SMART Perspectives on Diversity & Inclusion

Categorie
Verbredende minor
Code
MINESHCC-8
Tijdsduur
10 weken
Minor hoort bij de opleiding
Algemene Cultuurwetenschappen
Deze opleidingen dragen bij
Rechtsgeleerdheid
Toelaatbaar voor externe studenten
Studenten van Universiteit Leiden / Delft

Content

This minor challenges students to address contemporary diversity-related issues in an interdisciplinary knowledge and creative way.  Lectures and seminars on diversity and inclusion will be provided from a historical, legal, social, economic, criminological perspective. To give students a coherent focus on complexities of diversity and inclusion,  academic skills are combined with key values of arts and culture. For instance, by workshops in the new depot of Museum Boijmans Van Beuningen learn students to explore diversity in cultural heritage. The art director of the Codarts Conservatory uses case studies on diversity to teach students to combine academic and creative skills in interactive performances. The minor is open for all students at Erasmus University, Leiden University and TU Delft and also to students of Codarts and Willem de Kooning Academy. In this way students gain a multidisciplinary – SMART - approach on Diversity and Inclusion.

In this minor social, cultural, historical, legal, economic and criminal aspects of diversity will be elaborated in seminars and workshops on locations in Rotterdam such as Museum Boijmans-Van Beuningen. Within the context of Rotterdam’s city of superdiversity issues of diversity will be discussed in a creative setting of Codarts.  The best and Smart way to understand the impact and the positive and negative effects of diversity and inclusion is to relate them to arts and culture. Arts and creativity stimulate the empowerment of students and stimulate talents that help them in their professional careers after graduation. In sum, Cognition and Creativity. Until now, the EUR offers few opportunities to develop these tracks which incorporates them in an academic course. This minor uses the core values and ambitions of the EUR as starting point. The minor uses the case-studies’ methodology, using a creative matrix based on performative arts (theater, musical, opera or related etc.) which is unraveled by the lectures and students in interactive workshops. The outcomes of these series of lectures and workshops will be used by the students to re-write their own performances.  The assignments are thus a combination of academic skills and creativity. Different aspects of diversity and inclusion will be approached in an innovative and Erasmian way. The cultural aspects of this theme will be discussed. Workshops will be given in collaboration with Codarts, Museum Boijmans Van Beuningen, and World Museum Rotterdam. Students will be challenged to address contemporary diversity-related issues in an interdisciplinary knowledge and creative chain. Students will use theories and methodologies taken from the interdisciplinary lectures, including social-media analyses on diversity and inclusion (me-too, BLM, cancel culture). In creative and artistic workshops students are trained to apply these academic skills into practical case studies. The minor offers, therefore, academic, artistic and embodied knowledge experiences with the opportunity to have practice in the cultural sector of the city of Rotterdam. 

Learning objectives

The following learning goals will be achieved:

  • to reflect on diversity by applying (historical) case studies on diversity and inclusion.
  • to elaborate cases on discrimination, the consequences of discrimination and what is needed to reduce the effects of discrimination. 
  • to learn how legal and financial systems are related to diversity.
  • to enhance awareness on how to deal with dissabilities in a diverse society.
  • to learn how to assess diversity in case studies by non-verban communication and creative tools. 
  • to learn how contribute to an inclusive society and a safe public space.

Special aspects

The lectures, seminars and workshops are compulsory. Workshops will take place at the depot of museum Boijmans Van Beuningen/the Worldmuseum/Codarts.

Overview content per week

WEEKPLANNING: 10 weeks.

4 hours per week:  interactive lectures/seminars/ workshops.

