Medkulturna vzgoja in izobraževanje v učnih načrtih in gradivih za poučevanje

Omerza, Dejana (author), Razpotnik, Špela (mentor)

V magistrskem delu sem raziskovala, ali obstaja skladnost med osnovnošolsko deklarativno ravnijo (zakoni), ki temelji na integracijski imigrantski politiki, kar pomeni, da zajema cilje medkulturne pedagogike in med izvedbeno ravnijo (učni načrti, gradiva za pouk). V tem primeru naj bi v učnih načrtih bili prisotni cilji medkulturne vzgoje in izobraževanja, predvsem cilj razvijanje medkulturnih kompetenc. V učbenikih bi pa morale biti prisotne vsebine, s katerimi bi uresničili ta cilj medkulturne vzgoje in izobraževanja. Namen naloge je pokazati prisotnost ciljev medkulturne pedagogike v aktih, torej na deklarativni ravni, ki se nanašajo na osnovno šolo, kjer naj bi se zaradi integracijske narave le-teh cilji tudi pojavljali. Nadalje je namen naloge ugotoviti obstoj ali odsotnost ciljev medkulturne vzgoje in izobraževanja, ki so bolj operativni, in sicer ciljev, ki krepijo medkulturne kompetence. Iskala sem jih na izvedbeni ravni, v učnih načrtih družboslovnih predmetov za prvo in drugo vzgojno-izobraževalno obdobje. Na izvedbeni ravni sem iskala tudi obstoj vsebin, ki pripomorejo k razvoju medkulturnih kompetenc pri učencih, kar je najbolj pomemben cilj medkulturne vzgoje in izobraževanja. Le-te sem iskala v učbenikih in delovnih zvezkih istih družboslovnih predmetov. Glavna ugotovitev naloge je, da med deklarativno in izvedbeno ravnijo ne obstaja popolna skladnost oziroma obstaja pod pogojem, da se v učnih načrtih in gradivih za pouk nahajajo eksplicitni cilji in vsebine, ki bi vodile učitelja k razvoju in krepitvi medkulturnih kompetenc pri učencih, ter da učitelji morajo biti medkulturno empatični, ozaveščeni ter medkulturno izobraženi, da lahko tudi s posrednimi cilji in vsebinami krepijo in razvijajo medkulturne kompetence, a s tem udejanjajo medkulturno vzgojo. V zaključku sem predlagala možne rešitve glede na rezultate raziskave.

• Language: Slovenian
• Keywords: medkulturna pedagogika
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2016
• PID: 20.500.12556/RUL-84412
• COBISS.SI-ID: 11101513
• Publication date in RUL: 23.08.2016

Secondary language

• Language: English
• Title: Intercultural education in curricula and teaching materials

Abstract

This Master’s thesis examines whether there is consistency between the declaratory level (i.e. laws), which is based on immigrant integration policy and thus includes the objectives of intercultural pedagogy, and the implementation level (i.e. curricula, teaching materials) in elementary schools. In such case, the curricula should comprise the objectives of intercultural education, in particular the development of intercultural competences, while textbooks should contain topics that would enable to meet the objective of intercultural education. The purpose of the thesis is to demonstrate the presence of intercultural pedagogy objectives at the declaratory level, i.e. in the acts relating to elementary school where, in view of the integrative nature thereof, these objectives are indeed expected. Moreover, the purpose of the thesis is to determine the existence or absence of intercultural education objectives that can be considered as operational, namely the objectives that strengthen intercultural competences. The author looks for such at the implementation level, in the curricula of social science subjects for the first and second educational periods of elementary school. At the implementation level, the author also investigates the existence of topics that contribute to the development of intercultural competences among the pupils, which is the main objective of intercultural education. Such topics are sought in textbooks and workbooks for the same social science subjects. The main finding of the thesis is that there is no full compliance between the declaratory and implementation levels and/or that there can be compliance provided that the curricula and teaching materials contain explicit objectives and topics which would guide the teachers to develop and enhance pupils’ intercultural competences. Moreover, teachers must be interculturally empathic, informed and trained, in order to be able to enhance and develop intercultural competences even based on indirect objectives and topics, thus providing for intercultural education. The conclusion proposes possible solutions based on the research.

• Keywords: intercultural pedagogy