The principal aim of the course is that the student teacher will gain understanding of the pedagogy of social studies teaching and become competent to teach the subjects in a creative manner at grades 4-7 and 8-10. The course covers social studies topics and subject material as well as research into social studies learning and teaching. Successful and creative ways to teach social studies are explored, linking the course with one of the fundamental pillars of the national curriculum.

Topics and tasks will be organized around diverse and effective teaching methods and creativity, for example, by using drama techniques in teaching.

The main concern of the course is to train students to work independently, professionally and creatively.

The course is linked to practical training during the same semester, covering preparation for teaching particular subjects and their pedagogy, and evaluation and summing-up at the conclusion of practical training.

Course strategies: lectures, workshops, creative seminars, independent assignments, collaborative assignments, and mentoring.

The course will cover both the historical and contemporary position of the social sciences within the school system, as well as discussing social studies in the national curriculum and curriculum materials. Key theories, controversial issues and approaches to the teaching of these subjects will be analysed, with particular emphasis on the way in which the subjects can be utilized to structure studies that aim for democracy. In other words, learning democratically about democracy.

Students will work with the topics and the curriculum materials of social studies, for example, through an analysis of various materials, presentations and arguments for the choice of issues, as well as differentiation. Ideas concerning the integration of the social studies with other compulsary school subjects will be scrutinized especially in terms of creating holistic curriculum couched in present-day issues. Evaluation practices will be attended to as well.

The course work will include field study during the semester which revolves around the preparation for the teaching of particular subjects, their pedagogical content knowledge, and a concluding summary once the field study is completed.

Coursework:
Lectures, presentations, discussions, workshops, reading, information search, independent projects, group assignments and guidance. Students should actively collect material gathered in the classroom and the field, which are analysed, reflected upon and evaluated.

Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.

Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.

In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.

The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process. 

Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.

Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.

Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.

This course focuses on theories and research related to learning, teaching and the teacher profession. Relations with on-site activities are emphasised, and participants become familiar with the working environment of compulsory school teachers, the Compulsory School Act, and regulations.

Learning and teaching are discussed from multiple perspectives and in relation to various learning theories. Participants organise their own teaching processes by setting aims, organising teaching and learning, and organising interaction and collaboration. All this work is related to the conceptions of professionalism and practice theories.

In field practice, student teachers familiarise themselves with professional practices in a specific area of study or subject in which they intend to specialise. During field practice, the student is expected to show initiative and active participation and to take part in all daily activities as much as possible. Defined teaching hours depend on the number of field practice credits.

Course design and procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training

The course aims to expose students to perspectives on curriculum and assessment in compulsory education, from theory to practice. Students discuss and learn about basic concepts and issues related to curriculum theory as they appear in public schools. Issues and ideologies reflected in official curricula, laws, directives, and other policy briefings are discussed both theoretically and in practice. Special focus is placed on the roles of teachers and administrators in curriculum development and assessment, and, alternatively, on their professional roles in developing learning programs for groups of pupils and for individual pupils with special needs. Nature, purpose, and strategies for assessment and curriculum are addressed (including formative and summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning the purpose and aims of compulsory education.

The working process of the course consists of lectures and critical discussion through seminars and group assignments

The central objective of this course is for students to develop their ideas about literacy and how to intergrade literacy across subjects so that they will be better equipped to teach their own subject.

During their studies student develop their own personal theory, i.e. research and mould their ideas about how they will or want to perform as teachers.

An emphasis will be placed on a coherent and creative approach towards planning and organising teaching across subjects and that students will be introduce to research and novelties in teaching methods that enhance literacy and subject-based vocabulary in all school levels.

The course covers gender-based violence and prevention. The course objective is twofold. First, students will learn about the main manifestations of gender-based violence, and second, they will develop skills in leading critical discussions and thereby counteract harmful attitudes associated with violence culture in modern society.

The course will cover key theoretical concepts from gender studies that are useful for analyzing and understanding gender-based violence as it occurs in young people's daily lives. We will examine the different positions and opportunities of genders and the impact of ideas about masculinity and femininity on societal attitudes and expectations. Additionally, we will analyze discourses about violence, social status, and equality in a broader context.

Strong emphasis is placed on students’ ability to reflect on their attitudes and work from an intersectional gender perspective.

The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process. 

Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.

Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.

Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.

Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.

Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.

In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.

The main task of this course is field work, subject teaching at middle and lower secondary level compulsory school. The emphasis is on actual teaching practise and giving the students opportunities to discuss, evaluate, reflect and develop their teaching. Students will develop a teaching plan based on the national curriculum guide and school curricula. They will analyse incidents from their practice to learn from and improve their teaching. A range of teaching methods will be explored and applied in teaching in the field.

Teaching methods: Students are in the field the whole semester in both courses and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.

This course focuses on providing the student teachers with competencies for becoming professionals in their field, with a focus on their subject area, and supporting them in laying the foundation for their own professional working theory. This will be achieved by building knowledge and understanding of the responsibilities inherent in teaching, as well as the skills needed for self-evaluation in various situations in the field. An emphasis is also placed on providing student teachers with skills in the role of the classroom teacher and classroom management; team-teaching and co-operative skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school development, school evaluation, and school ethos will be examined alongside research on teachers. Finally, this will be linked with the practicum.

