Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.

Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.

The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.

The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.

Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.

Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.

The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.

This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.

Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.

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 

Our daily life may seem boringly traditional and predictable. Social psychology shows that it is an exciting and multifaceted phenomenon resting on a complicated interplay of individual factors and social structures. In this course we will use theories and findings by social psychologists to shed light on what is behind the glitter of the obvious. We will go from what is public to the aspects that we conceal and hide, study what advertisers, salespeople and influencers do to bend us and turn and look at the degree to which variables like gender, class and ethnicity influence and control what we see, how we see and how we respond to the stimulus of everyday life.

Students will work on diverse small assignments connected to the main thrust of the course, individually or in groups. Even though social psychology relies on both qualitative and quantitative methods the emphasis in the assignments will be on qualitative methods such as visual analysis, conversation analysis and participatory observations.

Taught in August 2022

An investigation into the role of apparel in the formation of cultural boundaries and national identity in Iceland during the long 19th century (c.1790-1920). Clothing-practices, male and female, are considered in terms of defining a visible Icelandic identity in response to international fashions and style-trends. Special emphasis is placed on female costume. Theories on the development of cultural boundaries are introduced, as well as an approach toward investigating and interpreting primary sources in a cultural investigation. Travelogues and correspondences as well as historical journals and newspapers will be looked at to consider the dialogue across –and the development of— cultural boundaries in the conscious establishment of a national identity. Students will utilize the sources presented in a final written exam to illustrate evaluate and explain the effect and use of apparel by groups and individuals in the formation and establishment of cultural boundaries.

Instructor:  Dr. Karl Aspelund, Associate Professor, University of Rhode Island.

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 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.

This course covers a detailed overview of theories in criminology and sociology of deviance. Students will read empirical research testing these theories in Iceland and elsewhere.

Different types of crimes and topics will be discussed in criminological/sociological light, such as gender and crime, immigration and crime.

Emphasis is placed on linking theoretical discussion with empirical research.

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.

The course focuses on anthropological research on nature and the environment, as well as ideas from other human and social sciences, on the relationship between people and their environment. Various basic terms and theories central to environmental anthropology and related fields will be introduced and discussed.

The course explores several attempts to throw light on the emergence and characteristics of various cultural and social institutions and practices by reference to ecological systems and material relations as their foundation. It will also address critique of such attempts. 

A particular emphasis will be placed on changing views on the environment that have emerged in recent years, including ideas of resource extraction and management and several forms of environmentalisms.

Last but not least the many interactions of climate change causes and effects and societies will be explored as they are materialising all over the globe. Climate, climate change and society and culture, and their mutual influences, will also be investigated as a historical theoretical issue, from various points of view.

Several ethnographic examples of human-environment interaction will be examined throughout the course.

This course introduces the ways in which the fields and methods of folklore/ethnology are and may be put to use, how their application may help broaden and deepen public debates and positively affect society's self-understanding and self-fashioning. We discuss how folklore/ethnology may be put to use in tourism, museums, arts and various media. One area of focus is also the accessibility and uses of folklore collections. We explore, moreover, various scholarly and popular genres in which the conclusions of ethnological research (based on historical sources, interviews and other fieldwork methods) may be disseminated: exhibitions, festivals, events, articles, books, websites, radioshows or documentaries. Different means of reaching different groups of people will be discussed and moral, financial and political issues will be addressed.

The course will partly be taught in intensive workshops, 3 days at the beginning of the semester in Reykjavík and 4 days during project week in Hólmavík in the Westfjords. Students will work on projects in applied ethnology/public folklore. There will be no final exam.

Relations between humans and animals are the focus of this course, which will be approached from both an academic and an artistic standpoint. Students will complete independent projects on an animal of their choice and attend field trips in nature and museums. The lectures will focus on diverse animals, such as polar bears, whales, great auks and puffins and recent scholarship on them. We will dig into visual and material representations of these, and other, animals in varied cultural contexts, including medieval literature, folktales, oral tradition, film, news reports, material culture and tourism. Consideration will be given to the idea of an “afterlife” of animals in the form of artworks, museum artefacts and souvenirs. We will examine artefacts in both private and public collections and pose the questions of what happens when a living animal is turned into a museum object, and how the meaning that we bestow upon an animal can be subject to development and change under different circumstances. The role of animals in the creation of knowledge and formation of discourse surrounding climate change and issues of the Arctic regions will also be addressed, in addition to animals’ connections to specific places and cultural groups and their role in identity formations of past and present. An attempt will be made to step outside of “traditional” dualism in which an emphasis is placed on distinctions between humans and animals as we acquaint ourselves with the ways in which human/animal (ecological, social and cultural) habitats are intertwined.