 

Week 1: Introduction round table conversation with the lecturers

Week 1: Prof.dr. Paul van de Laar, Erasmus School of History (ESHCC)

Week 2: Dr. Negar Noori, Erasmus School of Law (ESL)

Week 2: Prof.dr. Gijsbert Oonk, Erasmus School of History (ESHCC)

Week 3: Prof.dr. Sigrid Hemels, Erasmus School of Law (ESL)

Week 3: Prof.dr. Robert Dur, Erasmus School of Economics (ESE)

Week 4: Dr. Jacqueline Schenk, Associate Professor (ESSB)

Week 4: Wilma Franchimon, President of the Board of Codarts

Week 5: Dr. Emese von Bόné: Erasmus School of Law (ESL)

Week 5: Dr. Robbie Roks, Associate Professor, Criminology, Erasmus School of Law (ESL)

Week 6: Alexandra van Dongen, Curator Museum Boijmans- Van Beuningen

Week 7-10: Arlon Luijten: Codarts, art-director
 

Teaching methods

Paul van de Laar (ESHCC) Emese von Bné (ESL) Arlon Luijten (Codarts) :  Introduction and round table conversation with participants

Prof.dr. Paul van de Laar (ESHCC) :

Super diverse city? Rotterdam city of arrival. How does the narrative of the work and migration city relate to the contemporary discourse on the super-diverse city? As a world port city, Rotterdam has a ‘Janus face’: the cosmopolitan port metropolis, a node that brings continents and cultures together, but on the other hand a closed, inward-looking city, which also sees the cosmopolitan as a threat. Which narrative resolves these contradictions? Rotterdam may have carefully polished its image, but the new generation of the inhabitants of Rotterdam feel that this success story does not yet apply to them. Who will write the city's new script, which accepts that a super-diverse city that can be made is an illusion?

Dr. Negar Noori: (ESL) : Diversity in Smart City development pathways; Comparing Design, Governance and Implementation through applying an Input-output model to discover various smart city development pathways regarding their different soical, political, and technological contexts. What makes various Smart Cities crucially different from each other?

Prof.dr. Gijsbert Oonk (ESHCC): Conflicting Fundamental Rights: Same Sex Marriage and Freedom of Religion.

Prof.dr. Robert Dur (ESE): Discrimination in the labor market: How to measure and how to fight it. An overview of the economics literature on discrimination in the labor market will be elaborated. We will discuss how to measure discrimination, the consequences of discrimination, and ways to reduce discrimination. Both theoretical and empirical research will be covered.

Prof.dr. Sigrid Hemels (ESL): Gender Equity and Taxation. Taxation and gender equality are closely linked both nowadays and in the past. This course discusses how taxation played an important role in the women's suffrage movement in the nineteenth and early twentieth centuries and how taxation can still promote, but also slow down, women's emancipation.

Dr. Jacqueline Schenk (ESSB):  Psychological and Behavioural Diversity in Student Populations.

The aim of the lecture is to increase student knowledge and awareness of individual differences (diversity) within their own population (students) regarding psychological characteristics (e.g. temperament, personality, intelligence, executive functions) and behaviour (including aspects of so-called internalizing forms of psychopathology such as anxiety, depression). In addition, these differences will be explained using current cognitive behavioural theories and most recent studies in these domains with special attention to differences regarding gender, ethnic cultural background, and intelligence.

Workshop (2 x 45 min)

Part 1: in small groups (3-4 students), students will distill tips and tools from both the lecture and literature on how to account to student diversity in education, to make the latter more inclusive.

Part 2: in small groups (3 students of which one represents a teacher, one a student who is experiencing unequal treatment in his/her course -based on issues briefly described in scripts- and one is the observer) students will perform role play in which -using tips and tools from Part 1- will be used to solve the issue and make education -for this student- more inclusive.

Alexandra van Dongen (Boijmans): - Unpacking BoijmansA Rotterdam collection of art and design in relation to colonial history: Museum Boijmans Van Beuningen uses the major renovation of the museum building and the recently opened public depot to examine its own collection from the perspective of the colonial past. As a member of the previous research team into Rotterdam's colonial past, Boijmans curator Alexandra van Dongen takes students along for a look behind the scenes during the minor. In the recently opened Boijmans Depot, she will present a collection presentation from the summer of 2022, which is the run-up to a major exhibition in 2023 in the Kunsthal, on the occasion of the commemoration and celebration of 160 years of the abolition of slavery in the Netherlands.