Emphasis is on interactive lectures, inquiry and reflective studies, seminars, group work, projects, portfolios, field studies and fieldwork.

In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

The course is both theoretical and practical. The course will discuss the ideology of universal design from the perspectives of equality, disability studies, and design. Connections to concepts as relational autonomy, inclusive education, and health will be examined. Students will look at different ways of achieving the goals of universal design considering the concepts of reasonable adaptation and appropriate support.

Students get to know different ways and solutions in universal design in various fields. They will have the opportunity to design environments and universal ways for participation within a field of their choice.

The course design is based on the principles of universal design for learning. Students acquire practical knowledge and skills in designing and organising learning environments in a universal way as well as the opportunity of learning in such a learning environment.

The conditions and experiences of disabled people will be a central focus of this course with emphasis on the lifespan and main areas of everyday life such as family, education, employment and housing/homes. New Icelandic and international disability research will be explored as well as the forces which influence the identity formation of disabled children, youth and adults. Different theoretical approaches will be used to examine policy, law, services, the welfare system and disabled people's status and social situation in contemporary societies.

In this course, students work as mentors for participants at the upper‑secondary and university levels in the project Sprettur. Mentors play an essential role in supporting and encouraging other students in their studies and social life. Their role is to build constructive relationships with participants, act as positive role models, and take part in joint activities organised within Sprettur. Mentorship is based on relationship‑building and regular meetings and involves a commitment to the students the mentor supports. 

Sprettur is a support project for students with a foreign background who seek additional support to improve their academic performance and participation in the university community. Students in the course work as mentors and are paired with participants based on shared interests. Mentors also work together in groups and in consultation with teachers and project coordinators. 

Students may choose to enrol in the course in the autumn semester, spring semester, or distribute the workload across both semesters (the full academic year). The course structure accommodates this choice, but all academic requirements remain the same. Mentors plan regular meetings with Sprettur participants and typically spend three hours per month with participants, three hours per month in homework groups, and attend a total of five seminars. 

Students submit journal entries on Canvas and design and deliver a learning experience for the participants in Sprettur. Journal entries are based on readings and critical reflections on the mentorship role and on personal experience in the project. The course is taught in Icelandic and English. 

Upon completing the course and meeting all requirements, students receive 5 ECTS credits and an official certificate of participation and completion of the project. 

Students fill out an electronic application form, and the supervising teacher contacts applicants. 

More information about Sprettur can be found here: www.hi.is/sprettur 

Aim:

The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.

Issues:

The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.

The aim of the course is to provide students with an understanding of the position and representation of disabled people in culture and the arts, and to enable them to analyse cultural expressions of disability in both historical and contemporary contexts. The course examines images and roles of disabled people in popular culture, the media, literature, the arts, and public discourse. Emphasis is placed on the (artistic) culture of disabled people and on how disability is positioned as part of societal diversity. The course also explores external and internal accessibility in relation to culture and the arts, and how accessibility shapes the participation of disabled people.

The course focuses on stereotypes and prejudice as manifestations of Othering processes and racism, by using the lens of critical race theories and postcolonial perspectives. The course emphasizes the interlinking of past and present discourses and images about those categorized as Others and how Othering takes place. For this purpose, it analyses colonial imaginaries and of the historical connection of orientalism with key concepts such as culture, identity, and development. It thus highlights the connection between older colonial discourses, nationalism, and contemporary imageries that target marginalized groups, with a specific focus on the European context.  

The course asks how discourses shape bodies and identities of specific groups or categories of people, as well as the social and physical spaces they inhabit. The course also addresses the issue of agency and strategies of resistance against Othering processes and racism, and explores the delicate role that anthropological knowledge, and social theory more in general, plays in this scenario.  

 The course will be taught in English. 

The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.

The course addresses the main issues in gender studies through the lens of diversity in modern societies. The gender perspective is applied to provide an overview of the status and condition of men and women. The origins and development of the fight for women’s rights and gender studies as an academic field. The main concepts of gender studies are introduced, including sex, gender, essentialism and constructivism. Finally, the course looks into how gender necessarily intersects with other social factors.

Teaching Arrangement: The course is based on flipped learning, which means that all lectures will be available on Canvas. On-campus and distance students attend weekly discussion sessions at the university or on Teams, and online students participate in weekly discussions on Canvas

New theories and studies on globalization and global processes are presented in the class. The course aims at giving a general overview of important themes related to globalization processes. Studies that shed light on the diverse economic, social and political aspects of global processes are furthermore examined. A critical examination of main concepts is an important aspect of the course but studies that show how people are agents/victims in globalized world are also presented.

The teaching consists of lecture and class discussions. 

 The course is taught in English.

Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.

Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.

Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.

