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Lecturer(s)
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Říčan Jaroslav, doc. Mgr. Ph.D.
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Course content
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1. Introduction to problematics, credit requirements overview (student's output) 2. Aspects of a moral philosophy (moral principles - Michael Sandel) 3. Basic (social and cultural) anthropological origins and paradigms (human as a bio-psycho-social entity). Multiculturalism x Interculturalism. 4. Stereotypes and prejudices (theory of prejudice origin, rules of prejudice; Allport, Betlehem). 5. Ethnocentrism (value orientation, work with own 6. Results of research in the field of social and cultural anthropology in relation to the concept of interculturality. 7. Knowledge (clinical, intercultural, social, personality) psychology (stereotyping, causal attribution, etc.) 8. Theory of formation of competencies based on multiperspective perception (including practical exercises). 9. Curriculum analysis in relation to the aspect of interculturality. 10. Analysis and evaluation of topics developing intercultural competences I. 11. Analysis and evaluation of topics developing intercultural competences II. 12. Final evaluation.attitudes, prejudices, and stereotypes) x Cultural relativism (Meed etc.)
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Learning activities and teaching methods
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unspecified
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Learning outcomes
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This course is focused on the aspect of interculturalism - the result of the fusion of thoughts from the areas of social and cultural anthropology, moral philosophy, and (clinical, social, intercultural) psychology. Students will be familiarized with the basic issues and areas of this problematic. As a part of social and cultural anthropology, students will be introduced to ethnocentrism, cultural relativism, the difference between multiculturalism and interculturalism, stereotypes and prejudices (rules of prejudice, the theory of prejudice origin, the function of prejudices in society, etc.). Various moral approaches will be accented in the context of a moral philosophy, that an individual uses during the process of evaluation (consequentialist vs. categorical moral reasoning). As for psychological knowledge, students will be introduced mainly to errors in perception (subjective source of errors), causal attribution, inappropriate generalisations etc., all coming out of intuitive evaluation (opposed to the critical/logical/statistical way of thinking). General knowledge from the area of interculturalism will be gradually narrowed down to the context of education and upbringing. The subject deals with the topics of the Multicultural education, including its critical analysis within the Czech RVP (Framework Education Programme). Basic specifics of education and upbringing in the context of the binding curricular documents with an accent on multicultural education will be defined and specified. Students will be familiarized with the current state of the Czech school system in the area of intercultural thoughts and ideas implementation, that have been a part of everyday educational reality ever since the Czech RVP was introduced. The subject and goals of multicultural education and its basic didactic elements, according to which teachers and other people active in education should work, will be defined. Students will be informed about the integration of multicultural education into the common educational content - the goal is to improve the postures and value orientation of pupils; therefore, the focus is put on affective goals. The goal of this course is to make its listeners critically think about the "common/normal" ways and manifests of thoughts/feelings/behaviour in a way to be able to develop this positive skillset with their clients/pupils in the context of an ethnically diversified society.
The student understands and analyses the concept of human perception as a "bio-psycho-social" being, and is able to think with empathy and without ethnically clouded judgement (in everyday situations connected with the process of education). The student understands the basic specifics of individuals from various sociocultural environments, characterizes the basic terminology of the subject's problematics (stereotype, prejudice, etc.), and is able to apply basic intercultural thoughts into the process of education. The students are also able to work with affective goals focused on the development of sensitivity towards differences.
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Prerequisites
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none
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Assessment methods and criteria
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unspecified
According to the teacher's instructions.
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Recommended literature
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Allport, G. W. O povaze předsudků.. Praha: Prostor, 2004.
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BOAVENTURA DE SOUSA, S. Epistemologies of the South: Justice against Epistemicide.. Oxford: Routledge, 2016.
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Cole, M. Cultural Psychology : A once and future discipline. Harvard, 2000. ISBN 0-674-17956-0.
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Eriksen, T. H. Antropologie multikulturních společností: Rozumět identitě. Praha: Triton, 2006.
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Eriksen, T. H. Sociální a kulturní antropologie.. Praha, 2008. ISBN 978-80-7367-465-6.
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KAHNEMAN, D. Thinking, fast and slow.. USA: Farrar, 2011.
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KOSEK. J. Právo (n)a předsudek.. Praha: Dokořán, 2011.
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MOREE, D. Základy interkulturního soužití.. Praha: Portál, 2015.
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MORVAYOVÁ, P., MOREE, D. Dvakrát měř, jednou řež. Od multikulturní výchovy ke vhledu. Praha: Člověk v tísni, 2009. ISBN 978-80-86961-86-6.. Praha: Člověk v tísni, 2009. ISBN 978-80-86961-86-6.
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MUSIL, J., ŘÍČAN, J. Cizinec ve třídě: pohled zevnitř. Metodika a průvodce pro učitele.. Ústí nad Labem, 2019.
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PREISSOVÁ KREJČÍ, A. Za hranice multikulturalismu.. Olomouc: Univerzita Palackého v Olomouci, 2016.
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