Aim

The aim is to explore urgent questions and topical issues regarding human/animal co-existence, climate change, biodiversity loss and environmental sustainability. We will consider how artists, researchers, activists and museums have been engaging with these questions and how they can further contribute to the discussion. We will examine how diverse museums convey their ideas and information on human/animal relations through their collections. Students will be encouraged to critically engage with visual material, objects and texts, both online and through visits to museums and exhibitions. 

One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.

Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.

This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.

The course covers recent writings and currents of thought that mark, or are likely to mark, turning points in social and cultural theory. Particular care will be taken to situate theories in their historical and social contexts. Attendance to weekly 40 min. discussion classes throughout the course is compulsory. Distance learning students attend in person or via the Internet (with Zoom).

Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.

Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by handing in reflection-based assignments. Students also regularly submit reading journals and participate in a workshop on final projects before submitting them.

Course description in English:* 

Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.

One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.

Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.

The course focuses on:

• the effects of information and communications technology (ICT) on education and schools
• ICT-related policy, curriculum and school practice
• Concepts, theories and research related to the use of ICT in schools
• technology integration in schools
• teaching methods, professional development of teachers, software and digital learning materials
• students' and teachers' digital competence, ICT skills, and media literacy
• ICT as part of everyday life

Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.

The purpose of this course is to assist students in understanding some major concepts, theories, and models of  development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.

Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.

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. 

Content: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. The course is in accordance with the Icelandic national curriculum, working towards mental health, healthy self-image and strong moral character in students. Topics include character education, experiments in living and mindfulness.

Methods: Most weeks there will be lectures and discussions. Lectures will usually be recorded before sessions and uploaded to the course website on Canvas. Students should view them before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students submit four assignments.

The course aims to prepare participants to draw on their resources in their work with diverse student groups. In the course, we draw on inclusive education theories and research, emphasising a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is placed on teaching strategies and educational assessment that work for diverse groups of students, and on adapting teaching and learning to students with special needs.

Content
The course focuses on inclusive practices. How to create a learning environment that cares for all students' learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course, online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, in-class discussions, on Canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education. 

During the first half of the semester theoretical approaches are presented and discussed.

During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.

This course is a general introduction to Adult and Continuing education. Through the course participants will familiarize themselves with research on the characteristics of adult learners, theories on adult learning, the societal place of adult education, participation in adult learning activities and the effects of adult development on their learning endevours.

The course aims are that participants acquaint themselves with research and theories of adult learning with the aim of informing practice and to rationalize choices and actions when organizing learning events and working with adults.

Coursework: Blended learning with face to face sessions and online collaborations: Discussions, lectures, individual assignments and group projects.

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 critically examines the impact of contemporary social issues on museums and their practices. It seeks to provide students with a comprehensive understanding of how museums are confronted with, and often strive to address, various societal challenges, including diversity, equity, inclusion, social justice, and sustainability. Throughout the course, students will explore social issues within the museum context and analyze real-world examples of museums that actively engage with these topics. Key themes will include the role of museums as advocates for marginalized communities, the importance of community collaboration and co-creation, and strategies for addressing climate change within museum practices. The course is taught from the end of February to the end of March.

Everybody need to eat; food connects nature to culture, culture to industry, the public to the private, the local to the global, the home to the workplace, the past to the present and one person to another in relationships that organize and transcend the axes of class, gender, ethnicity, race and age. The study of food demonstrates that food is always laden with meaning that exceeds its nutritional value and that this meaning is central to understanding the relationship between food and people, one of the more important relationships we have with the world. Food habits thus reveal our views, values and aestethics, and food shapes our existence, bodies, memories, society, economy and ethics.

In the course we will explore what people eat, how, when, with whom and why. Doing so provides us with valuable insights regarding gender and generations, food safety and health, sustainability and human rights, class and cultural diversity, sense and sensibility, technology and food production, food and diet trends, food traditions and cultural heritage, emotions and microbes, friendship and family dynamics.

In the course we explore the relationship between food production and consumption in the 21st century with specific emphasis on public health, ethical consumption and sustainability.

Food and culture is an interdisciplinary course taught in cooperation between the Department of Folkloristics/Ethnology and Museum Studies and the Faculty of Food Science and Nutrition.