This course offers an introduction to inclusive education policy and practic. It explores examples from the history of (special) education, theories and perspectives from disability studies, stigma and othering, democracy and social justice. The course will provide students with basic understanding of heterogeneous group teaching and learning, and how teachers and schools can work with learners with special needs and their families in general education schools and society.

The aim of the course is to provide students with a deep understanding of the development of ideas and theories in disability studies, and to enable them to analyse their influence on policymaking, service provision, and the everyday lives of disabled people. The course is grounded in interdisciplinary and critical perspectives, linking theoretical discussion to activism and international human rights obligations, such as the United Nations Convention on the Rights of Persons with Disabilities (CRPD). The course covers social and cultural perspectives, key theoretical approaches, and recent research in disability studies. Emphasis is placed on active student participation in discussions and assignments that strengthen critical thinking and the ability to apply theory in research and professional practice.

The course discusses volunteering and the social, educational and psychological theories that have been associated with this type of civic participation. It also discusses the motivations for such participation and gender differences in this regard. Finally, it discusses important aspects of the organization and structure of volunteering that are conducive to participants experiencing a sense of purpose in participating and are more likely to volunteer in the future. Students will also have the opportunity to experience volunteering firsthand and participate in work at institutions and non-governmental organizations that provide assistance to people with social equality and welfare as their guiding principles.

This is an introductory course that sheds light on the history of LGBTQI people in Iceland, their experiences, movement, and culture. The history is placed in an international context and the main milestones in their fight for human rights are addressed, as are their legal rights. Important aspects of socialization are addressed, such as the forming of one’s identity and the development of visibility, relationships with families of origin and the search for one’s own family of choice. The difference between lesbian and gay studies and queer studies is addressed and theories on the shaping of sex, gender, and gender trouble are reviewed. The discourse between LGBTQ people and social institutions are covered, as is their condition and quality of life. The role of sexuality in cultural representations is examined, exemplified in how the reality of LGBTQI appears in arts and culture. 

The oppression of marginalised groups is an issue that social science have researched in the past decades; however, the psychological effect of oppression is a more recent subject. These effects can for example turn into the internalisation of oppression. In this course students get to know critical theories based on postcolonial psychology. Subject of the course will look at how the internalisation appears and how it affects different groups, for example, disabled people, immigrants, black people, Indigenous, and people of colour (BIPOC) and queer people. It is important that society has knowledge about the psychological effects of internalisation on marginalised groups, both to know how to react accordingly and to be able to decrease the negative effects of internalisation.

In this course, discourses about the parental role will be examined. The focus will be on the societal context of the demands placed on parents, including individualization of parenting and intensive mothering. The requirements placed on parents today, such as managing school choices, after-school activities, communication between home and school/after-school programs, homework assistance, nutrition, screen time management, breastfeeding, and the demand to be an informed and conscious parent, will be explored. The origins of these requirements, their impact on parents, and their connection to contemporary ideologies such as neoliberalism, commodification, and expert discourses will be examined in a critical light. Dominant educational trends maintain that parents should act as consumers in the "education market," making school choice and participation in educational settings growing areas of research in educational and parenting studies. International and Icelandic research on parenting and how privileges and marginalization shape parents' ability to meet these demands will be discussed. Emphasis will be placed on examining specific groups of people who have been classified as "privileged" and "disadvantaged" parents, connecting to theories about gender, class, origin, disability, sexual orientation, and gender identity. Students will gain insight into parental research in the fields of critical sociology, social psychology, educational science, and theories of power and marginalization.

The principal aim of the course is that the student teacher will gain understanding of the pedagogy of social studies teaching and become competent to teach the subjects in a creative manner at grades 4-7 and 8-10. The course covers social studies topics and subject material as well as research into social studies learning and teaching. Successful and creative ways to teach social studies are explored, linking the course with one of the fundamental pillars of the national curriculum.

Topics and tasks will be organized around diverse and effective teaching methods and creativity, for example, by using drama techniques in teaching.

The main concern of the course is to train students to work independently, professionally and creatively.

The course is linked to practical training during the same semester, covering preparation for teaching particular subjects and their pedagogy, and evaluation and summing-up at the conclusion of practical training.

Course strategies: lectures, workshops, creative seminars, independent assignments, collaborative assignments, and mentoring.

The course will cover both the historical and contemporary position of the social sciences within the school system, as well as discussing social studies in the national curriculum and curriculum materials. Key theories, controversial issues and approaches to the teaching of these subjects will be analysed, with particular emphasis on the way in which the subjects can be utilized to structure studies that aim for democracy. In other words, learning democratically about democracy.

Students will work with the topics and the curriculum materials of social studies, for example, through an analysis of various materials, presentations and arguments for the choice of issues, as well as differentiation. Ideas concerning the integration of the social studies with other compulsary school subjects will be scrutinized especially in terms of creating holistic curriculum couched in present-day issues. Evaluation practices will be attended to as well.

The course work will include field study during the semester which revolves around the preparation for the teaching of particular subjects, their pedagogical content knowledge, and a concluding summary once the field study is completed.

Coursework:
Lectures, presentations, discussions, workshops, reading, information search, independent projects, group assignments and guidance. Students should actively collect material gathered in the classroom and the field, which are analysed, reflected upon and evaluated.

Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.

Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.

In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.

The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process. 

Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.

Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.

Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.

This course focuses on theories and research related to learning, teaching and the teacher profession. Relations with on-site activities are emphasised, and participants become familiar with the working environment of compulsory school teachers, the Compulsory School Act, and regulations.

Learning and teaching are discussed from multiple perspectives and in relation to various learning theories. Participants organise their own teaching processes by setting aims, organising teaching and learning, and organising interaction and collaboration. All this work is related to the conceptions of professionalism and practice theories.

In field practice, student teachers familiarise themselves with professional practices in a specific area of study or subject in which they intend to specialise. During field practice, the student is expected to show initiative and active participation and to take part in all daily activities as much as possible. Defined teaching hours depend on the number of field practice credits.

Course design and procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training

The course aims to expose students to perspectives on curriculum and assessment in compulsory education, from theory to practice. Students discuss and learn about basic concepts and issues related to curriculum theory as they appear in public schools. Issues and ideologies reflected in official curricula, laws, directives, and other policy briefings are discussed both theoretically and in practice. Special focus is placed on the roles of teachers and administrators in curriculum development and assessment, and, alternatively, on their professional roles in developing learning programs for groups of pupils and for individual pupils with special needs. Nature, purpose, and strategies for assessment and curriculum are addressed (including formative and summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning the purpose and aims of compulsory education.

The working process of the course consists of lectures and critical discussion through seminars and group assignments

The central objective of this course is for students to develop their ideas about literacy and how to intergrade literacy across subjects so that they will be better equipped to teach their own subject.

During their studies student develop their own personal theory, i.e. research and mould their ideas about how they will or want to perform as teachers.

An emphasis will be placed on a coherent and creative approach towards planning and organising teaching across subjects and that students will be introduce to research and novelties in teaching methods that enhance literacy and subject-based vocabulary in all school levels.

The course covers gender-based violence and prevention. The course objective is twofold. First, students will learn about the main manifestations of gender-based violence, and second, they will develop skills in leading critical discussions and thereby counteract harmful attitudes associated with violence culture in modern society.

The course will cover key theoretical concepts from gender studies that are useful for analyzing and understanding gender-based violence as it occurs in young people's daily lives. We will examine the different positions and opportunities of genders and the impact of ideas about masculinity and femininity on societal attitudes and expectations. Additionally, we will analyze discourses about violence, social status, and equality in a broader context.

Strong emphasis is placed on students’ ability to reflect on their attitudes and work from an intersectional gender perspective.

The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process. 

Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.

Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.

Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.

Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.

Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.

In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.

The main task of this course is field work, subject teaching at middle and lower secondary level compulsory school. The emphasis is on actual teaching practise and giving the students opportunities to discuss, evaluate, reflect and develop their teaching. Students will develop a teaching plan based on the national curriculum guide and school curricula. They will analyse incidents from their practice to learn from and improve their teaching. A range of teaching methods will be explored and applied in teaching in the field.

Teaching methods: Students are in the field the whole semester in both courses and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.

This course focuses on providing the student teachers with competencies for becoming professionals in their field, with a focus on their subject area, and supporting them in laying the foundation for their own professional working theory. This will be achieved by building knowledge and understanding of the responsibilities inherent in teaching, as well as the skills needed for self-evaluation in various situations in the field. An emphasis is also placed on providing student teachers with skills in the role of the classroom teacher and classroom management; team-teaching and co-operative skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school development, school evaluation, and school ethos will be examined alongside research on teachers. Finally, this will be linked with the practicum.

Emphasis is on interactive lectures, inquiry and reflective studies, seminars, group work, projects, portfolios, field studies and fieldwork.

In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

The course is both theoretical and practical. The course will discuss the ideology of universal design from the perspectives of equality, disability studies, and design. Connections to concepts as relational autonomy, inclusive education, and health will be examined. Students will look at different ways of achieving the goals of universal design considering the concepts of reasonable adaptation and appropriate support.

Students get to know different ways and solutions in universal design in various fields. They will have the opportunity to design environments and universal ways for participation within a field of their choice.

The course design is based on the principles of universal design for learning. Students acquire practical knowledge and skills in designing and organising learning environments in a universal way as well as the opportunity of learning in such a learning environment.

The conditions and experiences of disabled people will be a central focus of this course with emphasis on the lifespan and main areas of everyday life such as family, education, employment and housing/homes. New Icelandic and international disability research will be explored as well as the forces which influence the identity formation of disabled children, youth and adults. Different theoretical approaches will be used to examine policy, law, services, the welfare system and disabled people's status and social situation in contemporary societies.

In this course, students work as mentors for participants at the upper‑secondary and university levels in the project Sprettur. Mentors play an essential role in supporting and encouraging other students in their studies and social life. Their role is to build constructive relationships with participants, act as positive role models, and take part in joint activities organised within Sprettur. Mentorship is based on relationship‑building and regular meetings and involves a commitment to the students the mentor supports. 

