Migrant Pedagogy in the Era of Global Displacement
The primary aim of this course is to explore how schools, particularly teachers, can provide culturally and linguistically responsive teaching for students with a migration background.
5 ECTS Credits — Studies start 25 September 2025 — University of Helsinki
Course dates
25 September 2025 – 13 November 2025
Registration period
1 August 2025 – 15 September 2025
Coordinating university
University of Helsinki
Instructors
Khalil Gholami
Vilhelmiina Harju
Credits
5 ECTS
Course level
General
Course dates: 25.9. - 13.11.2025
Registration dates: 1.8. - 15.9.2025
Coordinating university: University of Helsinki Course code on Sisu: EDUM012013
Responsible teacher: Khalil Gholami (if.iknisleh@imalohg.lilahk) and Vilhelmiina Harju
Credits: 5 ECTS
Course offered: 3/3
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Course summary:
The primary aim of this course is to explore how schools, particularly teachers, can provide culturally and linguistically responsive teaching for students with a migration background. The course has a multidisciplinary structure and consists of three main sections:
- Philosophical Foundation: Drawing on the ethic of care, this section discusses the philosophical underpinnings of migrant pedagogy.
- Sociological Basis: Utilizing acculturation theories, this section elaborates on the sociological aspects of migrant pedagogy.
- Pedagogical Practice: Reflecting on culturally responsive teaching, this section examines the pedagogical foundation of migrant pedagogy.
A particular focus will be on real narratives from refugees, exploring how their experiences can be addressed within the educational context. Additionally, the course will discuss tacit academic and cultural discrimination in schools with migrant students to gain insights into the institutional challenges of migrant pedagogy.
Learning outcomes:
Knowledge Level:
- Acquire terminology related to migration and migration education.
- Develop an understanding of the pedagogical framework for migrant pedagogy.
- Gain knowledge of the skills and competencies required for culturally responsive teaching.
Discourse and Analytical Level:
- Analyze the interconnectedness of culture and learning in migration education.
- Evaluate and critique existing migrant education policies and practices.
- Propose improvements aligning with SDG4.
Creation Level:
- Generate fresh ideas and initiatives concerning pedagogical skills for integrating migrant/displaced students without marginalization.
Learning methods:
a. Flip Learning: Students receive course material in advance, read and reflect individually, and discuss during sessions. In addition, they write a reflection diary on the reading and submit as a part of assessment.
b. Lecture: Interactive PowerPoint slides presented in line with course materials, followed by discussions.
c. Group work: Students meets online
Completion methods:
To complete the course, each student is required to read the main textbook (Reading No. 1 below) and write a 15-page essay based on its content. The essay should include:
- Reflective Summary (7 pages): A reflective summary of the book.
- Critical Essay (8 pages): A deeper, more critical, and comprehensive essay on a selected topic based on the book.
Study material:
Depending on the course objectives, various types of educational materials including multimedia, e-books, policy reports, and relevant websites will be used. All the educational materials have already been uploaded to Dropbox and students have open access to them online.
- Main Textbook of the Course: Hollie, Sharroky (2017). Culturally and Linguistically Responsive Teaching and Learning (Second Edition): Classroom Practices for Student Success, Shell Educational, ProQuest Ebook Central
- Fenestermacher, G. Solti, J (2004).Approaches to teaching. Teacher College Press
Assessment criteria:
The course will be evaluated with grades 0-5 based on the following criteria:
I) Submitted individual essay (80% weight)
1. Clarity and Coherence: (20% weight)
- Evaluate how effectively each student communicates their ideas.
- Assess the clarity, organization, and overall readability of their writing.
- Examine whether their arguments are well-structured and logically presented.
2. Intellectual Quality of the Task: (60 % weight)
- Evaluate how well students demonstrate an understanding of concepts, theories, and issues related to migration education in line with their topic of interests.
- Assess the student’s ability to analyze and critically evaluate information presented in their essays.
- Evaluate their use of evidence and reasoning to support arguments and ideas.
- Examine whether students demonstrate original thinking and creativity in their work.
- Assess if they provide relevant and thoughtful insights into the subject matter, moving beyond mere summarization of existing knowledge.
II) Active participation in lectures and group discussion (20% weight)
Maximum number of students:
30 students
Preliminary timetable: 25.9. - 13.11.2025
| Date | Time (Helsinki zone) | Content |
|---|---|---|
| 25.09.2025 | 14.00 - 16.00 | Introduction: Who are they we call in-between people |
| 02.10.2025 | 14.00 - 16.00 | Philosophical underpinnings: epistemological and ontological nature of migrant pedagogy |
| 09.10.2025 | 14.00 - 16.00 | Sociological basis: Acculturation framework |
| 14.10.2025 | 14.00 - 16.00 | Pedagogical basis: General pedagogy, Maker farmwork |
| 21.10.2025 | 14.00 - 16.00 | Caring culture and ethical competencies for migrant pedagogy |
| 28.10.2025 | 14.00 - 16.00 | Culturally Responsive Teaching (definitions); Culturally responsive classroom management |
| 04.11.2025 | 14.00 - 16.00 | Culturally responsive academic language, Culturally Responsive vocabulary and literacy Culturally responsive learning environment |
| 13.11.2025 | 14.00 - 16.00 | Final point and Creating Culturally learning environment |
Get to know more about Khalil Gholami and the course content in this blog post written as part of the "Face behind the course" section.
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