating the career choices of female students in Macau. 8th Annual Conference of the Asian Studies Association of Hong Kong, Hong Kong Institute of Education, 8-9 March 2013, available at
http://www.ied.edu.hk/asahkconf/view.php?secid=3773
Correia, Ana Maria & Marques, Tânia Sales (2012). The gender gap in science, engineering, technology & mathematics: unfolding traditional mindsets. Proceedings of Fifth International Conference of Education, Research and Innovation. Madrid, pp. 6070-6078, ISBN: 978-84-616-0763-1
Correia, Ana Maria & Ribeiro, Xénia Flores (2011). Panos, traje e moda em Angola: a linguagem política do corpo. In Ana Maria Correia e Ivo Carneiro de Sousa (eds.), Lusofonia, Encruzilhadas Culturais, Actas da Conferência sobre Lusofonia. Macau: Saint Joseph Academic Press
Correia, Ana Maria & Costa, Jorge Adelino (2002). As subculturas organizacionais e a avaliação de escolas: genealogia de uma relação conflitiva em estudo de caso. In Jorge Adelino Costa, António Neto Mendes and Alexandre Ventura (org.). Avaliação de organizações educativas. Proceedings of II Simpósio sobre Organização e Gestão escolar. Aveiro: University of Aveiro
Conference presentations and Public Lectures
Correia, Ana Maria (2016). Breaking the glass ceiling for women in Macau. The Challenge of Moral Leadership. Symposium organised by the Macau Ricci Institute and the University of Saint Joseph.
Correia, Ana Maria (2016). From perplexity to dialogue: Learning from intercultural experiences. International Symposium SATHE (Study and Advancement of Teaching in Higher Education), organised by Instituto Superior de Educação de Coimbra, 26th October. Invited keynote speaker.
Correia, Ana Maria (2016). From prevention to solutions: Discipline with Dignity. Public Lecture organized by the Faculty of Psychology and Education. University of Saint Joseph, 24 June.
Modules
Year 1 Doctorate
This module examines research principles, methodologies, paradigms, design, instrumentation and data analysis, interpretation and reporting, all with reference to specific empirical and non-empirical research which students are undertaking. The module requires the preparation, delivery and evaluation of a research seminar on the student’s own topic of research. The module will culminate in all students submitting detailed formal research proposals for the research work they plan to undertake for their doctoral studies.
This module enables students to plan and conduct qualitative research studies. The module introduces instrumentation for data collection, including interviews, observation, and reflection on practice. For qualitative studies, it considers matters of researcher bias, sampling, piloting, reliability and validity in the conduct of research, operationalizing research questions; the politics and micro-politics of research; insider and outsider research. This module also aims to enable students to analyze and interpret and present the results of different kinds of qualitative studies.
This course reviews and analyzes different research methodologies and how and when they should be used. It considers and discusses major issues in research, for example: issues in research design, methodology, instrumentation, sampling and ethics. The module also addresses the general nature and purpose of the research process. Paradigms of and approaches to academic research are addressed, including positivistic, naturalistic and critical historical perspectives, quantitative and qualitative approaches, and current problems in academic research. The module prepares students to plan and conduct research investigations. Emphasis is laid on evaluating research articles and examining the structure of research papers.
For this module each student must complete an advanced module at USJ that is relevant to their intended field of study. They must also complete an individualized programme of reading that covers the work of important researchers in their field of study.
Year 1 Master
This module aims at understanding the rationale of Macao’s Special Education Law with the purpose of developing inclusive schools. The participants will acquire knowledge and skills in curriculum, teaching and assessment differentiation for diverse learners. Topics considered include discussing cultural beliefs affecting policy implementation, parent-school communication and collaboration, resourcing issues, and the development of good practices in inclusive education. Participants will be made acquainted with the role and responsibilities of the special education resource teacher, and with the role and responsibilities of the school management team in promoting and monitoring inclusion in school settings. The rationale for home-school cooperation and the various types of home-school cooperation will be focused.