Sprettur is a support project for students with a foreign background who seek additional support to improve their academic performance and participation in the university community. Students in the course work as mentors and are paired with participants based on shared interests. Mentors also work together in groups and in consultation with teachers and project coordinators. 

Students may choose to enrol in the course in the autumn semester, spring semester, or distribute the workload across both semesters (the full academic year). The course structure accommodates this choice, but all academic requirements remain the same. Mentors plan regular meetings with Sprettur participants and typically spend three hours per month with participants, three hours per month in homework groups, and attend a total of five seminars. 

Students submit journal entries on Canvas and design and deliver a learning experience for the participants in Sprettur. Journal entries are based on readings and critical reflections on the mentorship role and on personal experience in the project. The course is taught in Icelandic and English. 

Upon completing the course and meeting all requirements, students receive 5 ECTS credits and an official certificate of participation and completion of the project. 

Students fill out an electronic application form, and the supervising teacher contacts applicants. 

More information about Sprettur can be found here: www.hi.is/sprettur 

Aim:

The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.

Issues:

The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.

The aim of the course is to provide students with an understanding of the position and representation of disabled people in culture and the arts, and to enable them to analyse cultural expressions of disability in both historical and contemporary contexts. The course examines images and roles of disabled people in popular culture, the media, literature, the arts, and public discourse. Emphasis is placed on the (artistic) culture of disabled people and on how disability is positioned as part of societal diversity. The course also explores external and internal accessibility in relation to culture and the arts, and how accessibility shapes the participation of disabled people.

The course focuses on stereotypes and prejudice as manifestations of Othering processes and racism, by using the lens of critical race theories and postcolonial perspectives. The course emphasizes the interlinking of past and present discourses and images about those categorized as Others and how Othering takes place. For this purpose, it analyses colonial imaginaries and of the historical connection of orientalism with key concepts such as culture, identity, and development. It thus highlights the connection between older colonial discourses, nationalism, and contemporary imageries that target marginalized groups, with a specific focus on the European context.  

The course asks how discourses shape bodies and identities of specific groups or categories of people, as well as the social and physical spaces they inhabit. The course also addresses the issue of agency and strategies of resistance against Othering processes and racism, and explores the delicate role that anthropological knowledge, and social theory more in general, plays in this scenario.  

 The course will be taught in English. 

The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.

The course addresses the main issues in gender studies through the lens of diversity in modern societies. The gender perspective is applied to provide an overview of the status and condition of men and women. The origins and development of the fight for women’s rights and gender studies as an academic field. The main concepts of gender studies are introduced, including sex, gender, essentialism and constructivism. Finally, the course looks into how gender necessarily intersects with other social factors.

Teaching Arrangement: The course is based on flipped learning, which means that all lectures will be available on Canvas. On-campus and distance students attend weekly discussion sessions at the university or on Teams, and online students participate in weekly discussions on Canvas

New theories and studies on globalization and global processes are presented in the class. The course aims at giving a general overview of important themes related to globalization processes. Studies that shed light on the diverse economic, social and political aspects of global processes are furthermore examined. A critical examination of main concepts is an important aspect of the course but studies that show how people are agents/victims in globalized world are also presented.

The teaching consists of lecture and class discussions. 

 The course is taught in English.

Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.

Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.

Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.

This course offers an introduction to inclusive education policy and practic. It explores examples from the history of (special) education, theories and perspectives from disability studies, stigma and othering, democracy and social justice. The course will provide students with basic understanding of heterogeneous group teaching and learning, and how teachers and schools can work with learners with special needs and their families in general education schools and society.

The aim of the course is to provide students with a deep understanding of the development of ideas and theories in disability studies, and to enable them to analyse their influence on policymaking, service provision, and the everyday lives of disabled people. The course is grounded in interdisciplinary and critical perspectives, linking theoretical discussion to activism and international human rights obligations, such as the United Nations Convention on the Rights of Persons with Disabilities (CRPD). The course covers social and cultural perspectives, key theoretical approaches, and recent research in disability studies. Emphasis is placed on active student participation in discussions and assignments that strengthen critical thinking and the ability to apply theory in research and professional practice.

The course discusses volunteering and the social, educational and psychological theories that have been associated with this type of civic participation. It also discusses the motivations for such participation and gender differences in this regard. Finally, it discusses important aspects of the organization and structure of volunteering that are conducive to participants experiencing a sense of purpose in participating and are more likely to volunteer in the future. Students will also have the opportunity to experience volunteering firsthand and participate in work at institutions and non-governmental organizations that provide assistance to people with social equality and welfare as their guiding principles.

This is an introductory course that sheds light on the history of LGBTQI people in Iceland, their experiences, movement, and culture. The history is placed in an international context and the main milestones in their fight for human rights are addressed, as are their legal rights. Important aspects of socialization are addressed, such as the forming of one’s identity and the development of visibility, relationships with families of origin and the search for one’s own family of choice. The difference between lesbian and gay studies and queer studies is addressed and theories on the shaping of sex, gender, and gender trouble are reviewed. The discourse between LGBTQ people and social institutions are covered, as is their condition and quality of life. The role of sexuality in cultural representations is examined, exemplified in how the reality of LGBTQI appears in arts and culture. 

