Ethics & cross-cultural competence (Mandatory)
Cultural diversity and the advantages of a multidisciplinary approach. By the end of the introduction week, the student is aware of cultural and interdisciplinary differences; the student is able to enter into a dialogue about intercultural and ethical issues and is able to form an opinion about these issues.
Provides the student with knowledge about history of sexuality in the western world. What is sexuality? What is your own sexuality? What language do you use for talking about sexuality? Students are given an introduction to anatomy and developmental psychology; models and role of theory – such as gender. Further, students reflect on their own beliefs and attitudes about sexual themes and sexuality and reflect on key elements in the ethics of relationships, sexuality and family as well. Students prepare a presentation of one or more themes of sexuality in one specific country. Students discover Antwerp, across various organizations with respect to sexuality. 'Sex and the city!’
Migration & super‐diversity
Migration & super-diversity provides students with a theoretical and empirical body of knowledge about the transformation of European societies towards super-‐diversity. Recognizing the urban context and the transition towards majority/minority cities and its consequences for professionals.
Through cases from a specific and varied target group, students acquire practical knowledge to help deal with a diverse target group. This is done by familiarization with good practices. Students are able to produce a critical analysis of the success factors of practices, starting from the theoretical frameworks. Students get acquainted with the European policy framework and networks in this field and are able to address the subject from a comparative European perspective. Students gain practical experience with a specific target group or methodology. The goal of the module is to develop a tool that is relevant for this practice.
Developing a “poverty-aware” approach for professional teachers, social workers and healthcare practitioners, from multidisciplinary knowledge and an understanding of people living in poverty.
Students learn to work in alliance with people in poverty (partnership – empowerment – holistic) and how to combat preconceived notions of people in poverty as “others”.
Critically assessing the welfare service’s organizational context.
Students start with keynotes from the theoretical part (portfolio), make a mind map and build a movie around one topic. They can make a report, or make a movie with examples and instructions for working with people in poverty in a specific context.
Students gain insights into the history of human rights law. They understand the meaning of the main international and European human rights treaties. Looking at specific themes (right of participation, right to health, right to education) teaches the student how human rights work in practice and in their professional field.
Sustainability and Global Change
During this course you will gain insight in the history, goal and approach of sustainable development. We will discuss solutions and contributions to economic sustainability, social sustainability and ecological sustainability. You will learn what your profession can contribute to global change by applying innovation and collaboration in everyday professional practice. ‘Think global, act local!’ is baseline of this module.
Europe: Policy and welfare
How does EU policymaking work? How do healthcare, social affairs and education work in the various European nations? In this module, the student compares the current situation for education, healthcare or social affairs in a number of European countries; discusses what future EU involvement they would like to see and uses different languages and sources of information to obtain information