ISTINYE UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
| Child Development | |||||
| Associate | TR-NQF-HE: Level 5 | QF-EHEA: Short Cycle | EQF-LLL: Level 5 | ||
Course Introduction and Application Information
| Course Code: | JOB104 | ||||
| Course Name: | Soscial İnclusion Practices | ||||
| Semester: |
Fall Spring |
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| Course Credits: |
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| Language of instruction: | Turkish | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | University Elective | ||||
| Course Level: |
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| Mode of Delivery: | E-Learning | ||||
| Course Coordinator: | Dr. Öğr. Üy. FATEME AYŞİN ANKA | ||||
| Course Lecturer(s): | Fateme Ayşin Anka | ||||
| Course Assistants: |
Course Objective and Content
| Course Objectives: | This course aims to experience the interrelationship of related subjects by touching on the concepts of identity, migration, sustainability and social cohesion in social sciences. |
| Course Content: | This course will focus on concepts such as sustainability, identity, migration and social cohesion with practical applications. Rather than the formation of identity as a political category, it will be shown how various identities can share in harmony and operate in a common society/area. Today, the issue of migration, which has become global, and in line with the sustainable development goals announced by the United Nations as SDG, the necessity of these and similar courses tends to increase. In line with this universal call to action, known as the SDG, the development of societies, minimizing the social conflict caused by migration, ensuring peace, the effects of religion, gender, climate change on this phenomenon by associating it with migration issues, the causes of international migrations, the definition of international migration and types of migrants, the definition of international migrations in the world. It examines the effects of globalization on international migrations and the effects of immigration and immigration regions across Turkey. In other words, it experiences these issues within the framework of practical applications and offers a new perspective with these experiences. |
Learning Outcomes
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The students who have succeeded in this course;
1) Outcome of this course satisfactorily, a student will have knowledge of the following items. • The concept of migration, • Issues of identity and belonging, • Causes of forced migrations, • With international migration policies • It will approach the concepts of Globalization, Multiculturalism and Sustainable Social Cohesion from a different perspective. |
Course Flow Plan
| Week | Subject | Related Preparation |
| 1) | Introduction | |
| 2) | What is Social Cohesion and why is it needed? | |
| 3) | What is Social Cohesion and why is it needed? Candy Game | |
| 4) | Movie-Documentary | |
| 5) | Right Known Mistakes | |
| 6) | Movie-Documentary | |
| 7) | Invisible Lives | |
| 8) | Movie-Documentary | |
| 9) | a | |
| 10) | Mozaik-2 | |
| 11) | Immigrant Cultures | |
| 12) | Mozaik-2 | |
| 13) | Project Development | |
| 14) | Good Practice Examples |
Sources
| Course Notes / Textbooks: | • Salih Barışık, ‘Göç Kavramı, Tanımı ve Türleri’, ResearchGate, 2020, Çevrimiçi https://www.researchgate.net/publication/347388175_BOLUM_1_GOC_KAVRAMI_TANIMI_VE_TURLERI • Yusuf Adıgüzel, Küreselleşme Çağında Göç, AÖF. İstanbul Universitesi, Çevrimiçi http://auzefkitap.istanbul.edu.tr/kitap/sosyoloji_lisans_ao/kuresellesme_caginda_goc.pdf • Uluslararası Göçler ve Türkiye Kurumsal ve Ampirik Bir Alan Araştırması Denizli/Tavas, Çantay Kitabevi, Istanbul • Barış Çağırkan, ‘Göç, Hibrit Kimlik ve Aidiyet: Yeni Toplumlar, Yeni Kimlikler’, İNSAN VE TOPLUM BİLİMLERİ ARAŞTIRMALARI DERGİSİ, Cilt: 5, Sayı: 8, 2016, Sayfa: 2613-2623. • H. Birsen Örs, Modern Siyasal İdeolojiler, İstanbul Bilgi Üniversitesi Yayınları, 4.Baskı, İstanbul, 