The oppression of marginalised groups is an issue that social science have researched in the past decades; however, the psychological effect of oppression is a more recent subject. These effects can for example turn into the internalisation of oppression. In this course students get to know critical theories based on postcolonial psychology. Subject of the course will look at how the internalisation appears and how it affects different groups, for example, disabled people, immigrants, black people, Indigenous, and people of colour (BIPOC) and queer people. It is important that society has knowledge about the psychological effects of internalisation on marginalised groups, both to know how to react accordingly and to be able to decrease the negative effects of internalisation.

In this course, discourses about the parental role will be examined. The focus will be on the societal context of the demands placed on parents, including individualization of parenting and intensive mothering. The requirements placed on parents today, such as managing school choices, after-school activities, communication between home and school/after-school programs, homework assistance, nutrition, screen time management, breastfeeding, and the demand to be an informed and conscious parent, will be explored. The origins of these requirements, their impact on parents, and their connection to contemporary ideologies such as neoliberalism, commodification, and expert discourses will be examined in a critical light. Dominant educational trends maintain that parents should act as consumers in the "education market," making school choice and participation in educational settings growing areas of research in educational and parenting studies. International and Icelandic research on parenting and how privileges and marginalization shape parents' ability to meet these demands will be discussed. Emphasis will be placed on examining specific groups of people who have been classified as "privileged" and "disadvantaged" parents, connecting to theories about gender, class, origin, disability, sexual orientation, and gender identity. Students will gain insight into parental research in the fields of critical sociology, social psychology, educational science, and theories of power and marginalization.

The principal aim of the course is that the student teacher will gain understanding of the pedagogy of social studies teaching and become competent to teach the subjects in a creative manner at grades 4-7 and 8-10. The course covers social studies topics and subject material as well as research into social studies learning and teaching. Successful and creative ways to teach social studies are explored, linking the course with one of the fundamental pillars of the national curriculum.

Topics and tasks will be organized around diverse and effective teaching methods and creativity, for example, by using drama techniques in teaching.

The main concern of the course is to train students to work independently, professionally and creatively.

The course is linked to practical training during the same semester, covering preparation for teaching particular subjects and their pedagogy, and evaluation and summing-up at the conclusion of practical training.

Course strategies: lectures, workshops, creative seminars, independent assignments, collaborative assignments, and mentoring.

The course will cover both the historical and contemporary position of the social sciences within the school system, as well as discussing social studies in the national curriculum and curriculum materials. Key theories, controversial issues and approaches to the teaching of these subjects will be analysed, with particular emphasis on the way in which the subjects can be utilized to structure studies that aim for democracy. In other words, learning democratically about democracy.

Students will work with the topics and the curriculum materials of social studies, for example, through an analysis of various materials, presentations and arguments for the choice of issues, as well as differentiation. Ideas concerning the integration of the social studies with other compulsary school subjects will be scrutinized especially in terms of creating holistic curriculum couched in present-day issues. Evaluation practices will be attended to as well.

The course work will include field study during the semester which revolves around the preparation for the teaching of particular subjects, their pedagogical content knowledge, and a concluding summary once the field study is completed.

Coursework:
Lectures, presentations, discussions, workshops, reading, information search, independent projects, group assignments and guidance. Students should actively collect material gathered in the classroom and the field, which are analysed, reflected upon and evaluated.

Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.

Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.

In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.

The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process. 

Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.

Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.

Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.

This course focuses on theories and research related to learning, teaching and the teacher profession. Relations with on-site activities are emphasised, and participants become familiar with the working environment of compulsory school teachers, the Compulsory School Act, and regulations.

Learning and teaching are discussed from multiple perspectives and in relation to various learning theories. Participants organise their own teaching processes by setting aims, organising teaching and learning, and organising interaction and collaboration. All this work is related to the conceptions of professionalism and practice theories.

In field practice, student teachers familiarise themselves with professional practices in a specific area of study or subject in which they intend to specialise. During field practice, the student is expected to show initiative and active participation and to take part in all daily activities as much as possible. Defined teaching hours depend on the number of field practice credits.

Course design and procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training

The course aims to expose students to perspectives on curriculum and assessment in compulsory education, from theory to practice. Students discuss and learn about basic concepts and issues related to curriculum theory as they appear in public schools. Issues and ideologies reflected in official curricula, laws, directives, and other policy briefings are discussed both theoretically and in practice. Special focus is placed on the roles of teachers and administrators in curriculum development and assessment, and, alternatively, on their professional roles in developing learning programs for groups of pupils and for individual pupils with special needs. Nature, purpose, and strategies for assessment and curriculum are addressed (including formative and summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning the purpose and aims of compulsory education.

The working process of the course consists of lectures and critical discussion through seminars and group assignments

The central objective of this course is for students to develop their ideas about literacy and how to intergrade literacy across subjects so that they will be better equipped to teach their own subject.

