The aim of the course is for the student to deepen her/his understanding of criticality, critical thinking and critical approaches within the context of teaching in higher education.

The course provides an introduction to the concept of criticality. During the course, the question of what it means to be critical is discussed, as well as how students can be introduced to a critical approach. Among other things, it deals with:

• The objectives and goals of higher education

• Criticality in theory and practice

• The introduction and practice of critical thinking

• Learning as a research process

• Progression in critical thinking

• Translating critical thinking into speech and text

• Assessment of critical approaches

Upon completion of the course, the student shall be able to

1. discuss a few fundamentally different forms of criticality

2. reflect on the prerequisites for ensuring that teaching supports the development of students' opportunities to exercise critical thinking and action

3. plan and critically discuss an education element intended to stimulate the development of the students' critical approaches

4. reflect on her/his own critical approaches in relation to her/his own professional roles

5. identify her/his own need for additional competencies in order to further her/his professional development as a teacher working in higher education

The working methods are developed on the basis of the aim and learning outcomes of the course , in collaboration between students and teachers. These include seminars interspersed with lectures, group work and individual presentations using various forms of media. Throughout the course, students are required to give each other feedback. The course is flexible, and web-based components can be interspersed with campus-based ones.

Assessment of the student's performance in relation to the intended learning outcomes is conducted via two individual written assignments.

1) An essay that analyses and discusses various forms of criticism and argues for a stance as a starting point for one’s role as a university teacher (learning outcomes 1, 2, 4 and 5)

2) A plan for a learning activity that aims to develop students' critical thinking, and which also includes forms of examination and assessment (learning outcomes 2 and 3)

The individual work is presented and discussed in a seminar room. Alternative forms of assessment may take place in consultation with the examiner.

The grading criteria for the course are presented by the course leader at the start of the course.

The basis for all assessments must be of such a nature that individual performance can be distinguished.

Bali, Maha (2015). Critical Thinking through a Multicultural Lens: Cultural challenges of teaching critical thinking. I M. Davies och R. Barnett (red) The Palgrave handbook of critical thinking in higher education. New York, Palgrave Macmillan, 317-334

Brookfield, Stephen (2011). Teaching for critical thinking: Tools and techniques to help students question their assumptions, John Wiley & Sons. (280 sidor)

Davies, Martin (2015). A model of critical thinking in higher education. Higher Education: Handbook of Theory and Research 30, 41-92

hooks, bell (2010). Critical thinking Teaching Critical Thinking: Practical Wisdom New York: Routledge, 7-11

Ivanic, Roz (2006). Language, learning and identification. I R Kiely, P Rea-Dickens, H Woodfield & G Clibbon (red), Language, Culture and Identity in Applied Linguistics. Equinox, 7-29.

Kumashiro, Kevin K. (2012). Troubling education: Queer Activism and Antioppressive Pedagogy. New York: Routledge Falmer, 31-76

Shor, Ira (1999). What is Critical Literacy Journal for Pedagogy, Pluralism & Practice 1:4 (35 sidor)

Articles and other materials may be added; max 200 pages. Other additional literature may also be added

Students who participate in or have completed a course hall be given the opportunity to express their experiences of and views on the course through a course evaluation to be organised by the university. The university collates the course evaluations and provides information about their results and any actions prompted by the course evaluations.

The results shall be made available to the students. (HIGHER EDUCATION ORDINANCE 1:14).