Page 328 - Igor Ž. Žagar in Ana Mlekuž, ur. Raziskovanje v vzgoji in izobraževanju: mednarodni vidiki vzgoje in izobraževanja. Ljubljana: Pedagoški inštitut, 2020. Digitalna knjižnica, Dissertationes 38
P. 328
r aziskovanje v vzgoji in izobr aževanju: mednarodni vidki vzgoje in izobr aževanja
tween 20-33 years. As the survey applied only open-ended questions, the
study involved qualitative data analysis.
Curriculum design for an internationalised syllabus
In creating the course structure the lecturers emphasized on international-
isation of the curriculum by involving intercultural and global dimensions
into the teaching content, methods and classroom activities. Therefore it
was important to set the purpose of the course and the preferred learning
outcomes in the syllabus:
The main purpose of the course is to better understand cultur-
al diversity and the realities of culturally diverse societies. The
course helps students understand the positions of people of dif-
ferent backgrounds through the toolkit of sociology and cultur-
al anthropology. The involvement of non-formal teaching and
learning methods helps to interpret and analyse concepts of stere-
otypes and to find possible solutions for multicultural challenges.
Further aim is active student involvement in the class topics: each
participant should reflect on his or her standpoint, experiences
and cultural educational background throughout the semester,
therefore active classroom participation is a must. (E xtract from
the syllabus)
In means of transformational learning, the aim of the course was to
make students more interested in learning about the classroom topics and
to motivate them to participate actively in the classroom activities. For this
reason, the lecturers introduced a flexible curriculum design that allowed
students to choose the topics of their interest at the beginning of each se-
mester. The main course topics were cultural anthropology, cultures and
subcultures, cultural diversity, ethnicity, the concept of nation, neo-na-
tionalism, stereotypes, sexual and gender minorities, research methods.
Furthermore, the lecturers’ intention was also to involve the local (Hun-
garian) context into the teaching content, therefore concerning the topics
of neo-nationalism case studies from Hungary were presented, for exam-
ple a documentary reflecting Hungarian rock music subculture which also
helped to reflect upon national symbols and concepts of collective memo-
ry. Throughout the semesters most voted topics were chosen to be the main
classroom themes to discuss and plan around the classroom activities, thus
shaped the directions towards the final individual/group assignments. The
328
tween 20-33 years. As the survey applied only open-ended questions, the
study involved qualitative data analysis.
Curriculum design for an internationalised syllabus
In creating the course structure the lecturers emphasized on international-
isation of the curriculum by involving intercultural and global dimensions
into the teaching content, methods and classroom activities. Therefore it
was important to set the purpose of the course and the preferred learning
outcomes in the syllabus:
The main purpose of the course is to better understand cultur-
al diversity and the realities of culturally diverse societies. The
course helps students understand the positions of people of dif-
ferent backgrounds through the toolkit of sociology and cultur-
al anthropology. The involvement of non-formal teaching and
learning methods helps to interpret and analyse concepts of stere-
otypes and to find possible solutions for multicultural challenges.
Further aim is active student involvement in the class topics: each
participant should reflect on his or her standpoint, experiences
and cultural educational background throughout the semester,
therefore active classroom participation is a must. (E xtract from
the syllabus)
In means of transformational learning, the aim of the course was to
make students more interested in learning about the classroom topics and
to motivate them to participate actively in the classroom activities. For this
reason, the lecturers introduced a flexible curriculum design that allowed
students to choose the topics of their interest at the beginning of each se-
mester. The main course topics were cultural anthropology, cultures and
subcultures, cultural diversity, ethnicity, the concept of nation, neo-na-
tionalism, stereotypes, sexual and gender minorities, research methods.
Furthermore, the lecturers’ intention was also to involve the local (Hun-
garian) context into the teaching content, therefore concerning the topics
of neo-nationalism case studies from Hungary were presented, for exam-
ple a documentary reflecting Hungarian rock music subculture which also
helped to reflect upon national symbols and concepts of collective memo-
ry. Throughout the semesters most voted topics were chosen to be the main
classroom themes to discuss and plan around the classroom activities, thus
shaped the directions towards the final individual/group assignments. The
328