This course enables participants to gain a greater understanding of their professional practice by considering research in the field, not only by reading research articles but also by producing a small-scale research project. Participants will learn to distinguish between ‘academic’ and ‘practitioner-based’ research, discussing the different goals and potentials of each. They will develop an understanding of the way research is shaped by the researcher’s beliefs and worldview. The module will cover various research methodologies, with emphasis on action-research, case study, ethnography, and life story, as well as research techniques relevant in the field of educational inquiry.
This course aims to apply a range of theoretical and methodological approaches to the critical study of the representations of the women gender in a range of different media. It also examines changing representations of women in the context of wider social changes and makes a critical research about questions concerning the interpretation and use of different media and their products.
In today’s globalized world, sexuality is significant both as a field of study and in providing a range of analytical frameworks. Far from being a private, Western concern, sexuality is a key subject to understanding questions of human rights, health and social policy, kinship and access to resources, national and international identities and communities, and the intersections between ethnicity and gender. The course will foreground both a wide range of theoretical perspectives on sexuality, and together will explore a series of case studies that illustrate core problems in thinking through sexuality from a global perspective.
Students will become proficient in current methods of conducting research in the Social Sciences: problem definition, construction of hypotheses, research design, sampling, data collection and evaluation, and interpretation of findings.
This course provides an introduction to the theory and methods of qualitative research. It will be organized around three modes of learning: lectures, on-line seminars, and computer-based laboratory activities. Lectures will provide an introduction to the theoretical underpinnings of qualitative research and a consideration of methodological strategies. Seminars will permit deeper exploration of four central aspects of qualitative research: theory; field work, data coding and analysis; and the write up. The computer laboratory activities will create an opportunity to develop on-line research skills and to use computer-based research tools. Upon completion of the course, candidates will have developed the necessary knowledge and skills to conduct a qualitative study at the level required for a master's thesis or research project.
Year 1 PGDE
This module is designed to equip prospective teachers with the skills relevant to teaching secondary school pupils. In this module, students will learn how to teach and assess learning outcomes appropriate to secondary pupils, with emphasis on the use of teaching methods and strategies in accordance with students’ age and educational needs. Students will learn to appreciate the importance of engaging students with a varied set of educational activities and how a range of approaches to assessment assist in the evaluation of learning for a diversity of students. Finally, the role of parents and family in supporting the learning of secondary pupils will be discussed as well as relationships with the wider community.
Continuing to develop the skills and experience acquired in Teaching Practice I, this placement module will comprise a more substantial block of teaching experience. In this module, students will be expected to take considerable responsibility for teaching, whilst still under the supervision of an experienced class teacher and the university tutor. Students will be expected to put the knowledge and understanding acquired in taught modules into practice in the classroom by effectively planning teaching and learning and by selecting appropriate teaching methods and assessment strategies to motivate student learning. Students will gain experience in managing the learning dynamics and interactions in the classroom, integrating theory and practice.
In this placement module students will experience learning and teaching as a practical skill and social activity. Initially, students will observe the lessons of an experienced class teacher within a school under her or his guidance, as well as with the weekly support of the University tutor. Students can then begin to work with small groups of pupils on activities that have been decided upon in collaboration with the university tutor and the experienced class teacher. Students will gradually become involved in the various functions of a class teacher leading to their full involvement in the whole range of class activities.
This module will begin by exploring the needs and characteristics of primary pupils, in particular how to create a secure and stimulating learning environment for young learners. Then the key theoretical perspectives in childhood teaching will be discussed and how to develop age appropriate learning objectives and outcomes. In addition, the development of teaching material and methods suitable for the engagement of young learners will be described as well as the application of suitable assessment methods which can effectively cover the full range of primary pupils’ learning abilities. Finally, the role of parents and family in supporting the learning of primary pupils will be discussed as well as relationships with the wider community.
