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.

The aim of the course is to provide students with a more comprehensive and deeper insight into the different theoretical approaches within the humanities. In the course, the main theories that have influenced theoretical discussion in the humanities over the last decades will be presented and discussed, and the students are taught how to apply them in their own research.

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 the course, well-known historical studies from Western culture will be read that deal with a variety of topics. An attempt will be made to show how historians, both at the end of the twentieth century and at the beginning of the twenty-first century, struggle with different topics in their research. The discussion will be put into an ideological context and emphasis will be placed on showing the different approaches of historians when the subject has been connected to the aforementioned field of study. An attempt was made to select interesting books that are likely to give us an interesting picture of the state of the arts of history today.

This course examines the development and transformation of ideological and political conflicts between East and West from 1979—when the Cold War took on a new form—until the full-scale Russian invasion of Ukraine in 2022. Students explore how ideology shaped the interactions, conflicts, and cooperation between the superpowers during the final years of the Cold War and after the collapse of the Soviet Union. Special emphasis is placed on the end of the Cold War, the impact of Gorbachev’s reforms, the fall of the Soviet Union, and how ideological tensions have continued in the relations between Russia, the United States, China, and Europe in the 21st century.

In today’s society, where there is backlash in human rights, and in some cases women’s previously secured rights have been challenged, it is essential to understand the history of women´s right sand the women’s movement.  This course explores ideas concerning women’s rights from the eighteenth century (and, where relevant, earlier) to the latter half of the twentieth century, examining who articulated these ideas and in what ways. It addresses the struggles of women (and men) for gender equality, the milestones that were achieved, and the obstacles women encountered along the way. Attention will be given to concepts such as feminism, a term that did not emerge until the late nineteenth century, and its various manifestations. The concept, women’s movement, will also be scrutinised. Scholars in the fields of women’s and gender history have increasingly critiqued dominant definitions and questioned which movements deserve recognition within the grand narrative of women’s history. In this context, the usefulness and limitations of the so-called “wave theory” will be discussed, that is, the tendency to liken women’s movements to tidal cycles of ebb and flow: the first wave of feminism/women’s rights, the second wave, and so forth. Although the focus of the course will primarily be on the Western world, efforts will be made to integrate perspectives from other regions, as well as from Iceland, where appropriate.

The objective of the course is to examine the fashion and clothes making of Icelanders in the 18th and 19th century from various angles. Research on handicraft and manufacturing will be examined in light of a variety of sources on handicraft, manufacturing and mentality in Iceland in relation to corresponding phenomena elsewhere in the realm of Denmark-Norway at the time. The reading material will be both scholarly work and primary sources. New research will be combined with primary sources, both from archives and museums. Field trips will be an important part of the course and research and analysis on clothes that are preserved. In recent years access has become better to published primary sources, both printed and online. The students will become capable of reading, finding, using and evaluating archival material from the 18th and 19th century and defining research questions in the field.

Research Project for MA-thesis in collaboration with supervisor.

The course analyzes the formation, articulation, and practice of U.S. foreign policy from World War II to the present. It focuses on the hegemonial position of the United States in the international system, its political values, culture, domestic politics, propaganda, and military power. It also explores representations of the “American Empire” during and after the Cold War and its reception abroad through an analysis of the transmission of American ideologies, unilateralist practices, liberalism, mass culture and consumption patterns, and race and gender images. The history of U.S. foreign policy from the presidency of Franklin D. Roosevelt to that of Donald Trump will be approached by examining how individual presidents shaped America’s global role.  U.S. actions abroad will be analyzed within broader ideological and structural contexts—including the Cold War, capitalism and anti-communism, democracy promotion, imperialism, human rights, international law, and global economic institutions. Special attention will be given to how race, gender, and domestic politics intersect with foreign policy, as well as the evolving role of international organizations and legal norms in shaping American engagement with the world. Attention will be paid to geopolitical and regional approaches, with emphasis on U.S.-European relations, Asia and Africa, and individual states, such as the Soviet Union/Russia, Britain, Germany, France, Vietnam, China, and South Africa during and after the Cold War. Emphasis will also be put on military interventions, including the Korean War, the Vietnam Wars, the wars in the former Yugoslavia, “the war on terror,” and the wars in Afghanistan, Libya, Iraq, Syria, and Ukraine  Finally, ideas about the decline of the “American Empire” will be explored and put within the context of the rise of China. In addition, recent U.S. attempts to challenge the liberal international order it created after World War II and to question the sovereign rights or aspirations (Canada and Greenland) will be analyzed. Various theoretical approaches in History, International Relations, and Cultural Studies, will be used to examine the topic.

The course is intended to be, first of all, a very practical overview of the main categories of public sources that are preserved in archives and are accessible in electronic form. All categories have their advantages and disadvantages. The sources were created within some kind of administration and their aim was to gather information about the "population" that is under, preserve it and use the information to strengthen the administration and "create" the facts it needed. to hold to maintain itself. Secondly, the course is an introduction to the development that has taken place in the methodology of solitude in new Icelandic research in history. This is a new perspective on what has been called the unification of history. Thirdly, the course will be an introduction to how the emotions of individuals in the past can be analyzed through public sources and how the ideology of the history of emotions can be used in those analyzes and a new integration of theories about poverty and disability in the past with special emphasis on gender perspectives.

Einstaklingsverkefni A

Historical and historiographical survey of major topics in the history of the medieval North, with special emphasis on Iceland and Norway from the Viking Age into the fourteenth century. Topics include: Power, kingship and state; law and feud; kinship, gender and social ties; religious and mental outlook(s); conversion, Christianity and church; economic conditions. Prior knowledge of the “factual” narrative (textbook narrative) is helpful but not necessary.

.

