Prerequisits:

There are no specific prerequisites for this course. Basic knowledge of social science and humanities theories and research methods, especially in migration studies, is recommended.

Content: 

1. From segregation to inclusion
2. Slovenia and international research on inclusion of migrant children
3. Legislative framework and practice
4. Intercultural competence of the teachers and their active role in inclusion
5. Imagology: on migration and attitudes towards newcomers in literature
6. Intercultural dialogue and intercultural lessons in cooperation with immigrants, emigrants and minority members
7. Challenges of inclusion

Readings:

• Dimkovska, Lidija, ed. 2014. Iz jezika v jezik: antologija sodobne manjšinske in priseljenske književnosti na Slovenskem. Ljubljana: Društvo slovenskih pisateljev.
• Ermenc, Klara S., Štefanc, Damijan, Mažgon, Jasna. 2020. Challenges of differentiated and individualized teaching in vocational education: the case of Slovenia. Problems of Education in the 21st Century 78/5: 815-831. DOI 10.33225/pec/20.78.815
• Japelj Carone, Lisa. 2016. Mi, ki smo odšli: pričevanja pariških Slovencev povojne generacije. Korenine, February 2016. URN:NBN:SI:DOC-14RI3SF4
• Kajzer, Alenka, Fajić, Lejla, ur. 2019. Ekonomski izzivi 2019. Ljubljana: Urad RS za makroekonomske analize in razvoj, https://www.umar.gov.si/fileadmin/user_upload/publikacije/izzivi/2019/EI_2019_cel.pdf
• Lesar, Irena, Majcen, Ivana, Podlesek, Anja. 2020. Stališča (bodočih) pedagoških delavcev kot temelji kakovostnemu vključevanju otrok priseljencev. Dve domovini/Two Homelands 52: 147-164, https://doi.org/10.3986/dd.2020.2
• Lukšič Hacin, Marina, ur. 2024. Slovenske selitve v socializmu. Ljubljana: Založba ZRC, 2024. DOI: https://doi.org/10.3986/9789610509103
• Sedmak, Mateja et al. 2021. Migrant Children’s Integration and Education in Europe: Approaches, Methodologies and Policies. Barcelona: Octaedro, https://octaedro.com/wp-content/uploads/2021/04/9788418615375.pdf
• Milharčič Hladnik, Mirjam, ur. 2011. In-in: življenjske zgodbe o sestavljenih identitetah. Ljubljana: Založba ZRC SAZU. DOI: https://doi.org/10.3986/9789612542658
• Mlekuž, Jernej. 2021. ABCČĆ migracij. Ljubljana: Založba ZRC SAZU.
• Nieto, Sonia, Bode, Patty Bode. 2008. Affirming diversity: The Sociopolitical Context of Multicultural Education. Boston: Allyn & Bacon.
• Smolej, Tone, ur. 2005. Podoba Slovenije in Slovencev v tuji književnost: imagološko berilo, Ljubljana: Filozofska fakulteta, Oddelek za primerjalno književnost in literarno teorijo.
• Grant, Carl A., Portera, Agostino. 2011. Intercultural and Multicultural Education: Enhancing Global Interconnectedness. New York, Oxon: Routledge.
• Šabec, Ksenija. 2016. Slovenski učbeniki kot akter etnocentrične in rasistične socializacije: primer osnovnošolskih učbenikov za geografijo. Dve domovini/Two Homelands 44: 139-152. https://doi.org/10.3986/dd.2016.2.11
• Sedmak, Mateja. 2015. “(Mešane) kulturne identitete: konstrukcija in dekonstrukcija”. Annales, Series Historia et Socilogia 25/ 1: 155-170.
• Solano, Giacomo, Huddleston, Thomas. 2020. Migrant Integration Policy Index 2020 (MIPEX 2020). Barcelona, Brussels: CIDOB, MPG. https://www.mipex.eu/.
• Toplak, Kristina. 2019. Migracijski pojmovnik za mlade. Maribor: Aristej.
• Vižintin, Marijanca Ajša, Kern, Boris. 2022. Začetni tečaj slovenščine in medkulturni dialog pri vključevanju otrok priseljencev. Dve domovini/Two Homelands 56: 131-148. DOI: https://doi.org/10.3986/dd.2022.2.10.
• Vižintin, Marijanca Ajša. 2022. The Role of Teachers in the Successful Integration and Intercultural Education of Migrant Children. Newcastle upon Tyne: Cambridge Scholars.
• Zorman, Anja, and Zudič Antonič, Nives. 2019. Intercultural sensitivity of teachers. Annales, Series Historia et Sociologia 29/2: 247-258.
• Žitnik Serafin, Janja, ed. 2017. Slovensko izseljenstvo v luči otroške izkušnje. Ljubljana, Založba ZRC, ZRC SAZU. DOI: https://doi.org/10.3986/9789612542931