Wilma Franchimon (Codarts) :  Inclusive leadership in the cultural industries:  The pursuit of a flexible, cordial and inviting organization requires inclusive leadership also within the cultural and higher art education where we want to be of significance to as many people as possible. In its vision, Rotterdam’s Fine Art education states that everything we do must have social impact. Whether it is about enjoying a concert or an exhibition or the impact that a performance can have or the application of art. In the sector we use already three codes. These codes stand for healthy, relevant and resilient sector: the fair practice code, the culture governance code and the diversity and inclusion code and what inclusive leadership means in this sector. We will discuss which factors promote inclusive leadership on and how inclusive leadership contributes to an inclusive learning and working environment. During the course students will work under certain issues and dilemmas in the field of diversity. The student will gain insight in his own frame of reference.

Dr. Emese von Bné (ESL): Aspects of diversity and inclusion in institutional and cultural historical sources: development of gender topics in in legal perspective. Seminars about family law with respect to women and LGTB.

Dr. Robbie Roks (ESL): How drill music gives voice to exclusion and a quest to inclusion: Drill is a subgenre of gangster rap that originated in Chicago and is known for its violent content. Since 2019, drill music has been at the center of societal concerns about the music’s impact on violent criminality among Dutch youngsters. This interactive lecture examines the rise of drill music in the Netherlands, with a specific focus on the way drill gives voice to processes and experiences of exclusion and a quest to inclusion.  

In the workshop, students will discuss several Dutch cases of drill that have been linked to violent conflicts between Dutch youngsters. Furthermore, the broader processes of exclusion and inclusion in Dutch (mainstream) hip hop will be discussed. 

Arlon Luijten (Codarts) theater-director, game-designer, educational developer, education developer, RASL, artistic leader LITTLE

Teaching materials 

Teaching materials

Jansen, W.S., Otten, S., & Van der Zee, K.I. (2015). Being part of diversity. The effects of an all-inclusive multicultural diversity approach on majority members’ perceived inclusion and support for organizational diversity efforts. Group Processes & Intergroup Relations. Advance online publication. doi: 10.1177/1368430214566892

Jansen, W. S., Otten, S., Van der Zee, K. I., & Jans, L. (2014). Inclusion: Conceptualization and measurement. European Journal of Social Psychology, 44(4), 370-385. doi: 10.1002/ejsp.2011

Otten, S., & Jansen, W. S. (2014). Predictors and consequences of exclusion and inclusion at the culturally diverse workplace. In S. Otten, K. I. Van der Zee, & M. B. Brewer (Eds.), Towards inclusive organizations: Determinants of successful diversity management at work. (pp. 67-86). New York: Psychology Press

Paul van de Laar: Scholten, Peter, Maurice Crul, and Paul van de Laar. ‘Introduction’. In Coming to Terms with Superdiversity: The Case of Rotterdam, edited by Peter Scholten, Maurice Crul, and Paul van de Laar, 1–18. IMISCOE Research Series. Cham: Springer International Publishing, 2019. https://doi.org/10.1007/978-3-319-96041-8_1.

van de Laar P., van der Schoor A. (2019) Rotterdam’s Superdiversity from a Historical Perspective (1600–1980). In: Scholten P., Crul M., van de Laar P. (eds) Coming to Terms with Superdiversity. IMISCOE Research Series. Springer, Cham. https://doi.org/10.1007/978-3-319-96041-8_2

Negar Noori: Noori, N.; Hoppe, T.; de Jong, M. Classifying Pathways for Smart City Development: Comparing Design, Governance and Implementation in Amsterdam, Barcelona, Dubai, and Abu Dhabi. Sustainability 2020.

Noori, N.; de Jong, M.; Hoppe, T. Towards an Integrated Framework to Measure Smart City Readiness: The Case of Iranian Cities. Smart Cities 2020.

Gijsbert Oonk: Gijsbert Oonk 2020 (teaching cases): Conflicting Fundamental Rights: Same Sex Marriage and Freedom of Religion

Robert Dur: Chapter 16 of Peter Kuhn (2018), Personnel Economics, Oxford University Press.