This course introduces the ways in which the fields and methods of folklore/ethnology are and may be put to use, how their application may help broaden and deepen public debates and positively affect society's self-understanding and self-fashioning. We discuss how folklore/ethnology may be put to use in tourism, museums, arts and various media. One area of focus is also the accessibility and uses of folklore collections. We explore, moreover, various scholarly and popular genres in which the conclusions of ethnological research (based on historical sources, interviews and other fieldwork methods) may be disseminated: exhibitions, festivals, events, articles, books, websites, radioshows or documentaries. Different means of reaching different groups of people will be discussed and moral, financial and political issues will be addressed.

The course will partly be taught in intensive workshops, 3 days at the beginning of the semester in Reykjavík and 4 days during project week in Hólmavík in the Westfjords. Students will work on projects in applied ethnology/public folklore. There will be no final exam.

This course delves into the multifaceted relationship between museums and the societies they serve. It aims to explore how museums are not only custodians of cultural heritage but also active participants in shaping cultural narratives and communal identities. By examining historical contexts, theoretical frameworks, and practical case studies, students will gain insight into the influential role that museums play in reflecting and sometimes challenging societal values. The course will cover topics such as museums as agents of social change, the importance of inclusivity and accessibility, and the impact of digital technology on community engagement. Through discussions, case studies, and hands-on projects, students will explore how museums can effectively engage with diverse audiences and contribute to a more equitable society. By the end of the course, students will have developed a nuanced understanding of how museums can evolve in response to the dynamic needs and values of the communities they serve.

Over the past years, public discussion on how to address cases of sexual violence has been heated, particularly in the aftermath of the #MeToo Movement. Research shows that only a small percentage of such cases are reported to the police and only a small number of those cases lead to a conviction. This has been called a justice gap. Increasingly, we see victim-survivors of sexual violence tell their stories on social media, or in the media, and in some cases alleged offenders are named publicly which has evoked different responses amongst the public and had various consequences.

In this course, these societal developments will be explored from the perspective of sociology of law. Sociology of law uses theories and methods from the social sciences to examine the law, legal institutions, and legal behaviours, in the effort to analyse legal phenomena in their social, cultural, and historical contexts. To shed further light on the treatment of sexual violence cases, this course will also include readings from criminology, victimology, gender studies and the health sciences.

The course will seek answers to the following questions and more: Who commits sexual violence and why? How are men’s experiences of being subjected to sexual violence different from women’s experiences? Why is the legal status and rights of defendants different from that of victims? How is law in the books different from law in practice? How has the criminal justice system developed historically? What characterises legal education and the legal profession? What is the difference between legal consciousness and legal culture? How does legal justice differ from social justice? What are the advantages and disadvantages to non-traditional justice systems in comparison to traditional justice systems?

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 main subjects of the course are personal and social difficulties of children and youth and developmental courses. Definitions and prevalence of behavioral, emotional and learning difficulties are reviewed, both theoretically and according to international classification systems. Also, youth risk taking is discussed with emphasis on theories on  resilience and preventions. The diversity of different  groups is stressed. Students get acquainted with evidenced based resources.

The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.

The societal role of museums will be discussed from several angles: economic, political, cultural, social and last but not least in an international context. Examples of topics that will be discussed in the course are the role of museums in building the concept of the nation; the legal environment of museums; how museums are run; the status and role of the main museums; museums owned and run by local authorities and other museums; the financing of museums, and the policies of authorities regarding museums. Both national and foreign examples will be taken. 

Work format

Teaching will take the form of lectures and discussions.

In the course, people's religious needs, experiences, and identities will be discussed alongside selected aspects of the world's major religious traditions. Religious practice - particularly in relation to school settings - religious ethics and common values across different religions will be discussed, as will the position of religions today, cultural and religious conflicts, and prejudice and misunderstanding concerning religions. Projects are linked to the field.

The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.

Social inequality impacts health. Those who are more vulnerable in society have, in general, worse health than those with more resources. In this course, we will focus on the relationship between social standing and health. Students will be introducted to the major theories within medical sociology, for example Link and Phelan´s theory of fundamental causes of disase and we will cover major empirical research in the field. One of the most important contribution of sociology is an understanding of how larger societal forces (for example, the health system and the welfare system) shape individual lives and therefore we will look at how the relationship between social standing and health is shaped by these forces. Since our health is a complex phenomenon, we will also look at it from an interdisciplinary perspective, by using insights from public health, health science, anthropology, and political science.

The Nordic welfare model is frequently viewed as an ideal model for other welfare states, as it has achieved the greatest success in equalizing outcomes. Iceland is a part of the Nordic model, but it is different in many ways, for example with more limited support to individuals and less spending on welfare. Yet, there have been great achievements regarding equality, Iceland is generally among the countries with the highest levels of gender equality and multiple indicators that measure inequality are lowest in Iceland.

