Multicultural dimensions of postmodern societies 2300-AE-CaME-MD

1. Knowledge (K_W05): After completing the course, the student:
 defines and distinguishes key concepts, such as multiculturalism (as a factual state),
interculturalism (as a process/interaction), stereotype, prejudice, discrimination, and
culture shock;
 differentiates key concepts not only as cultural phenomena but also as power relations,
distinguishing cultural difference from social inequality and understanding terms such
as Eurocentrism, privilege, hegemony, and intersectionality.
 knows and can explain selected models of cultural dimensions (e.g., G. Hofstede) and
understands postcolonial critiques of these models (e.g., how they may essentialise
non-Western cultures or enforce a “West vs. Eest” narrative);
 characterises the model of acculturation strategies (integration, assimilation,
separation, marginalisation) and can indicate their consequences for education;
 understands the theoretical mechanisms of othering and epistemic violence (whose
knowledge counts?), recognising how educational systems can unintentionally
reproduce colonial structures; 
 lists and describes diversity management strategies in educational organisations (e.g.,
the “color-blind” approach vs. “multiculturalism”) and knows their theoretical
justifications;
 compares “diversity management” (functional/economic approach) with “social justice
education” (transformative approach), understanding the limitations of superficial
inclusion.
1. Skills (K_U03): After completing the course, the student:
 can critically evaluate educational materials or syllabi to identify Western-centric
narratives and propose modifications that include Global South perspectives or
indigenous knowledge systems;
 can identify learning barriers (linguistic, communicative, or resulting from differences
in cognitive styles) that occur in a culturally diverse group and systemic barriers (e.g.,
curriculum bias, linguistic imperialism) that hinder the educational success of certain
groups.
1. Social Competences (K_K02): After completing the course, the student
 can analyse their own positionality (social location) and identify how their own
cultural lens might influence their interpretation of a learner’s behaviour or a group
process.

 Attendance: As this is a highly interactive course that relies on group dialogue and
shared analysis, consistent attendance and active participation are essential
requirements.
 Final Written Colloquium: A short, summative written assessment will be conducted
at the conclusion of the 30-hour course. Its purpose is to evaluate the student's
comprehension and ability to synthesise the core theories, models, and concepts
covered in the lectures, primarily assessing the knowledge-based learning outcome
(K_W05).

 Andreotti V., Actionable Postcolonial Theory in Education, Routledge, 2011.
 Banks, J. A., McGee Banks, Ch. A., Multicultural Education. Issues and Perspectives,
Wiley, 2016.
 Bennett, M. Development model of intercultural sensitivity. In Kim, Y. (Ed.),
International encyclopedia of intercultural communication, Wiley, 2017.
 Sleeter Ch., Critical Multicultural Education. Theory and Practice, Teachers College
Press, 2024.
 Spivak, G. Can the Subaltern Speak? 1988.
 Usher R., Bryant I., Johnston R., Adult education and the postmodern challenge.
Learning beyond the limits, Routledge, 1997.
Detailed literature will be provided at the beginning of the course.