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