 In this course, we will go over the major sociological theories on inequality and the welfare state, and the position of Iceland will be considered both compared to the other Nordic countries as well as other welfare states in advanced, industrialized nations. We will focus on the organization of the welfare state, how scholars have classified welfare states, and the consequences of the welfare state, for example, for health, inequality, and the opportunities that individuals have in society.

What is criminology? Criminological data and what criminologists do.

Crime definitions and how crime can be explained and understood. Examples of different theoretical perspectives will be covered in class: Classical Criminology and Social & Psychological Theories. What kind of criminological research and research questions are used with different theories? 

Using this theoretical background, a number of crime types and topics within Icelandic criminology will be presented and discussed in class, including the following: Physical and sexual violence, alcohol and drugs in society, crime and punishment, public attitudes to crime and punishment, and social crisis and crime. 

Students keep a journal about the lecture topics and the readings covered in class, evaluate the material, and draw their own conclusions. Final exam on-site.

This course is in direct continuation of Criminological Theory and covers a variety of issues related to crime and society. This involves, among other things, the nature of crime and criminal law, corrections and the role of police in society.

Human mobility and multicultural societies are often seen as the main characteristics of the contemporary world. In the course, we look at main theories approaching mobility and multicultural society, critically addressing them and analyzing their utility. The concept of multiculturalism and related concepts such as culture, assimilation and integration are critically evaluated, as well as mobility in the past and the relationship between mobility and multiculturalism. Different approaches in the social sciences are introduced and main research themes in anthropology in particular and social sciences in general will be examined.

The teaching methods are lectures and discussions.

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. 

An examination will be made of the religious beliefs and practices of people in Scandinavia from the earliest of times until the conversion, material ranging from burial practices to rock carvings, to the written evidence given in the works of Tacitus, Adam of Bremen and Saxo Grammaticus, as well as in early Icelandic works like the Eddic poems and the Kings' sagas. Alongside this discussion of the development and key features of Old Norse religion, some attention will be paid to the concepts of seid and shamanism, especially in connection to their role in early religions. Finally, an examination will be made of the conversion of Scandinavia and how Christian concepts and practices both fitted and contrasted with the previously dominant Old Norse worldview.

Teaching format

• The teaching takes place in the form of lectures and discussion on the material of the lectures.

The course examines the folkloristic/ethnological perspective on culture and society with an emphasis on everyday life - the prose of the world. The history of the discipline is engaged with in a critical fashion in the context of neighboring fields and together students and teacher will examine where the field is headed in the 21st century. Central concepts will be investigated, including cultural difference and diversity, nationality, gender, the popular, tradition, group, authorship, globalization, pluralism, the eleventh hour, hegemony, heritage, and cultural ownership.

The goal is to understand how people create their everyday lives and how they invest their daily environs with meaning, how people make their own history under circumstances not of their own choosing, whether in the peasant society of previous centuries or in contemporary urban society. This course is for graduate students, but it is also open to advanced undergraduates in their last year of study.

Objectives
The main objectives of the course are to provide students with basic knowledge of logic and other foundations of critical thinking. Also, to provide them with an understanding of the purpose of practising philosophical discussions with children and adults. Students will also gain an understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the techniques that have been developed in philosophy for children.

Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussions, such as independent and critical thinking, creativity, tolerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.

The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.

Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.

Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.

The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.

The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.

The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.

Objectives
The main objectives of the course are to provide students with basic knowledge of logic and other foundations of critical thinking. Also, to provide them with an understanding of the purpose of practising philosophical discussions with children and adults. Students will also gain an understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the techniques that have been developed in philosophy for children.

Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussions, such as independent and critical thinking, creativity, tolerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.

This course covers a spectrum of teaching methods, from direct, formal approaches to informal ones. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is given to examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum, and authentic learning).

In the course, people's religious needs, experiences, and identities will be discussed alongside selected aspects of the world's major religious traditions. Religious practice - particularly in relation to school settings - religious ethics and common values across different religions will be discussed, as will the position of religions today, cultural and religious conflicts, and prejudice and misunderstanding concerning religions. Projects are linked to the field.

The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.

This is an introductory course that addresses theoretical, philosophical, and practical issues related to action research. The history and development of action research worldwide will be outlined. We will examine ideologies and issues that divide action researchers into different camps. Special attention will be on action research in Icelandic schools and other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: participants will learn about action research through the process of conducting their own research project.

The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.

Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.

Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.

Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable  students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.   

Content

• Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
• Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
• Students will read research articles where these learning theories are studied and applied in practice.
• Emphasis will be placed on understanding what constitutes evidence-based practice. 
• Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 

The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.

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.

Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.

Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.

The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.

The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.

Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.

Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.

The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.

This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.

Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.

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 

Our daily life may seem boringly traditional and predictable. Social psychology shows that it is an exciting and multifaceted phenomenon resting on a complicated interplay of individual factors and social structures. In this course we will use theories and findings by social psychologists to shed light on what is behind the glitter of the obvious. We will go from what is public to the aspects that we conceal and hide, study what advertisers, salespeople and influencers do to bend us and turn and look at the degree to which variables like gender, class and ethnicity influence and control what we see, how we see and how we respond to the stimulus of everyday life.

Students will work on diverse small assignments connected to the main thrust of the course, individually or in groups. Even though social psychology relies on both qualitative and quantitative methods the emphasis in the assignments will be on qualitative methods such as visual analysis, conversation analysis and participatory observations.

Taught in August 2022

An investigation into the role of apparel in the formation of cultural boundaries and national identity in Iceland during the long 19th century (c.1790-1920). Clothing-practices, male and female, are considered in terms of defining a visible Icelandic identity in response to international fashions and style-trends. Special emphasis is placed on female costume. Theories on the development of cultural boundaries are introduced, as well as an approach toward investigating and interpreting primary sources in a cultural investigation. Travelogues and correspondences as well as historical journals and newspapers will be looked at to consider the dialogue across –and the development of— cultural boundaries in the conscious establishment of a national identity. Students will utilize the sources presented in a final written exam to illustrate evaluate and explain the effect and use of apparel by groups and individuals in the formation and establishment of cultural boundaries.

Instructor:  Dr. Karl Aspelund, Associate Professor, University of Rhode Island.

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 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.

This course covers a detailed overview of theories in criminology and sociology of deviance. Students will read empirical research testing these theories in Iceland and elsewhere.

Different types of crimes and topics will be discussed in criminological/sociological light, such as gender and crime, immigration and crime.

Emphasis is placed on linking theoretical discussion with empirical research.

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.

The course focuses on anthropological research on nature and the environment, as well as ideas from other human and social sciences, on the relationship between people and their environment. Various basic terms and theories central to environmental anthropology and related fields will be introduced and discussed.

The course explores several attempts to throw light on the emergence and characteristics of various cultural and social institutions and practices by reference to ecological systems and material relations as their foundation. It will also address critique of such attempts. 

A particular emphasis will be placed on changing views on the environment that have emerged in recent years, including ideas of resource extraction and management and several forms of environmentalisms.

Last but not least the many interactions of climate change causes and effects and societies will be explored as they are materialising all over the globe. Climate, climate change and society and culture, and their mutual influences, will also be investigated as a historical theoretical issue, from various points of view.

Several ethnographic examples of human-environment interaction will be examined throughout the course.

This course introduces the ways in which the fields and methods of folklore/ethnology are and may be put to use, how their application may help broaden and deepen public debates and positively affect society's self-understanding and self-fashioning. We discuss how folklore/ethnology may be put to use in tourism, museums, arts and various media. One area of focus is also the accessibility and uses of folklore collections. We explore, moreover, various scholarly and popular genres in which the conclusions of ethnological research (based on historical sources, interviews and other fieldwork methods) may be disseminated: exhibitions, festivals, events, articles, books, websites, radioshows or documentaries. Different means of reaching different groups of people will be discussed and moral, financial and political issues will be addressed.

The course will partly be taught in intensive workshops, 3 days at the beginning of the semester in Reykjavík and 4 days during project week in Hólmavík in the Westfjords. Students will work on projects in applied ethnology/public folklore. There will be no final exam.

Relations between humans and animals are the focus of this course, which will be approached from both an academic and an artistic standpoint. Students will complete independent projects on an animal of their choice and attend field trips in nature and museums. The lectures will focus on diverse animals, such as polar bears, whales, great auks and puffins and recent scholarship on them. We will dig into visual and material representations of these, and other, animals in varied cultural contexts, including medieval literature, folktales, oral tradition, film, news reports, material culture and tourism. Consideration will be given to the idea of an “afterlife” of animals in the form of artworks, museum artefacts and souvenirs. We will examine artefacts in both private and public collections and pose the questions of what happens when a living animal is turned into a museum object, and how the meaning that we bestow upon an animal can be subject to development and change under different circumstances. The role of animals in the creation of knowledge and formation of discourse surrounding climate change and issues of the Arctic regions will also be addressed, in addition to animals’ connections to specific places and cultural groups and their role in identity formations of past and present. An attempt will be made to step outside of “traditional” dualism in which an emphasis is placed on distinctions between humans and animals as we acquaint ourselves with the ways in which human/animal (ecological, social and cultural) habitats are intertwined.