In this placement module students will experience learning and teaching as a practical skill and social activity. Initially, students will observe the lessons of an experienced class teacher within a school under her or his guidance, as well as with the weekly support of the University tutor. Students can then begin to work with small groups of pupils on activities that have been decided upon in collaboration with the university tutor and the experienced class teacher. Students will gradually become involved in the various functions of a class teacher leading to their full involvement in the whole range of class activities.
Continuing to develop the skills and experience acquired in Teaching Practice I, this placement module will comprise a more substantial block of teaching experience. In this module, students will be expected to take considerable responsibility for teaching, whilst still under the supervision of an experienced class teacher and the university tutor. Students will be expected to put the knowledge and understanding acquired in taught modules into practice in the classroom by effectively planning teaching and learning and by selecting appropriate teaching methods and assessment strategies to motivate student learning. Students will gain experience in managing the learning dynamics and interactions in the classroom, integrating theory and practice.
Na continuação da aprendizagem realizada na Prática Pedagógica I, este módulo de natureza prática é constituído por um bloco mais longo de prática lectiva. Espera-se que os estudantes assumam maior responsabilidade no processo de ensino-aprendizagem, sempre sob a supervisão de uma professora experiente e de uma supervisora da Universidade. Espera-se igualmente que os estudantes apliquem na sua prática lectiva os conhecimentos adquiridos nos módulos teóricos, nomeadamente através da preparação de planificações de unidade e de aula appropriadas, e da selecção de métodos de ensino e de instrumentos de avaliação adequados, de modo a estimular a motivação dos alunos na aprendizagem. Neste curso os estudantes adquirem experiência em gerir as dinâmicas de aprendizagem e as interacções na sala de aula, bem como a integrar a teoria e a prática.
Neste módulo de natureza prática os estudantes serão colocados numa escola a fim de realizarem a sua prática pedagógica. O curso é constituído por observação de aulas de professoras sob a supervisão de uma professora designada pela escola e de uma supervisora da Universidade. Na segunda fase desenvolverão a prática lectiva com pequenos grupos de alunos, igualmente sob a supervisão de uma professora designada pela escola e de uma supervisora da Universidade. Gradualmente os estudantes começarão a desenvolver diversas actividades e funções na sala de aula e na escola até ao seu envolvimento nas várias dimensões que o processo de ensino integra.
Este módulo tem como objectivo o estudo da planificação, devenvolvimento e avaliação curricular, proporcionando oportunidades para analisar procedimentos e práticas de avaliação. Entre os conteúdos encontram-se a definição de objectivos curriculares, a selecção e organização de conteúdos e outros recursos de aprendizagem. Serão abordados diversos âmbitos e níveis de planificação, incluindo anual, por unidade e por aula. Os métodos e instrumentos de avaliação serão igualmente objecto de estudo.
This module provides a foundation to the study and practice of education. Key figures and ideas in the field of education will be elaborated before an exploration of how various concepts and themes in education inform teaching in a range of contexts. The module will then provide an overview of the different characteristics and needs of learners and how these interact with the role of teachers. In addition, the nature and purposes of education and its relationship with wider society will be explored as well as an examination of current controversies in educational theory and practice.
Continuing to develop the skills and experience acquired in Teaching Practice I, this placement module will comprise a more substantial block of teaching experience. In this module, students will be expected to take considerable responsibility for teaching, whilst still under the supervision of an experienced class teacher and the university tutor. Students will be expected to put the knowledge and understanding acquired in taught modules into practice in the classroom by effectively planning teaching and learning and by selecting appropriate teaching methods and assessment strategies to motivate student learning. Students will gain experience in managing the learning dynamics and interactions in the classroom, integrating theory and practice.
In this placement module students will experience learning and teaching as a practical skill and social activity. Initially, students will observe the lessons of an experienced class teacher within a school under her or his guidance, as well as with the weekly support of the University tutor. Students can then begin to work with small groups of pupils on activities that have been decided upon in collaboration with the university tutor and the experienced class teacher. Students will gradually become involved in the various functions of a class teacher leading to their full involvement in the whole range of class activities.
