Syllabus/achievement requirements

Compulsory Reading

Books

Johnsen, B. H. (Ed.) (2014). Theory and Methodology in International Comparative Classroom Studies. Oslo: Cappelen Damm Akademisk

• Ch. 3. Ragnar Rommetveit. On Dialogism and Scientifically Disciplined Discourse- and Conversation Analysis. (pp.36 ¨C 58). 
• Ch.4. Harry Daniels. Vygotsky and the Education of Children with Severe Learning Difficulties. (pp.59 ¨C 68)
• Ch.5. Ivan Ivi?. Vygotsky¡¯s Theory and Some Variants of Post-Vygotskyan Theories and Their Implications for Didactic Interaction in the Inclusive School. (pp.69 ¨C 81)
• Ch. 6. Berit H. Johnsen. Vygotsky¡¯s Legacy regarding Teaching-Learning Interaction and Development. (pp.82-98)
• Ch 7. Colwyn Trevarthen. Born for Art and the Joyful Companionship of Fiction. (pp.99 - 118). 
• Ch.8. Harry Daniels. Situating Pedagogy: Moving beyond an Interactional Account. (pp.119-132)

Klein, P. S. (Ed.). (2001). Seeds of Hope. Oslo, Unipub. Ch 1- 4. (124p.)

Rogoff, B. (2003). The Cultural Nature of Human Development. Oxford, University Press, ch.1,2,3, 4 & 7,8. (239p.)

Vygotsky, L. (1978). Mind in Society. Cambridge, Harvard University Press (pp. 1 - 134). 

Wells, G & Claxton, G.(2002). Learning for Life in the 21st Century: Socio-cultural Perspectives on the Future of Education. Blackwell Publishing. Chapter 1, 4, 5 and 7. (53p.)

Available online

Allan, J. (2015). The Rhetoric of Inclusion. In British Journal of Sociology of Education, 36:7. (pp. 1108-1114)

Allan, J. (2010). Questions of inclusion in Scotland and Europe. In European Journal of Special Needs Education, 25:2 (pp.199-208)

Reindal, S. M. (2016). Discussing Inclusive Education: An Inquiry into Different Interpretations and a Search for Ethical Aspects of Inclusion Using the Capabilities Approach. In European Journal of Special Needs Education, 31:1 (pp.1-12) 

Reindal, S. M. (2010) 'What is the purpose? Reflections on Inclusion and Special Education from a Capability Perspective'. In European Journal of Special Needs Education  25: 1 (pp.1-12)

Slee, R. & Allan, J. (2001). Excluding the Included: A Reconsideration of Inclusive Education. In International Studies in Sociology of Education, 11:2 (pp.173-192)

Tappan, M. B. (2006). Moral functioning as mediated action. In Journal of Moral Education, 35:1 (pp.1-18)

Tappan, M. B. (1998). Sociocultural Psychology and Caring Pedagogy: Exploring Vygotsky's "Hidden Curriculum". 33:1 (pp.23-33)

Trevarthen, C. (2011). What Is It Like to Be a Person Who Knows Nothing? Defining the Active Intersubjective Mind of a Newborn Human Being. In Infant and Child Development. 20: (pp.119¨C135)

Available in Canvas

Rye, H. (2001). Helping Children and Families with Special Needs - A Resource-Oriented Approach. In B. H. Johnsen & M. D. Skj?rten (Eds.). Education ¨C Special Needs Education: An Introduction. Oslo: Unipub.65p.

Rye, H. (2005). The Foundation of an Optimal Psychosocial Development. In B. H. Johnsen (Ed.). Socio-Emotional Growth and Development of Learning Strategies (pp. 215-228). Oslo: Unipub¨COslo Academic Press. 13p.

Recommended additional reading

Bruner, J. (1990). Acts of Meaning. Cambridge: Harvard University Press. 137p.

Cole, M. (1996). Cultural Psychology. Cambridge: The Belknap Press of Harvard University Press, Ch. 1 ¨C 7: 220p.

Johnsen, B. H. (2014). A Curricular Approach to Inclusive Education. Some Thoughts concerning Practice, Innovation and Research. In B. H. Johnsen (Ed.). Theory and Methodology in International Comparative Classroom Studies (pp.133 ¨C 181). Oslo: Cappelen Damm Akademisk.48 p.

Additional individually selected reading

Power point presentations, DVD, group and individual activities