Sigrid Hemels: S.J.C. Hemels (2020). Equality and the Taxable Unit in Income Tax. In C. Brokelind & S. van Thiel (Eds.), Tax Sustainability in an EU and International Context (pp. 161-174). Amsterdam: IBFD https://research.ibfd.org/#/doc?url=/document/tseu_p03_c07  ; S.J.C. Hemels (2019). Fiscale transparantie van de gehuwde vrouw in de IB. Nederlands Tijdschrift voor Fiscaal Recht, 20 (5), 1-5. https://repub.eur.nl/pub/114744 

Jacqueline Schenk: Lawrie et al. (2017) Moving Towards Inclusive Learning and Teaching: A Synthesis of Recent Literature.

Teaching & Learning Inquiry The ISSOTL Journal 5(1) DOI: 10.20343/5.1.3

Ted Nunan, Rigmor George & Holly McCausland (2000) Inclusive education in universities: why it is important and how it might be achieved, International Journal of Inclusive Education, 4:1, 63-88, DOI: 10.1080/136031100284920

Nuria González-Castellano,  María Jesús Colmenero-Ruiz, Eulogio Cordón-Pozo (2021). Factors that influence the university's inclusive educational processes: perceptions of university professors. https://doi.org/10.1016/j.heliyon.2021.e06853

Resch et al. (2019). Exercise Toolkit for Diversity and Internationalisation in Higher Education.

Emese von Bόné: The Roman family courts and its historical development in France and the Netherlands, in Osaka Law Review, no. 60 (February 2013) p. 25-44.

Robbie Roks: Goverts, R.A. & Roks, R.A. (2020). Proosten met champagne, heel m’n libi is nu duur. Opzichtige consumptie in Nederlandse rap. Tijdschrift over Cultuur en Criminaliteit, 10 (1), 18-38. doi: https://doi.org/10.5553/TCC/221195072020010001002.

Roks, R.A. & van den Broek, J.B.A. (2020). Cappen voor Clout? Een verkennend onderzoek naar Rotterdamse jongeren, drill en geweld in het digitale tijdperk. (External report). Rotterdam: Gemeente Rotterdam.

Ilan, J. (2020). Digital street culture decoded: why criminalizing drill music is street illiterate and counterproductive. The British Journal of Criminology60(4), 994-1013. 

Roks, R. A. (2021). “Keeping It (Hyper) Real”: A Musical History of Rap’s Quest Beyond Authenticity. In Crime and Music (pp. 271-285). Springer, Cham.

Wilma Franchimon: De drie codes die de creative sector gebruikt en ‘He, ik daar…! Van Daniel Ofman.

Alexandra van Dongen: Alexandra van Dongen en Liane van der Linden, 'Een verhaal zonder einde. Koloniale collecties in Rotterdam', in: Het koloniale verleden van Rotterdam, Gert Oostindie (red.), Boom Uitgevers, Amsterdam, 2020, pp.  323-392. Salah Hassan en Iftikhar Dadi (ed.), Unpacking Europe. Towards a Critical Reading, tent.cat. Museum Boijmans Van Beuningen Rotterdam, Nai Publishers, Rotterdam, 2001. pp.  323-392.

Examination

Method of examination

  1. Four individual assignments: two small individual applied essays (700 words, each 10%) and one individual essay (of 1400 words, 20%) and a presentation (20%). Total 60%
  2. Written exam with essay-questions 40%.  There is a resit of this part of the exam.

Composition of final grade

Four assignments: two small individual applied essays (700 words, each 10%) and one individual  essay (of 1400 words, 20%) and a presentation (20%). Total 60%

Written exam with essay-questions 40%.

Contactinformatie

Prof.dr. Paul van de Laar (ESHCC) vandelaar@eshcc.eur.nl

Dr. Emese von Bné (ESL) vonbone@law.eur.nl

Von Bόné : 0612078526

Categorie
Verbredende minor
Code
MINESHCC-8
Tijdsduur
10 weken
Minor hoort bij de opleiding
Algemene Cultuurwetenschappen
Deze opleidingen dragen bij
Rechtsgeleerdheid
Toelaatbaar voor externe studenten
Studenten van Universiteit Leiden / Delft
Organisatie
Erasmus School of History, Culture and Communication
Studiepunten (EC)
15
Voertaal
Engels
Locatie
Campus Woudestein
Locatie

top cultural institutions in Rotterdam: Depot Boijmans Van Beuningen and Wereldmuseum

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