2010. • Umut Özkırımlı, Milliyetçilik Kuramları, Eleştirel Bir Bakış, 4. Baskı, Doğu Batı Yayınları, Ankara, 2013. • Umut Özkırırmlı (Der.), 21.Yüzyılda Milliyetçilik, Çev. Yetkin Başkavak, İstanbul Bilgi Üniversitesi Yayınları, İstanbul, 2008.Ders Notları ve Hazırlanan Sunumlar • Denis- Constant Martin, “The Choices of Identity”, Social Identities, Vol. 1, 1, s. 5-16 • Bhikhu Parekh, A New Politics of Identity, Palgrave, 2008 • Nuri Bilgin, Kimlik İnşası, Ankara: Asina Kitaplar, 2007 • Yabancısız Kurgulanan Ülkenin Yabancıları, Türkiye’de Yabancı İşçiler, A. Arı (Editör), Derin Yayınları, Istanbul. • M. M. Erdoğan, Türkiye’deki Suriyeliler Toplumsal Kabul ve Uyum, İstanbul Bilgi Üniversitesi Yayınları, İstanbul, 2015. • E.Tümertekin, , N.Özgüç, Beşeri Coğrafya, İnsan, Kültür, Mekan, Çantay Kitabevi, İstanbul, 2006 • Stephen Cornell ve Douglas Hartmann, Ethnicity and Race: Making Identities in a Changing World, London: Sage, 1997, s. 39-72. • Karen A. Cerulo, “Identity Construction: New Issues New Directions”, Annual Review of Sociology, 23, 1997, s. 385-409. • R. Brubaker ve F. Cooper, “Beyond Identity”, Theory and Society, 29, 1-47. • Sinisa Malesevic, “Identity: Conceptual, Operational and Historical Critique”, (içinde) Making Sense of Collectivity: Ethnicity, Nationalism and Globalisation, der. Sinisa Malesevic ve Mark Haugaard, London: Pluto, 2002, s. 195-215. • Gülay Toksöz, Uluslararası Emek Göçü, İstanbul Bilgi Üniversitesi Yayınları, İstanbul, 2006. • Nermin Abadan-Unat, Bitmeyen Göç, Konuk İşçilikten Ulus Ötesi Yurttaşlığa, İstanbul: İstanbul Bilgi Üniversitesi, 2007. • Ahmet İçduygu Saime Özçürümez, Zorunlu Göç Deneyimi ve Toplumsal Bütünleşme: Kavramlar, Modeller ve Uygulamalar ile Türkiye, İstanbul Bilgi Üniversitesi, 2020. • Salman Akhtar, Göç ve Kimlik-Kargaşa Sağaltım ve Dönüşüm, Çev. Sedef Ayhan, Yayınevi: Sfenks Kitap |
| References: | • Çeşitli ders materyalleri ve amprik çalışmalar oluşturacaktır. • İnsan Kaynakları Geliştirme Vakfı (İKGV) tarafından konuya ilişkin sunulan -daha önce denenmiş- farklı ders materyali kullanılarak, uygulamalar yoluyla öğrencilerimiz üzerinde olumlu bir etki yaratılması planlanmıştır. Çeşitli oyun planlamaları mevcuttur |
Course - Program Learning Outcome Relationship
| Course Learning Outcomes | 1 |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Program Outcomes | |||||||||||||||
| 1) Prepares, implements and evaluates educational programs, appropriate learning environments, materials taking into account the developmental characteristics and individual differences of children. | |||||||||||||||
| 2) Develops original products, projects and activities related to child development, manages these studies, evaluates and evaluates the process. | |||||||||||||||
| 3) Follow science and technology and have critical thinking skills. | |||||||||||||||
| 4) Uses effective teaching and communication methods which may be necessary in the guidance and counseling activities for families and develops solutions when they encounter an unpredictable situation. | |||||||||||||||
| 5) It follows information in the field by using a foreign language at least at the level of European Language Portfolio A2 General Level. | |||||||||||||||
| 6) Uses information and communication technologies together with computer software at the basic level of at least European Computer Driving License required by the field. | |||||||||||||||
| 7) Has knowledge about ethical principles and rules in the field. | |||||||||||||||
| 8) It shares the knowledge gained in the field of Child Development with the people working in the field and with the social responsibility consciousness. | |||||||||||||||
| 9) It has the awareness of lifelong learning and directs its education to an advanced level of education in the same field or to a profession at the same level. | |||||||||||||||
| 10) Knows democracy, human rights, children's rights, social, scientific and professional ethical values, relevant legislation and acts accordingly. | |||||||||||||||