In this placement module students will experience learning and teaching as a practical skill and social activity. Initially, students will observe the lessons of an experienced class teacher within a school under her or his guidance, as well as with the weekly support of a University tutor. Students can then begin to work with small groups of pupils on activities that have been decided upon in collaboration with a university tutor and the experienced class teacher. Students will gradually become involved in the various functions of a class teacher leading to their full involvement in the whole range of class activities.
Continuing to develop the skills and experience acquired in Teaching Practice I, this placement module will comprise a more substantial block of teaching experience. In this module, students will be expected to take considerable responsibility for teaching, whilst still under the supervision of an experienced class teacher and a university tutor. Students will be expected to put the knowledge and understanding acquired in taught modules into practice in the classroom by effectively planning teaching and learning and by selecting appropriate teaching methods and assessment strategies to motivate student learning. Students will gain experience in managing the learning dynamics and interactions in the classroom, integrating theory and practice under a professional rational.
This module introduces key aspects and issues in school and curriculum management and leadership, including the complementary nature and purposes of management and leadership and the contrasting ways in which they influence group dynamics, roles, norms, authority, active collaboration and change. Through this module students will develop greater awareness of the roles of management and leadership in the collective creation of spaces for continuous learning at different levels within a school.
In this placement module students will experience learning and teaching as a practical skill and social activity. Initially, students will observe the lessons of an experienced class teacher within a school under her or his guidance, as well as with the weekly support of a University tutor. Students can then begin to work with small groups of pupils on activities that have been decided upon in collaboration with a university tutor and the experienced class teacher. Students will gradually become involved in the various functions of a class teacher leading to their full involvement in the whole range of class activities.
This module introduces key aspects and issues in school and curriculum management and leadership, including the complementary nature and purposes of management and leadership and the contrasting ways in which they influence group dynamics, roles, norms, authority, active collaboration and change. Through this module students will develop greater awareness of the roles of management and leadership in the collective creation of spaces for continuous learning at different levels within a school.
This module will begin by exploring the needs and characteristics of kindergarten pupils, in particular how to create a secure and stimulating learning environment for early years learners. Then the key theoretical perspectives in childhood teaching will be discussed and how to develop age appropriate learning objectives and outcomes. In addition, the development of teaching material and methods suitable for the engagement of early years learners will be described as well as the application of suitable assessment methods which can effectively cover the full range of kindergarten pupils’ learning abilities. Finally, the role of parents and family in supporting the learning of kindergarten pupils will be discussed as well as relationships with the wider community.
This module provides a foundation to the study and practice of education. Key figures and ideas in the field of education will be elaborated before an exploration of how various concepts and themes in education inform teaching in a range of contexts. The module will then provide an overview of the different characteristics and needs of learners and how these interact with the role of teachers. In addition, the nature and purposes of education and its relationship with wider society will be explored as well as an examination of current controversies in educational theory and practice.
Year 1 Bachelor
The course aims at developing a useful attitude for observing what is going on in society, leading to more informed decision making beyond sociological investigation as such. After a few exercises showing how we are embedded in social settings, a presentation of various sociological schools and trends will invite students to broaden their vision of society by understanding of different points of view and positive appreciation of them. Then a review of sociological tools will be followed by short experimentation of sociological research.
This module examines selected schools of sociological theory, illustrating each one through the work of one leading sociological theorist. The selection of theories and theorists may vary from year to year. The module assesses the ways in which contemporary sociological theory has built on and extended the work of the founders of the discipline.
This module provides an overview of the issues involved in research design and practice. Research is considered within its epistemological, social and political contexts, and questions of what research is for and how t can be assessed are considered. The formulation of a researchable question/hypothesis and translating it into an appropriate and practicable research design is explored. Various approaches to research are introduced and the process of conducting a project is examined. Attention is given to planning research, data collection, analysis and reporting.