Aim

The aim is to explore urgent questions and topical issues regarding human/animal co-existence, climate change, biodiversity loss and environmental sustainability. We will consider how artists, researchers, activists and museums have been engaging with these questions and how they can further contribute to the discussion. We will examine how diverse museums convey their ideas and information on human/animal relations through their collections. Students will be encouraged to critically engage with visual material, objects and texts, both online and through visits to museums and exhibitions. 

One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.

Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.

This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.

The course covers recent writings and currents of thought that mark, or are likely to mark, turning points in social and cultural theory. Particular care will be taken to situate theories in their historical and social contexts. Attendance to weekly 40 min. discussion classes throughout the course is compulsory. Distance learning students attend in person or via the Internet (with Zoom).

Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.

Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by handing in reflection-based assignments. Students also regularly submit reading journals and participate in a workshop on final projects before submitting them.

Course description in English:* 

Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.

One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.

Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.

The course focuses on:

• the effects of information and communications technology (ICT) on education and schools
• ICT-related policy, curriculum and school practice
• Concepts, theories and research related to the use of ICT in schools
• technology integration in schools
• teaching methods, professional development of teachers, software and digital learning materials
• students' and teachers' digital competence, ICT skills, and media literacy
• ICT as part of everyday life

Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.

The purpose of this course is to assist students in understanding some major concepts, theories, and models of  development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.

Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.

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. 

Content: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. The course is in accordance with the Icelandic national curriculum, working towards mental health, healthy self-image and strong moral character in students. Topics include character education, experiments in living and mindfulness.

Methods: Most weeks there will be lectures and discussions. Lectures will usually be recorded before sessions and uploaded to the course website on Canvas. Students should view them before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students submit four assignments.

The course aims to prepare participants to draw on their resources in their work with diverse student groups. In the course, we draw on inclusive education theories and research, emphasising a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is placed on teaching strategies and educational assessment that work for diverse groups of students, and on adapting teaching and learning to students with special needs.

Content
The course focuses on inclusive practices. How to create a learning environment that cares for all students' learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course, online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, in-class discussions, on Canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education. 

During the first half of the semester theoretical approaches are presented and discussed.

During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.

This course is a general introduction to Adult and Continuing education. Through the course participants will familiarize themselves with research on the characteristics of adult learners, theories on adult learning, the societal place of adult education, participation in adult learning activities and the effects of adult development on their learning endevours.

The course aims are that participants acquaint themselves with research and theories of adult learning with the aim of informing practice and to rationalize choices and actions when organizing learning events and working with adults.

Coursework: Blended learning with face to face sessions and online collaborations: Discussions, lectures, individual assignments and group projects.

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 critically examines the impact of contemporary social issues on museums and their practices. It seeks to provide students with a comprehensive understanding of how museums are confronted with, and often strive to address, various societal challenges, including diversity, equity, inclusion, social justice, and sustainability. Throughout the course, students will explore social issues within the museum context and analyze real-world examples of museums that actively engage with these topics. Key themes will include the role of museums as advocates for marginalized communities, the importance of community collaboration and co-creation, and strategies for addressing climate change within museum practices. The course is taught from the end of February to the end of March.

Everybody need to eat; food connects nature to culture, culture to industry, the public to the private, the local to the global, the home to the workplace, the past to the present and one person to another in relationships that organize and transcend the axes of class, gender, ethnicity, race and age. The study of food demonstrates that food is always laden with meaning that exceeds its nutritional value and that this meaning is central to understanding the relationship between food and people, one of the more important relationships we have with the world. Food habits thus reveal our views, values and aestethics, and food shapes our existence, bodies, memories, society, economy and ethics.

In the course we will explore what people eat, how, when, with whom and why. Doing so provides us with valuable insights regarding gender and generations, food safety and health, sustainability and human rights, class and cultural diversity, sense and sensibility, technology and food production, food and diet trends, food traditions and cultural heritage, emotions and microbes, friendship and family dynamics.

In the course we explore the relationship between food production and consumption in the 21st century with specific emphasis on public health, ethical consumption and sustainability.

Food and culture is an interdisciplinary course taught in cooperation between the Department of Folkloristics/Ethnology and Museum Studies and the Faculty of Food Science and Nutrition.

