Course Description Although contemporary Czech society is still perceived as very homogenous, topics related to ethnicity, identity, culture and nationalism are nonetheless very vivid. There have been many changes in the ethnic structure of the country since 1918 and ethnic tensions became a strong force that have played an important role in all the changes that took place over the past twenty years. This course will analyze this force and explore the link between political, social and economic changes and intercultural issues from different perspectives. The aim of the course is threefold: an introduction to intercultural issues in the Czech context against a background of social, political and historical change; an introduction to the main topics related to intercultural issues; and a reflection on intercultural competencies.

Learning Objectives

By the end of the course, students will

·      understand issues concerning identity, culture and cultural misunderstanding pertinent to the Czech environment and ways these issues have been addressed

·      analyze the ways in which culture influences our daily life in general and in the Czech context specifically

·      be able to critically examine the way historical and social contexts influence our perception of intercultural issues

·      be able to reflect on personal experience in the context of living abroad for four months

Course Description

Although contemporary Czech society is still perceived as very homogenous, topics related to ethnicity, identity, culture and nationalism are nonetheless very vivid. There have been many changes in the ethnic structure of the country since 1918 and ethnic tensions became a strong force that have played an important role in all the changes that took place over the past twenty years. This course will analyze this force and explore the link between political, social and economic changes and intercultural issues from different perspectives.

The aim of the course is threefold: an introduction to intercultural issues in the Czech context against a background of social, political and historical change; an introduction to the main topics related to intercultural issues; and a reflection on intercultural competencies.

 

Methods of Instruction

To facilitate a genuine experience, the class will employ different methods and tools, including

·       teacher’s presentations introducing particular topics

·       students’ presentations demonstrating their understanding of a particular topic

·       guest speakers

·       reflections based on a wide range of training methods used in intercultural training

·       field trips and observations

·       a visit to an English-language performance at the Theatre of the Oppressed

·       an intensive workshop

 

Course Requirements

Individual presentation

Each student will have a presentation based on a scholarly article and linking theoretical concepts to his/her own reflections of intercultural issues.

Lengths of the presentation – 20 minutes

 

Intensive course reflection

Each student will submit a reflection on the workshop themes and activities. Specific guidelines will be provided via Canvas course site.

Length: 1300-1500 words

Final paper

Each student will write two papers – a mid-term paper and a final paper, each divided into two parts: a description of a specific situation and its reflection in the light of the literature and concepts covered during the course. Specific guidelines will be provided via Canvas course site.

General parameters:

Final paper: 1700–2000 words, use of at least 5 theoretical texts to support the arguments presented; due date: December 31

 

Class Participation

Activity in the class will be based on self-assessment and reflection of each class as well as active preparation for each class session, including reading the required texts and the ability to apply presented contexts in class discussions and activities.

 

Weekly Schedule

 

October 12	Introduction to the course and to the situation in the Czech Republic Expectations, details of the field trip, activities to introduce each other and share stories about multicultural issues.   No individual presentations.
	Minorities in the Historical Context The situation in Czechoslovakia 1910–1938; the situation of minority groups during Communism; the situation in the Czech Republic after 1989. Relations between minority groups and majority population from an international perspective.   Readings due: Bhopal 2004, 47–64. Devine 2005, 49–69.
October 19	Class INTENSIVE COURSE part 1   Identity Identity versus ethnicity; ethnicity as a part of multiple identities approach; culturalism versus multiple identities approach and intersectionality.   Readings due: Bauman 2004. Howard 2000, 367–393.   Culture Onion model of culture; symbols, rituals, value system and pre-assumptions. Influence of culture on daily situations.   Reading due: Samovar, Porter, McDaniel & Roy 2013, Chapter 6.   Intercultural Sensitivity Contact theory; intercultural sensitivity theory; analysis of specific situations in the light of the intercultural sensitivity theory.   Readings due: Gordon 2005, 423 – 429. Hammer, Bennett & Wiseman 2003, 421 – 443.   Intercultural Communication Communication models; culture as the third dimension of communication; cultural misunderstandings; analysis of specific situations in the light of the introduced theoretical concepts.   Reflection paper: Write a one-page reflection paper on what surprised you during the workshop and what you could learn about cultural differences and similarities.
October 26	INTENSIVE COURSE  part 2
November 9	Minorities in the Historical Context The situation in Czechoslovakia 1910–1938; the situation of minority groups during Communism; the situation in the Czech Republic after 1989. Relations between minority groups and majority population from an international perspective.   Reading due: Moree, Vávrová & Felcmanová 2017, 498 – 509.
	Intercultural Issues on the Background of Transformation The influence of political transformation on the value system; multicultural education as a laboratory of intercultural relations; education system in Czechoslovakia and in the Czech Republic before and after 1989.   Readings due: Marková 2004, 1 – 25. Moree 2013, 586 – 608 (online 1469-3704).
November 23	Multicultural Education in the Czech Context Multicultural education from an international perspective; the influence of societal context on implementation of multicultural education; Multicultural education in the light of culturalism and multiple-identities approach.   Readings due: Banks 2004, 3 - 15. Moree 2008, Chapter 1. Moree, Klaassen & Veugelers 2008.
	Processes of Exclusion and Power Issues Power as a means of segregation; exclusion from the perspective of group dynamics; ethnicity as a factor of exclusion; visibility versus in-visibility as part of processes of exclusion.   Reading due: Anthias 2011, 204 – 216.   Student presentations
December 7	Integration The link between assimilation, integration, marginalization and segregation from the perspectives of minority and majority groups. Integration in the light of daily situations; integration in the education system, the case of the Czech Republic.   Reading due: Berry 1997, 5 – 68.   Student presentations
	Stigma and Racism Theory of stigma; macroaggressions; stigma and racism; victims and oppressors in the light of the stigma concept. Methods of overcoming exclusion and hate speech.   Readings due: Link & Phelan 2001, 363–385. Crocker & Major 1989, 608 – 630.   Student presentations
	Methods How to Work with These Topics Intercultural issues in the education system and as a part of citizenship education; culture versus structure in concrete situations.   Readings due: Parker 2007. Power & Power 2008.   Final paper due December 31