During their studies student develop their own personal theory, i.e. research and mould their ideas about how they will or want to perform as teachers.

An emphasis will be placed on a coherent and creative approach towards planning and organising teaching across subjects and that students will be introduce to research and novelties in teaching methods that enhance literacy and subject-based vocabulary in all school levels.

The course covers gender-based violence and prevention. The course objective is twofold. First, students will learn about the main manifestations of gender-based violence, and second, they will develop skills in leading critical discussions and thereby counteract harmful attitudes associated with violence culture in modern society.

The course will cover key theoretical concepts from gender studies that are useful for analyzing and understanding gender-based violence as it occurs in young people's daily lives. We will examine the different positions and opportunities of genders and the impact of ideas about masculinity and femininity on societal attitudes and expectations. Additionally, we will analyze discourses about violence, social status, and equality in a broader context.

Strong emphasis is placed on students’ ability to reflect on their attitudes and work from an intersectional gender perspective.

The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process. 

Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.

Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.

Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.

Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.

Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.

In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.

The main task of this course is field work, subject teaching at middle and lower secondary level compulsory school. The emphasis is on actual teaching practise and giving the students opportunities to discuss, evaluate, reflect and develop their teaching. Students will develop a teaching plan based on the national curriculum guide and school curricula. They will analyse incidents from their practice to learn from and improve their teaching. A range of teaching methods will be explored and applied in teaching in the field.

Teaching methods: Students are in the field the whole semester in both courses and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.

This course focuses on providing the student teachers with competencies for becoming professionals in their field, with a focus on their subject area, and supporting them in laying the foundation for their own professional working theory. This will be achieved by building knowledge and understanding of the responsibilities inherent in teaching, as well as the skills needed for self-evaluation in various situations in the field. An emphasis is also placed on providing student teachers with skills in the role of the classroom teacher and classroom management; team-teaching and co-operative skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school development, school evaluation, and school ethos will be examined alongside research on teachers. Finally, this will be linked with the practicum.

Emphasis is on interactive lectures, inquiry and reflective studies, seminars, group work, projects, portfolios, field studies and fieldwork.

In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

The course is both theoretical and practical. The course will discuss the ideology of universal design from the perspectives of equality, disability studies, and design. Connections to concepts as relational autonomy, inclusive education, and health will be examined. Students will look at different ways of achieving the goals of universal design considering the concepts of reasonable adaptation and appropriate support.

Students get to know different ways and solutions in universal design in various fields. They will have the opportunity to design environments and universal ways for participation within a field of their choice.

The course design is based on the principles of universal design for learning. Students acquire practical knowledge and skills in designing and organising learning environments in a universal way as well as the opportunity of learning in such a learning environment.

The conditions and experiences of disabled people will be a central focus of this course with emphasis on the lifespan and main areas of everyday life such as family, education, employment and housing/homes. New Icelandic and international disability research will be explored as well as the forces which influence the identity formation of disabled children, youth and adults. Different theoretical approaches will be used to examine policy, law, services, the welfare system and disabled people's status and social situation in contemporary societies.

In this course, students work as mentors for participants at the upper‑secondary and university levels in the project Sprettur. Mentors play an essential role in supporting and encouraging other students in their studies and social life. Their role is to build constructive relationships with participants, act as positive role models, and take part in joint activities organised within Sprettur. Mentorship is based on relationship‑building and regular meetings and involves a commitment to the students the mentor supports. 

Sprettur is a support project for students with a foreign background who seek additional support to improve their academic performance and participation in the university community. Students in the course work as mentors and are paired with participants based on shared interests. Mentors also work together in groups and in consultation with teachers and project coordinators. 

Students may choose to enrol in the course in the autumn semester, spring semester, or distribute the workload across both semesters (the full academic year). The course structure accommodates this choice, but all academic requirements remain the same. Mentors plan regular meetings with Sprettur participants and typically spend three hours per month with participants, three hours per month in homework groups, and attend a total of five seminars. 

Students submit journal entries on Canvas and design and deliver a learning experience for the participants in Sprettur. Journal entries are based on readings and critical reflections on the mentorship role and on personal experience in the project. The course is taught in Icelandic and English. 

Upon completing the course and meeting all requirements, students receive 5 ECTS credits and an official certificate of participation and completion of the project. 

Students fill out an electronic application form, and the supervising teacher contacts applicants. 

More information about Sprettur can be found here: www.hi.is/sprettur 

Aim:

The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.

Issues:

The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.

The aim of the course is to provide students with an understanding of the position and representation of disabled people in culture and the arts, and to enable them to analyse cultural expressions of disability in both historical and contemporary contexts. The course examines images and roles of disabled people in popular culture, the media, literature, the arts, and public discourse. Emphasis is placed on the (artistic) culture of disabled people and on how disability is positioned as part of societal diversity. The course also explores external and internal accessibility in relation to culture and the arts, and how accessibility shapes the participation of disabled people.

