Socialne igre za krepitev medkulturnih kompetenc : magistrsko delo

Blagojevič, Maja (author), Zorn, Jelka (mentor)

Živimo v času, za katerega je značilna prepletenost in sobivanje različnih kultur, in čeprav se zdi, da predsodki in rasizem izginjajo, so ti živi in oblikujejo družbeno realnost posameznikov in manjšinskih skupin. Na podlagi lastnih izkušenj soočanja s predsodki, stereotipi in diskriminacijo nas je zanimal širši pogled v izzive, s katerimi se soočajo tujci in muslimani v Sloveniji, ter ali lahko rešimo medčloveške odnose, v katerih smo se znašli, in kako jih lahko rešimo. Uporabili smo avtoetnografsko metodo, skozi refleksijo osebnih izkušenj in pisanja bloga za premagovanje predsodkov in stereotipov. Analizirali smo nestrukturirane intervjuje, ki smo jih opravili s tujkami in muslimankami v Sloveniji ter učiteljicami razrednega pouka. Vpogled v prakso izvajanja medkulturnega dialoga v Sloveniji nam je obogatil polstrukturiran intervju s predsednikom društva Medkulturni dialog Slovenije. Intervjuji o izkušnjah manjšinskih skupin odkrivajo zatiralsko realnost, neznanje in nestrpnost, percepcijo in vrednotenje, ki je evropocentrična in na strani večine. Skozi obtoževanje tujosti kot glavnega krivca tegob v državi se odkrivajo ksenofobične, sovražne in nestrpne prakse, ki so normalizirane v političnih, medijskih in tudi šolskih razpravljanjih. Menimo, da bi bilo potrebno opolnomočenje posameznikov na način, da bi se zavedali svojih pravic in dajanja islamofobije in diskriminacije prijavljali. Ugotavljamo, da je medkulturni dialog termin, ki se pogosto uporablja v govoru, a malokrat realizira v praksi. Predlagali bi financiranje in izvajanje akcij za povečanje medkulturnega dialoga med skupinami. Intervjuji z učiteljicami potrjujejo lastna zaznavanja pomanjkanja pridobivanja medkulturnih kompetenc med izobraževanjem na Pedagoški fakulteti Univerze na Primorskem. Razvoj medkulturnih kompetenc je potreben za enakopravnejšo družbo, v kateri so vsi posamezniki spoštovani in sprejeti v svoji različnosti. Rešitev vidimo v znanju, ki presega etnocentrizem zahodnega sveta, obsega kritično razmišljanje in kulturno kompetentnost, ter menimo, da bi takšno znanje bilo treba zagotoviti znotraj obveznega izobraževalnega sistema. Šolski sistem je namreč tisti, v katerega je vključeno največje število posameznikov. Kakovostna izobrazba pripomore k ustvarjanju odnosov med ljudmi, ki temeljijo na strpnosti, sodelovanju in zaupanju. Interventno smo izvedli delavnico pridobivanja socialnih veščin s študenti in študentkami pedagoške fakultete v Kopru, ki so jo udeleženci pozitivno ocenjevali. Menimo, da bi bilo podobne prakse potrebno vnašati v izobraževalni proces bodočih učiteljev, vendar vseh, in to kot večkratno, stalno delo. V magistrskem delu ugotovimo, da je medkulturalizem načelo, ki ga je, v večkulturnih družbah, v katerih živimo, treba uresničiti tako v izobraževalni praksi kot praksi socialnega dela. Pokažemo na možnost sodelovanja dveh strok, socialnega dela in šolstva, za razvoj medkulturnih praks in menimo, da bi si stroki s skupnimi močmi morali prizadevati za uresničitev medkulturalizma v praksi.

• Language: Slovenian
• Keywords: rasizem, islamofobija, medkulturalizem, delavnice pridobivanja socialnih veščin, kulturno kompetentno socialno delo, antirasistično socialno delo
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: FSD - Faculty of Social Work
• Place of publishing: Ljubljana
• Publisher: [M. Blagojevič]
• Year: 2022
• Number of pages: 88 str.
• PID: 20.500.12556/RUL-141307
• UDC: 316.647.8:364.4
• COBISS.SI-ID: 123987203
• Publication date in RUL: 28.09.2022

Secondary language

• Language: English
• Title: Social activities to promote intercultural competencies

Abstract

We live in a time when different cultures are intertwined and coexist, and although prejudice and racism seem to be disappearing, they are alive and shaping the social reality of both individuals and minority groups. Based on our own experience of dealing with prejudice, stereotypes, and discrimination, we were interested in a broader view of the challenges faced by foreigners and Muslims in Slovenia, and if or how we can resolve the interpersonal relations in which we have found ourselves. We used the autoethnographic method, through reflection on personal experiences and through blog writing, to overcome prejudices and stereotypes. We analysed unstructured interviews conducted with foreign and Muslim women in Slovenia and with classroom teachers. The semi-structured interview with the President of the Intercultural Dialogue Association of Slovenia provided insight into the practice of intercultural dialogue in Slovenia. Interviews on the experiences of minority groups reveal oppressive reality, ignorance and intolerance, perception and evaluation that is Eurocentric and on the side of the majority. Through the blaming of foreignness as the main culprit of the country's hardships, xenophobic, hateful, and intolerant practices that are normalised in political, media and even school discourses are revealed. We believe that individuals should be empowered to be aware of their rights and to report Islamophobia and discrimination. We note that intercultural dialogue is a term that is often used in speech but rarely put into practice. Funding and implementation of actions to increase intercultural dialogue between groups would be suggested. The interviews with the teachers confirm our observations of the lack of acquisition of intercultural competences during the education at the Faculty of Education. The development of intercultural competences is necessary for a more equal society in which all individuals are respected and accepted in their diversity. The solution, in our view, lies in knowledge that goes beyond the ethnocentrism of the Western world, encompasses critical thinking and cultural competence. We believe that such knowledge should be provided within the compulsory education system. The school system is the one in which the greatest number of individuals are involved. Quality education helps to create relationships between people based on tolerance, cooperation, and trust. We have conducted a social skills workshop with students of the Faculty of Education in Koper, which was positively evaluated by the participants. We believe that similar practices should be introduced into the educational process of future teachers, but all of them and as repeated, ongoing work. In the master’s thesis, we conclude that interculturalism in the multicultural societies in which we live is a principle that needs to be put into practice in both educational and social work practice. We show that the two disciplines of social work and education can work together to develop intercultural practices and argue that the two disciplines should work together to put interculturalism into practice.

• Keywords: racism, islamophobia, interculturalism, social skills workshops, culturally competent social work, anti-racist social work