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.

The aim of the course is to provide students with a more comprehensive and deeper insight into the different theoretical approaches within the humanities. In the course, the main theories that have influenced theoretical discussion in the humanities over the last decades will be presented and discussed, and the students are taught how to apply them in their own research.

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 the course, well-known historical studies from Western culture will be read that deal with a variety of topics. An attempt will be made to show how historians, both at the end of the twentieth century and at the beginning of the twenty-first century, struggle with different topics in their research. The discussion will be put into an ideological context and emphasis will be placed on showing the different approaches of historians when the subject has been connected to the aforementioned field of study. An attempt was made to select interesting books that are likely to give us an interesting picture of the state of the arts of history today.

This course examines the development and transformation of ideological and political conflicts between East and West from 1979—when the Cold War took on a new form—until the full-scale Russian invasion of Ukraine in 2022. Students explore how ideology shaped the interactions, conflicts, and cooperation between the superpowers during the final years of the Cold War and after the collapse of the Soviet Union. Special emphasis is placed on the end of the Cold War, the impact of Gorbachev’s reforms, the fall of the Soviet Union, and how ideological tensions have continued in the relations between Russia, the United States, China, and Europe in the 21st century.

In today’s society, where there is backlash in human rights, and in some cases women’s previously secured rights have been challenged, it is essential to understand the history of women´s right sand the women’s movement.  This course explores ideas concerning women’s rights from the eighteenth century (and, where relevant, earlier) to the latter half of the twentieth century, examining who articulated these ideas and in what ways. It addresses the struggles of women (and men) for gender equality, the milestones that were achieved, and the obstacles women encountered along the way. Attention will be given to concepts such as feminism, a term that did not emerge until the late nineteenth century, and its various manifestations. The concept, women’s movement, will also be scrutinised. Scholars in the fields of women’s and gender history have increasingly critiqued dominant definitions and questioned which movements deserve recognition within the grand narrative of women’s history. In this context, the usefulness and limitations of the so-called “wave theory” will be discussed, that is, the tendency to liken women’s movements to tidal cycles of ebb and flow: the first wave of feminism/women’s rights, the second wave, and so forth. Although the focus of the course will primarily be on the Western world, efforts will be made to integrate perspectives from other regions, as well as from Iceland, where appropriate.

The objective of the course is to examine the fashion and clothes making of Icelanders in the 18th and 19th century from various angles. Research on handicraft and manufacturing will be examined in light of a variety of sources on handicraft, manufacturing and mentality in Iceland in relation to corresponding phenomena elsewhere in the realm of Denmark-Norway at the time. The reading material will be both scholarly work and primary sources. New research will be combined with primary sources, both from archives and museums. Field trips will be an important part of the course and research and analysis on clothes that are preserved. In recent years access has become better to published primary sources, both printed and online. The students will become capable of reading, finding, using and evaluating archival material from the 18th and 19th century and defining research questions in the field.

Research Project for MA-thesis in collaboration with supervisor.

The course analyzes the formation, articulation, and practice of U.S. foreign policy from World War II to the present. It focuses on the hegemonial position of the United States in the international system, its political values, culture, domestic politics, propaganda, and military power. It also explores representations of the “American Empire” during and after the Cold War and its reception abroad through an analysis of the transmission of American ideologies, unilateralist practices, liberalism, mass culture and consumption patterns, and race and gender images. The history of U.S. foreign policy from the presidency of Franklin D. Roosevelt to that of Donald Trump will be approached by examining how individual presidents shaped America’s global role.  U.S. actions abroad will be analyzed within broader ideological and structural contexts—including the Cold War, capitalism and anti-communism, democracy promotion, imperialism, human rights, international law, and global economic institutions. Special attention will be given to how race, gender, and domestic politics intersect with foreign policy, as well as the evolving role of international organizations and legal norms in shaping American engagement with the world. Attention will be paid to geopolitical and regional approaches, with emphasis on U.S.-European relations, Asia and Africa, and individual states, such as the Soviet Union/Russia, Britain, Germany, France, Vietnam, China, and South Africa during and after the Cold War. Emphasis will also be put on military interventions, including the Korean War, the Vietnam Wars, the wars in the former Yugoslavia, “the war on terror,” and the wars in Afghanistan, Libya, Iraq, Syria, and Ukraine  Finally, ideas about the decline of the “American Empire” will be explored and put within the context of the rise of China. In addition, recent U.S. attempts to challenge the liberal international order it created after World War II and to question the sovereign rights or aspirations (Canada and Greenland) will be analyzed. Various theoretical approaches in History, International Relations, and Cultural Studies, will be used to examine the topic.

The course is intended to be, first of all, a very practical overview of the main categories of public sources that are preserved in archives and are accessible in electronic form. All categories have their advantages and disadvantages. The sources were created within some kind of administration and their aim was to gather information about the "population" that is under, preserve it and use the information to strengthen the administration and "create" the facts it needed. to hold to maintain itself. Secondly, the course is an introduction to the development that has taken place in the methodology of solitude in new Icelandic research in history. This is a new perspective on what has been called the unification of history. Thirdly, the course will be an introduction to how the emotions of individuals in the past can be analyzed through public sources and how the ideology of the history of emotions can be used in those analyzes and a new integration of theories about poverty and disability in the past with special emphasis on gender perspectives.

Einstaklingsverkefni A

Historical and historiographical survey of major topics in the history of the medieval North, with special emphasis on Iceland and Norway from the Viking Age into the fourteenth century. Topics include: Power, kingship and state; law and feud; kinship, gender and social ties; religious and mental outlook(s); conversion, Christianity and church; economic conditions. Prior knowledge of the “factual” narrative (textbook narrative) is helpful but not necessary.

.