Moodle UDE

A team of students is expected to revise and improve (e-)learning materials on how to conduct qualitative research and organize a small study on cultural conflict that includes following tasks:

1)     Materials improvement.

a.      Revise and improve the existing guidelines (Word documents and Moodle elements), which should, at least, cover the following items:

                                                    i.     Case Study Guideline improvement;

                                                  ii.     Ethnography Guideline improvement; 

                                                 iii.     Interview Guideline improvement;

                                 v.     Video development (minimum 1 video for Case Study and 1 video for Ethnography sections);

                                                   v.     Templates (re-)development: interview transcript, field memo, interview report and research report.

b.      Students are required to go through the materials and make improvement, in terms of:

                                                    i.     Quality of content: adding more reliable/reputable sources (and replacing the non-reliable ones);

                                                  ii.     Structure: orthography, language style consistency, layout (table, figure);

                                                 iii.     Citation: style consistency, fixing errors, making sure the references are all listed and available in Moodle.

2)     Small study on culture conflict.

a.      Students will conduct a small study by organizing interviews (with 8-10 interviewees) to investigate how cultural conflict influences team performance;

b.      The interviewees will be the students from the previous IS project in WS19/20 and SS19. The interviews will be conducted virtual, and the analysis will be done with an analysis tool (Atlas.ti);

c.      Students are expected to apply the “Interview Guidelines” to conduct this study and –by doing so – improve the content of the guidelines based on their own interview observations and experience.

d.      The end result of this study will be a “Research Report” (10-15 pages long).

Wieviel Körper braucht (künstlerische) Lehre? In dem Seminar gehen wir von der einfachen Prämisse aus, dass Lernen und Wissen sich in Körper einschreiben, und dass Bildungsprozesse durch dieses „Körperwissen“ politisch, sozial und kulturell sowohl beeinflusst als auch veränderbar sind. Über ästhetische Bildung, Sprachgebrauch, pädagogische Theorien, Unterrichtsstrategien und -materialien werden gesellschaftliche Konstruktionen etwa von Geschlecht, Behinderung, Sexualität, Alter oder Schönheit einerseits mitgeprägt und zugleich oft als „natürlich“ perpetuiert. Gerade im Kontext von Schule werden diese im Sinne einer Orientierung am „gemeinsamen Wohl“ unbewusst fortgeschrieben. Der eigene Körper ist jedoch ein wichtiges Orientierungsinstrument wie auch im kritischen Sinne ein Desorientierungsfaktor (S. Ahmed), der das Potential birgt, die (an)gelernte „Körperlesekunde“ (corpoliteracy, B. Ndikung) zu verändern und anders einzusetzen. In der Vertiefung mit Körpertheorien und theoretischen Konzepten (Deutsch und Englisch), Kunstvermittlungsbeispielen, einem Performance-Besuch und Gastbeiträgen von Kunstpädagog*innen werden wir uns auf die Suche danach begeben, wie sinnliche und politische Wahrnehmung, kritische (Selbst-)Reflexion und Performanz von Körpern und Körperlichkeit in pädagogischen Verhältnissen die künstlerische Lehre hin zu einer machtsensiblen Pädagogik bewegen kann. Es geht in erster Linie darum, der Bedeutung von Körpern in Schule und Hochschule Beachtung zu schenken und sich der Wirkung und möglichen Veränderung von situiertem Körperwissen bewusst zu werden.

The main aim of the course is to improve students' written English. We will be focusing primarily on expository writing (e.g. organising paragraphs, basic essay structure, and style), yet the oral dimension will also be taken into consideration, as we will devote a considerable part of class time to discussing and evaluating both student and professional writing. A further principle within this framework will be the encouragement of students' self-evaluation and peer correction. As is the case with all language practice courses of this module, grammar and lexis will be reviewed and practised where necessary.

Dieser Kurs ist Teil deines Sachunterrichts. Du darfst den Kurs bearbeiten, wenn deine Lehrerin oder dein Lehrer dir die Aufgabe gibt. 