This course introduces the ways in which the fields and methods of folklore/ethnology are and may be put to use, how their application may help broaden and deepen public debates and positively affect society's self-understanding and self-fashioning. We discuss how folklore/ethnology may be put to use in tourism, museums, arts and various media. One area of focus is also the accessibility and uses of folklore collections. We explore, moreover, various scholarly and popular genres in which the conclusions of ethnological research (based on historical sources, interviews and other fieldwork methods) may be disseminated: exhibitions, festivals, events, articles, books, websites, radioshows or documentaries. Different means of reaching different groups of people will be discussed and moral, financial and political issues will be addressed.

The course will partly be taught in intensive workshops, 3 days at the beginning of the semester in Reykjavík and 4 days during project week in Hólmavík in the Westfjords. Students will work on projects in applied ethnology/public folklore. There will be no final exam.

This course delves into the multifaceted relationship between museums and the societies they serve. It aims to explore how museums are not only custodians of cultural heritage but also active participants in shaping cultural narratives and communal identities. By examining historical contexts, theoretical frameworks, and practical case studies, students will gain insight into the influential role that museums play in reflecting and sometimes challenging societal values. The course will cover topics such as museums as agents of social change, the importance of inclusivity and accessibility, and the impact of digital technology on community engagement. Through discussions, case studies, and hands-on projects, students will explore how museums can effectively engage with diverse audiences and contribute to a more equitable society. By the end of the course, students will have developed a nuanced understanding of how museums can evolve in response to the dynamic needs and values of the communities they serve.

Over the past years, public discussion on how to address cases of sexual violence has been heated, particularly in the aftermath of the #MeToo Movement. Research shows that only a small percentage of such cases are reported to the police and only a small number of those cases lead to a conviction. This has been called a justice gap. Increasingly, we see victim-survivors of sexual violence tell their stories on social media, or in the media, and in some cases alleged offenders are named publicly which has evoked different responses amongst the public and had various consequences.

In this course, these societal developments will be explored from the perspective of sociology of law. Sociology of law uses theories and methods from the social sciences to examine the law, legal institutions, and legal behaviours, in the effort to analyse legal phenomena in their social, cultural, and historical contexts. To shed further light on the treatment of sexual violence cases, this course will also include readings from criminology, victimology, gender studies and the health sciences.

The course will seek answers to the following questions and more: Who commits sexual violence and why? How are men’s experiences of being subjected to sexual violence different from women’s experiences? Why is the legal status and rights of defendants different from that of victims? How is law in the books different from law in practice? How has the criminal justice system developed historically? What characterises legal education and the legal profession? What is the difference between legal consciousness and legal culture? How does legal justice differ from social justice? What are the advantages and disadvantages to non-traditional justice systems in comparison to traditional justice systems?

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 main subjects of the course are personal and social difficulties of children and youth and developmental courses. Definitions and prevalence of behavioral, emotional and learning difficulties are reviewed, both theoretically and according to international classification systems. Also, youth risk taking is discussed with emphasis on theories on  resilience and preventions. The diversity of different  groups is stressed. Students get acquainted with evidenced based resources.

The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.

The societal role of museums will be discussed from several angles: economic, political, cultural, social and last but not least in an international context. Examples of topics that will be discussed in the course are the role of museums in building the concept of the nation; the legal environment of museums; how museums are run; the status and role of the main museums; museums owned and run by local authorities and other museums; the financing of museums, and the policies of authorities regarding museums. Both national and foreign examples will be taken. 

Work format

Teaching will take the form of lectures and discussions.

In the course, people's religious needs, experiences, and identities will be discussed alongside selected aspects of the world's major religious traditions. Religious practice - particularly in relation to school settings - religious ethics and common values across different religions will be discussed, as will the position of religions today, cultural and religious conflicts, and prejudice and misunderstanding concerning religions. Projects are linked to the field.

The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.

Social inequality impacts health. Those who are more vulnerable in society have, in general, worse health than those with more resources. In this course, we will focus on the relationship between social standing and health. Students will be introducted to the major theories within medical sociology, for example Link and Phelan´s theory of fundamental causes of disase and we will cover major empirical research in the field. One of the most important contribution of sociology is an understanding of how larger societal forces (for example, the health system and the welfare system) shape individual lives and therefore we will look at how the relationship between social standing and health is shaped by these forces. Since our health is a complex phenomenon, we will also look at it from an interdisciplinary perspective, by using insights from public health, health science, anthropology, and political science.

The Nordic welfare model is frequently viewed as an ideal model for other welfare states, as it has achieved the greatest success in equalizing outcomes. Iceland is a part of the Nordic model, but it is different in many ways, for example with more limited support to individuals and less spending on welfare. Yet, there have been great achievements regarding equality, Iceland is generally among the countries with the highest levels of gender equality and multiple indicators that measure inequality are lowest in Iceland.