Students will examine the basic processes that shape social life. The course provides an introduction to such areas of study as socialization, culture, social institutions, social stratification, race and ethnicity, gender, politics, education and social change. The aim is to encourage students to engage in critical analysis of society, and to provide them with some sociological perspectives and approaches required to achieve this end, drawing on macro and micro sociology, historical sociology and the tension between agent and structure.
Principles of Sociology - LSS216 / LSW213
This module is designed to provide an introduction to teaching as a profession. It will assist students in developing awareness about the qualities, roles, responsibilities and challenges required to effective teaching and educational services. As a foundational course, it also offers a variety of perspectives on education. Students will examine current and historical, philosophical, social and ethical issues relevant to education and teaching. Students will start creating a professional portfolio over the module.
This course is designed to introduce prospective teachers the language, the logic and the elements of research, in order to make them capable of conducting their own small-scale research projects at class and school level.
The emphasis is on methodologies and techniques that are relevant and commonly used within the field of education. Three small-scale research methodologies, namely case studies, action-research, and ethnography are reviewed. After becoming conversant with the language and the process of research, students are expected to learn by doing.
Year 2 Bachelor
This course is an introduction to the study of children in families, and the larger communal and national context in which they operate. We first trace the historical development of the modern family, map cross-cultural familial differences, and study variations in child status. We analyze the joint responsibility of the family and the Welfare State for children's well-being, development, and protection. We then focus on differences in family functioning and community context and on the corresponding childhood experience and adult life course.
Students will study and explore theoretical and empirical content related to classroom management through readings, lectures, class discussions, and group project activities.
The module is designed to provide students with a basic awareness of the complexity of the behavior management and instructional procedures required to enact safe, encouraging and productive learning environments. It considers approaches to the organization of classroom physical space, time and materials; the establishment of effective classroom rules and procedures; the implementation of individual and group strategies for managing disruptive behavior and other special classroom issues. Special emphasis will be placed on the development of the classroom management skills that motivate the active engagement of pupils in learning.
If, as some authors argue, gender categories are formed by and through experience, the activity of work represents a primary arena for this process. What can histories of work and working people tell us about the construction of gender differences? Conversely, how do gender theory and history inform our understanding of work and class? The course explores the intersections and tensions between gender and labor in modern Western and Eastern societies. We focus on activities at the margin of labor history, including housework, sex work, child-raising and unpaid social work. These occupations challenge narrowly defined conceptions of the wage relation, alienation, and labor power. In addition, we examine images of an active male breadwinner and the role of gender in labor movements. We end with a reflection on theorizing gender and class.
Year 3 Bachelor
Social stratification is the unequal distribution of the goods that members of a society value -- earnings, income, authority, political power, status, class, prestige, etc. This course introduces various sociological perspectives on stratification. We will look at major patterns of inequality throughout human history, how they vary across countries, how they are formed and maintained, how they come to be seen as legitimate and desirable, and how they affect the lives of individuals within a society. The readings incorporate classical theoretical statements, contemporary debates, and recent empirical evidence. The information and ideas discussed in this course are critical for students who will go on in sociology and extremely useful for students who want to be informed about current social, economic, and political issues.
Year 4 Bachelor
Gender is a cultural construct that shapes individual’s lives, in the sense that it influences personal experiences and beliefs. The study of gender interests both psychology and sociology for it is located at the crossroads of these two disciplines. Therefore, both perspectives, psychological and sociological, will be consistently considered.
Students will be exposed to several theoretical approaches on gender differences and gender development, covering biological grounded views, social learning views and cognitive developmental views, among others. Consequences of gender bias and stereotyping in culture, work organizations and media will be discussed. The course intends to (1) contribute to a better understanding of socialization, cultures and policies from a gendered perspective and to (2) encourage students to think critically regarding widely accepted gender roles.