 

Course Materials

Readings

Anthias, F. (2011). “Intersections and Translocations: new paradigms for thinking about cultural diversity and social identities.” European Educational Research Journal 10: 204–216.

 

Banks, J., A. (ed.) (2004). Diversity and Citizenship Education; Global Perspectives. San Francisco: Jossey-Bass: 3-15.

 

Bauman, Z. (2004). Identity. Cambridge: Polity Press.

 

Berry, J., W. (1997). “Immigration, Acculturation, and Adaptation.” Applied Psychology: An international review, 46: 5–68.

 

Bhopal, K. (2004). “Gypsy Travellers and Education: Changing needs and changing perceptions.” British Journal of Educational Studies 52: 47–64.

 

Crocker, Jennifer & Major, Brenda (1989). “Social Stigma and Self-Esteem: The Self-Protective Properties of Stigma.” Psychological Review 96, no. 4: 608–630.

 

Devine, D. (2005). “Welcome to Celtic Tiger? Teacher responses to immigration and increasing ethnic diversity in Irish schools.” International Studies in Sociology of Education 15: 49–69.

 

Gijsberts, M. (2004). Ethnic minorities and Integration; Outlook for the Future. The Hague: Social and Cultural Planning Office.

 

Gordon, P. S. (2005). “Not a Mormon; Confessions of a Dangerous Nomo.” Cultural Studies 19: 423–429.

 

Hammer, M., R., & Bennett, M., J., & Wiseman, R. (2003). “Measuring Intercultural Sensitivity: The intercultural development inventory.” International Journal of Intercultural Relations 27: 421 – 443.

 

Howard J. A. (2000). “Social Psychology of Identities.” Annual Review of Sociology 26: 367–393

Link, Bruce, G. & Phelan, Jo, C. (2001). “Conceptualizing Stigma.” Annual Review of Sociology 27: 363–385.

 

Marková, I. (ed.) (2004). Trust and democratic transition in post-communist Europe. Oxford: Oxford University Press.

 

Moree, D. (2013). “Teachers and School Culture in the Czech Republic before and after 1989.” The Curriculum Journal 24, no. 4: 586–608. ISSN 0958-5176.  (Online 1469-3704).

 

Moree, D. “How Teachers Cope with Social and Educational Transformation: Struggling with Multicultural Education in the Czech Classroom.” Benešov: Eman, 2008. ISBN 978-80-86211-62-6.

 

Moree, D., Klaassen, C. & Veugelers, W. (2008). “Teachers’ Ideas about Multicultural Education in a Changing Society: the case of the Czech Republic.” European Educational Research Journal 7. ISSN 1474-9041.

 

Moree, D., Vávrová, T. & Felcmanová, A. (2017). Blue or red, why do categories attract? Urban Review, 49, 498 – 509 DOI 10.1007/s11256-016-0396-3.

 

Parker, W., C. (2007). “Imagining a Cosmopolitan Curriculum. A Working Paper Developed for the Washington State Council for the Social Studies.” Seattle: University of Washington.

 

Power, F., C. & Power, A., M. (2008). “Civic Engagement, Global Citizenship and Moral Psychology.” In: Oser, F., K. & Veugelers, W. (eds). Getting Involved; Global Citizenship Development and Sources of Moral Values. Rotterdam: Sense Publisher.

 

Samovar, L., A.; Porter, R., E.; McDaniel, E., R. & Roy, C., S. (2013). Communication between Cultures. Wadsworth: Cengage Learning.

 

Online Resources

www.dvenatreti.cz

www.czechkid.cz