Objectives and competences:

The course deals with exclusionary and, above all, inclusive policies in the field of integrating immigrant children, the latest Slovenian legislation in this area, and examples of best practices.

It develops intercultural competence and critically examines the possibilities for its development in all those who influence integration (children, parents, the local environment, and especially educators).

It develops an immigrant-emigrant perspective, linking the contributions of emigrants from Slovenia and immigrants to Slovenia (in the second half of the 20th and early 21st centuries).

Using literary texts as examples, it addresses prejudice, discrimination, and relations between the majority society, minorities, and immigrants.

It presents the challenges of integration, both in the education system and in society.

Student competencies:

• Knowledge of inclusive and excluding policies toward immigrants, with an emphasis on education.
• Critical reflection on the integration, inclusion of immigrant children into the Slovenian school system.
• Developing intercultural competence.
• Ability to prepare intercultural lessons for various subjects, taking into account Slovenians around the world and immigrants in Slovenia.
• Independent research and presentation of a training plan for current and future educators to enable them to teach in plurilingual, multi-ethnic, and multi-religious classrooms.

Intended learning outcomes:

• written scientific paper with scientific apparatus
• critical analysis of diverse sources
• interpretation of research results
• use of interdisciplinary analytical approaches
• knowledge of qualitative, narrative methodological procedures and their application

Learning and teaching methods

Types of learning/teaching:

• Frontal teaching
• Work in smaller groups or pair work
• Independent students work
• e-learning

Teaching methods:

• Explanation
• Conversation/discussion/debate
• Work with texts
• Different presentation
• Field work (e.g. school, library, NGO visits)
• Inviting guests from schools

Assessment:

• Short written assignments 30 %
• Long written assignments 40 %
• Presentations 30 %

Lecturer’s references:

• Vižintin, Marijanca Ajša. 2022. The Role of Teachers in the Successful Integration and Intercultural Education of Migrant Children. Newcastle upon Tyne: Cambridge Scholars.
• Vižintin, Marijanca Ajša, Kern, Boris. 2022. Začetni tečaj slovenščine in medkulturni dialog pri vključevanju otrok priseljencev. Dve domovini/Two Homelands 56: 131-148. DOI: https://doi.org/10.3986/dd.2022.2.10
• Vižintin, Marijanca Ajša. 2021. Začetki dopolnilnega pouka slovenskega jezika in kulture v Nemčiji v 20. stoletju. Dve domovini/Two Homelands 54: 189-204. https://doi.org/10.3986/dd.2021.2.14.
• Vižintin, Marijanca Ajša. 2019. Bosnian language lessons as the mother tongue of immigrants and their descendants in Slovenia. In Both Muslim and European: Diasporic and Migrant Identities of Bosniaks, edited by Dževada Šuško, 124-147. Leiden; Boston: Brill.
• Vižintin, Marijanca Ajša. 2017. Medkulturna vzgoja in izobraževanje: vključevanje otrok priseljencev. Ljubljana: Založba ZRC SAZU, DOI: https://doi.org/10.3986/9789610500131
• Vižintin, Marijanca Ajša. 2016. (Im)migrant and ethnic minority literature in education curricula in Slovenia. CLCWeb : comparative literature and culture. March 2016, vol. 18, issue 1. ISSN 1481-4374. http://docs.lib.purdue.edu/clcweb/vol18/iss1/7/, DOI: 10.7771/1481-4374.2763.