 In this course, we will go over the major sociological theories on inequality and the welfare state, and the position of Iceland will be considered both compared to the other Nordic countries as well as other welfare states in advanced, industrialized nations. We will focus on the organization of the welfare state, how scholars have classified welfare states, and the consequences of the welfare state, for example, for health, inequality, and the opportunities that individuals have in society.

What is criminology? Criminological data and what criminologists do.

Crime definitions and how crime can be explained and understood. Examples of different theoretical perspectives will be covered in class: Classical Criminology and Social & Psychological Theories. What kind of criminological research and research questions are used with different theories? 

Using this theoretical background, a number of crime types and topics within Icelandic criminology will be presented and discussed in class, including the following: Physical and sexual violence, alcohol and drugs in society, crime and punishment, public attitudes to crime and punishment, and social crisis and crime. 

Students keep a journal about the lecture topics and the readings covered in class, evaluate the material, and draw their own conclusions. Final exam on-site.

This course is in direct continuation of Criminological Theory and covers a variety of issues related to crime and society. This involves, among other things, the nature of crime and criminal law, corrections and the role of police in society.

Human mobility and multicultural societies are often seen as the main characteristics of the contemporary world. In the course, we look at main theories approaching mobility and multicultural society, critically addressing them and analyzing their utility. The concept of multiculturalism and related concepts such as culture, assimilation and integration are critically evaluated, as well as mobility in the past and the relationship between mobility and multiculturalism. Different approaches in the social sciences are introduced and main research themes in anthropology in particular and social sciences in general will be examined.

The teaching methods are lectures and discussions.

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. 

An examination will be made of the religious beliefs and practices of people in Scandinavia from the earliest of times until the conversion, material ranging from burial practices to rock carvings, to the written evidence given in the works of Tacitus, Adam of Bremen and Saxo Grammaticus, as well as in early Icelandic works like the Eddic poems and the Kings' sagas. Alongside this discussion of the development and key features of Old Norse religion, some attention will be paid to the concepts of seid and shamanism, especially in connection to their role in early religions. Finally, an examination will be made of the conversion of Scandinavia and how Christian concepts and practices both fitted and contrasted with the previously dominant Old Norse worldview.

Teaching format

• The teaching takes place in the form of lectures and discussion on the material of the lectures.

The course examines the folkloristic/ethnological perspective on culture and society with an emphasis on everyday life - the prose of the world. The history of the discipline is engaged with in a critical fashion in the context of neighboring fields and together students and teacher will examine where the field is headed in the 21st century. Central concepts will be investigated, including cultural difference and diversity, nationality, gender, the popular, tradition, group, authorship, globalization, pluralism, the eleventh hour, hegemony, heritage, and cultural ownership.

The goal is to understand how people create their everyday lives and how they invest their daily environs with meaning, how people make their own history under circumstances not of their own choosing, whether in the peasant society of previous centuries or in contemporary urban society. This course is for graduate students, but it is also open to advanced undergraduates in their last year of study.

Objectives
The main objectives of the course are to provide students with basic knowledge of logic and other foundations of critical thinking. Also, to provide them with an understanding of the purpose of practising philosophical discussions with children and adults. Students will also gain an understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the techniques that have been developed in philosophy for children.

Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussions, such as independent and critical thinking, creativity, tolerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.

The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.

Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.

Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.

The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.

The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.

The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.

Objectives
The main objectives of the course are to provide students with basic knowledge of logic and other foundations of critical thinking. Also, to provide them with an understanding of the purpose of practising philosophical discussions with children and adults. Students will also gain an understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the techniques that have been developed in philosophy for children.

Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussions, such as independent and critical thinking, creativity, tolerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.

This course covers a spectrum of teaching methods, from direct, formal approaches to informal ones. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is given to examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum, and authentic learning).

In the course, people's religious needs, experiences, and identities will be discussed alongside selected aspects of the world's major religious traditions. Religious practice - particularly in relation to school settings - religious ethics and common values across different religions will be discussed, as will the position of religions today, cultural and religious conflicts, and prejudice and misunderstanding concerning religions. Projects are linked to the field.

The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.

This is an introductory course that addresses theoretical, philosophical, and practical issues related to action research. The history and development of action research worldwide will be outlined. We will examine ideologies and issues that divide action researchers into different camps. Special attention will be on action research in Icelandic schools and other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: participants will learn about action research through the process of conducting their own research project.

The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.

Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.

Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.

Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable  students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.   

Content

• Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
• Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
• Students will read research articles where these learning theories are studied and applied in practice.
• Emphasis will be placed on understanding what constitutes evidence-based practice. 
• Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 

The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.

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.