Bu derste, son iki yüzyıllık Osmanlı-Türkiye tarihini inceleyeceğiz. Bunu, olaylardan ve kişilerden ziyade toplumsal, ekonomik ve siyasal süreçlere/dinamiklere/mücadelelere odaklanarak yapmaya çalışacağız. Dersimizin bir diğer önemli amacı, Osmanlı-Türkiye içindeki bu tarihsel süreçleri Dünya tarihinin birer parçası olarak ele almak, öyle tartışmaktır. Başka bir deyişle, Osmanlı-Türkiye tarihini Dünya tarihi içinde analiz edeceğiz. Bu analizi de dünya tarihi, imparatorluk, kapitalizm, emperyalizm, milliyetçilik, etnisite mühendisliği, cumhuriyet, sınıf mücadelesi, Soğuk Savaş gibi kavram ve olgular etrafında yapacağız.  

Derste kullanacağımız temel kaynak, Gökçen Alpkaya ve Faruk Alpkaya’nın birlikte yazdığı şu kitaptır: 20. Yüzyıl Dünya ve Türkiye Tarihi (İstanbul: Tarih Vakfı Yayınları, 2004). Kitabı Faruk Alpkaya’nın academia sayfasından indirebilirsiniz: https://asiatravel365.academia.edu/farukalpkaya . 

The topic of the module Social Structure/Social Content Analysis in the Winter Term 2020/2021 is gender inequalities in Japan. The course takes a macro-sociological and institutional approach to understanding how Japanese institutions and organizations are gendered, with systematic disadvantages accruing to women, but also to men who wish to lead non-heteronormative life courses. The course begins with an historical analysis of what we will call the “conservative gender regime” in Japan, and how this transformed from an authoritarian to a democratic form from the Meiji reforms of the late 1800s through the high growth period in the 1960s. The emphasis thereafter is the transformation from a “domestic-conservative” to a “public-conservative” gender regime. The contemporary era is the main focus of the course. In this context we will consider Japanese feminist movements and gender-reactionary politics, especially those motivated by demographic and economic crises in Japan. One part of the module taught by Karen Shire will focus on theory and research on gender transformations in the social sciences internationally and in Japanese sociology. The second part of the module taught by Aimi Muranaka will focus on sources and the development of student research papers, which will focus on some dimension of gender transformations in Japan. Some course meetings will be scheduled together (student presentations of their paper topics, for example). The course requirement, a research paper of 15 pages, can be mobilized to prepare an expose for an MA thesis. The course is also open to doctoral students in East Asian Studies or in Comparative Sociology. Students interested in the course are invited to read the open access article: Shire, Karen and Nemoto, Kumiko. (2020). The Origins and Transformation of Conservative Gender Regimes in Germany and Japan. Social Politics, 27(3), 432-448. https://doi.org/10.1093/sp/jxaa017 for a brief overview of the topic.The module is taught online/digitally.

The topic of the module Social Structure/Social Content Analysis in the Winter Term 2020/2021 is gender inequalities in Japan. The course takes a macro-sociological and institutional approach to understanding how Japanese institutions and organizations are gendered, with systematic disadvantages accruing to women, but also to men who wish to lead non-heteronormative life courses. The course begins with an historical analysis of what we will call the “conservative gender regime” in Japan, and how this transformed from an authoritarian to a democratic form from the Meiji reforms of the late 1800s through the high growth period in the 1960s. The emphasis thereafter is the transformation from a “domestic-conservative” to a “public-conservative” gender regime. The contemporary era is the main focus of the course. In this context we will consider Japanese feminist movements and gender-reactionary politics, especially those motivated by demographic and economic crises in Japan. One part of the module taught by Karen Shire will focus on theory and research on gender transformations in the social sciences internationally and in Japanese sociology. The second part of the module taught by Aimi Muranaka will focus on sources and the development of student research papers, which will focus on some dimension of gender transformations in Japan. Some course meetings will be scheduled together (student presentations of their paper topics, for example). The course requirement, a research paper of 15 pages, can be mobilized to prepare an expose for an MA thesis. The course is also open to doctoral students in East Asian Studies or in Comparative Sociology. Students interested in the course are invited to read the open access article: Shire, Karen and Nemoto, Kumiko. (2020). The Origins and Transformation of Conservative Gender Regimes in Germany and Japan. Social Politics, 27(3), 432-448. https://doi.org/10.1093/sp/jxaa017 for a brief overview of the topic.