In the present master’s thesis, the author investigates the representation of multiculturalism on the example of migration in the high school education system. In the theoretical part, the author initially elaborates on multiculturalism as a theoretical and political concept, presenting its ideological typology and focusing more closely on critical multiculturalism. After discussing the “Althusserian” concept of the school system as an ideological apparatus of the state, the author then redirects her attention to the development of multicultural education and the model of critical pedagogy which she understands as the preferred multicultural educational model. In the empirical part of the thesis, she analyses the rhetoric means that influence the construction of dominant concepts of migration and migrants with the qualitative methodology of critical discourse analysis, and identifies the predominant ideological type of multiculturalism in eleven current and officially verified textbooks for geography in the year 2018/19, while using the method of focus groups in three Slovenian gymnasia to conduct a survey which includes three high school classes, where on a sample of approximately sixty high school pupils she verifies the prevailing beliefs about multiculturalism, migration and migrants. With this work, she seeks to lay out a critical insight into the existing multicultural ideological typology and to articulate why certain discourse is problematic and what it causes in the mental perception of high school pupils. At the same time, with a concrete problematisation of content segments, she seeks to contribute to reducing the stereotyping, discriminatory, ethnocentric and racist perceptions of content related to multiculturalism.
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