| 11) The researcher is open to changes, creative, problem-solving skills and the ability to share solutions. | |||||||||||||||
| 12) Knows the applications of different characteristics of children to society. It has the ability to produce different solutions to the problem situation for children and enables the employees to take responsibility for the solutions. | |||||||||||||||
| 13) Understands the place and importance of the game in pre-school education, the child knows how to use the game as a means of rehabilitation and self-expression. | |||||||||||||||
| 14) Selects and uses the modern techniques and tools required for pre-school education. Communicates with other areas that may be associated with the field. | |||||||||||||||
| 15) The individual has sufficient consciousness about environmental protection and occupational safety and behaves according to these processes. Its appearance, attitude, attitude and behavior make it an example for society. | |||||||||||||||
Course - Learning Outcome Relationship
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Prepares, implements and evaluates educational programs, appropriate learning environments, materials taking into account the developmental characteristics and individual differences of children. | |
| 2) | Develops original products, projects and activities related to child development, manages these studies, evaluates and evaluates the process. | |
| 3) | Follow science and technology and have critical thinking skills. | |
| 4) | Uses effective teaching and communication methods which may be necessary in the guidance and counseling activities for families and develops solutions when they encounter an unpredictable situation. | |
| 5) | It follows information in the field by using a foreign language at least at the level of European Language Portfolio A2 General Level. | |
| 6) | Uses information and communication technologies together with computer software at the basic level of at least European Computer Driving License required by the field. | |
| 7) | Has knowledge about ethical principles and rules in the field. | |
| 8) | It shares the knowledge gained in the field of Child Development with the people working in the field and with the social responsibility consciousness. | |
| 9) | It has the awareness of lifelong learning and directs its education to an advanced level of education in the same field or to a profession at the same level. | |
| 10) | Knows democracy, human rights, children's rights, social, scientific and professional ethical values, relevant legislation and acts accordingly. | |
| 11) | The researcher is open to changes, creative, problem-solving skills and the ability to share solutions. | |
| 12) | Knows the applications of different characteristics of children to society. It has the ability to produce different solutions to the problem situation for children and enables the employees to take responsibility for the solutions. | |
| 13) | Understands the place and importance of the game in pre-school education, the child knows how to use the game as a means of rehabilitation and self-expression. | |
| 14) | Selects and uses the modern techniques and tools required for pre-school education. Communicates with other areas that may be associated with the field. | |
| 15) | The individual has sufficient consciousness about environmental protection and occupational safety and behaves according to these processes. Its appearance, attitude, attitude and behavior make it an example for society. |
Assessment & Grading
| Semester Requirements | Number of Activities | Level of Contribution |
| Homework Assignments | 5 | % 50 |
| Final | 1 | % 50 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| total | % 100 | |
Workload and ECTS Credit Calculation
| Activities | Number of Activities | Workload |
| Course Hours | 16 | 48 |
| Application | 9 | 11 |
| Study Hours Out of Class | 16 | 32 |
| Project | 3 | 5 |
| Homework Assignments | 7 | 14 |
| Final | 2 | 4 |
| Total Workload | 114 | |