The course focuses on stereotypes and prejudice as manifestations of Othering processes and racism, by using the lens of critical race theories and postcolonial perspectives. The course emphasizes the interlinking of past and present discourses and images about those categorized as Others and how Othering takes place. For this purpose, it analyses colonial imaginaries and of the historical connection of orientalism with key concepts such as culture, identity, and development. It thus highlights the connection between older colonial discourses, nationalism, and contemporary imageries that target marginalized groups, with a specific focus on the European context.  

The course asks how discourses shape bodies and identities of specific groups or categories of people, as well as the social and physical spaces they inhabit. The course also addresses the issue of agency and strategies of resistance against Othering processes and racism, and explores the delicate role that anthropological knowledge, and social theory more in general, plays in this scenario.  

 The course will be taught in English. 

The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.

The course addresses the main issues in gender studies through the lens of diversity in modern societies. The gender perspective is applied to provide an overview of the status and condition of men and women. The origins and development of the fight for women’s rights and gender studies as an academic field. The main concepts of gender studies are introduced, including sex, gender, essentialism and constructivism. Finally, the course looks into how gender necessarily intersects with other social factors.

Teaching Arrangement: The course is based on flipped learning, which means that all lectures will be available on Canvas. On-campus and distance students attend weekly discussion sessions at the university or on Teams, and online students participate in weekly discussions on Canvas

New theories and studies on globalization and global processes are presented in the class. The course aims at giving a general overview of important themes related to globalization processes. Studies that shed light on the diverse economic, social and political aspects of global processes are furthermore examined. A critical examination of main concepts is an important aspect of the course but studies that show how people are agents/victims in globalized world are also presented.

The teaching consists of lecture and class discussions. 

 The course is taught in English.

Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.

Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.

Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.

This course offers an introduction to inclusive education policy and practic. It explores examples from the history of (special) education, theories and perspectives from disability studies, stigma and othering, democracy and social justice. The course will provide students with basic understanding of heterogeneous group teaching and learning, and how teachers and schools can work with learners with special needs and their families in general education schools and society.

The aim of the course is to provide students with a deep understanding of the development of ideas and theories in disability studies, and to enable them to analyse their influence on policymaking, service provision, and the everyday lives of disabled people. The course is grounded in interdisciplinary and critical perspectives, linking theoretical discussion to activism and international human rights obligations, such as the United Nations Convention on the Rights of Persons with Disabilities (CRPD). The course covers social and cultural perspectives, key theoretical approaches, and recent research in disability studies. Emphasis is placed on active student participation in discussions and assignments that strengthen critical thinking and the ability to apply theory in research and professional practice.

The course discusses volunteering and the social, educational and psychological theories that have been associated with this type of civic participation. It also discusses the motivations for such participation and gender differences in this regard. Finally, it discusses important aspects of the organization and structure of volunteering that are conducive to participants experiencing a sense of purpose in participating and are more likely to volunteer in the future. Students will also have the opportunity to experience volunteering firsthand and participate in work at institutions and non-governmental organizations that provide assistance to people with social equality and welfare as their guiding principles.

This is an introductory course that sheds light on the history of LGBTQI people in Iceland, their experiences, movement, and culture. The history is placed in an international context and the main milestones in their fight for human rights are addressed, as are their legal rights. Important aspects of socialization are addressed, such as the forming of one’s identity and the development of visibility, relationships with families of origin and the search for one’s own family of choice. The difference between lesbian and gay studies and queer studies is addressed and theories on the shaping of sex, gender, and gender trouble are reviewed. The discourse between LGBTQ people and social institutions are covered, as is their condition and quality of life. The role of sexuality in cultural representations is examined, exemplified in how the reality of LGBTQI appears in arts and culture. 

The oppression of marginalised groups is an issue that social science have researched in the past decades; however, the psychological effect of oppression is a more recent subject. These effects can for example turn into the internalisation of oppression. In this course students get to know critical theories based on postcolonial psychology. Subject of the course will look at how the internalisation appears and how it affects different groups, for example, disabled people, immigrants, black people, Indigenous, and people of colour (BIPOC) and queer people. It is important that society has knowledge about the psychological effects of internalisation on marginalised groups, both to know how to react accordingly and to be able to decrease the negative effects of internalisation.

In this course, discourses about the parental role will be examined. The focus will be on the societal context of the demands placed on parents, including individualization of parenting and intensive mothering. The requirements placed on parents today, such as managing school choices, after-school activities, communication between home and school/after-school programs, homework assistance, nutrition, screen time management, breastfeeding, and the demand to be an informed and conscious parent, will be explored. The origins of these requirements, their impact on parents, and their connection to contemporary ideologies such as neoliberalism, commodification, and expert discourses will be examined in a critical light. Dominant educational trends maintain that parents should act as consumers in the "education market," making school choice and participation in educational settings growing areas of research in educational and parenting studies. International and Icelandic research on parenting and how privileges and marginalization shape parents' ability to meet these demands will be discussed. Emphasis will be placed on examining specific groups of people who have been classified as "privileged" and "disadvantaged" parents, connecting to theories about gender, class, origin, disability, sexual orientation, and gender identity. Students will gain insight into parental research in the fields of critical sociology, social psychology, educational science, and theories of power and marginalization.