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The course will be a practically oriented series of workshops during which we will engage in didactic games and approaches focused on the topic of diversity in the classroom and its role in today's world. We will initiate the debate with themes such as Critical Self-Reflection and Identity, Intersectionality, Privilege, and Marginalization. The pedagogical foundation of the entire course will be experiential pedagogy. Using tools from experiential pedagogy, we will explore two important themes of everyday life in modern society: the aforementioned topic of diversity and the topic of consumer society. Both are decisive factors for life in a modern city, which will serve as our natural laboratory for didactic experimentation.
There will be debate and subsequent practical trials on how, as a future educator, I can prepare for the school environment of the superdiverse era—when even our classrooms are undergoing an "internal globalization," as Ulrich Beck described the process of increasing numbers of students with different mother tongues. Furthermore, didactic methods that address the topic of diversity in schools will be introduced. As a more realistic and classroom-friendly approach to communication, the theory of cultural humility will be presented as a more effective alternative to intercultural communication and intercultural competence.
Is the ethos of our age shopping? Does "I shop, therefore I am", as Barbara Kruger ironically remarked, also apply here? If we live in a consumer society, is that necessarily a bad thing? Why not rejoice in the array of offerings that previous generations could only dream about? Does consumption in the era of consumerism inevitably lead to egoism—or even self-obsession? If today's young people grow up in a consumer society, what effect does it have on them? These are the questions we will explore throughout the course through debates, taste-testing sessions, and excursions to shopping centers, the main train station, or even to Sapa.
We will also debate whether Czech society is defined by a civic or an ethnic concept of citizenship and examine the consequences of each. In doing so, we will seek answers to the question of how consumer society, migration, mobility and the urban environment are interconnected.
The course is open to everyone, regardless of age, prior education, or language proficiency. Everyone who enjoys observing the world around them and questioning what they see is welcome. No previous knowledge of experiential pedagogy, migration studies, sociology, anthropology, urbanism or political science is required.
Poslední úprava: Murad Salim, PhDr., Ph.D. (10.09.2025)
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Course Objectives Students will learn to apply the methods of experiential learning and place-based education. They will experience the city through the lens of diversity, gain a foundational understanding of urbanism, and develop the ability to apply theories of cultural humility. Furthermore, they will cultivate sensitivity to different lifestyles and situations that characterize life in a global superdiverse city. Poslední úprava: Murad Salim, PhDr., Ph.D. (10.09.2025)
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Preparation for Teaching
Course Completion
Poslední úprava: Murad Salim, PhDr., Ph.D. (10.09.2025)
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Literature: Christ, R. C., & Clifton, A. C. (2020). Culturally responsive investigations of communities: Honoring funds of knowledge and community spaces. In Teaching for citizenship in urban schools (Chapter 3). Information Age Publishing. Moya Pellitero, A. M., & Hunter, V. (2020). Somatic landscapes and urban identities: Mapping emotional engagements through site, dance and body connections in Raval, Barcelona, a case study. Athens Journal of Architecture, 6(3), 249–272. https://doi.org/10.30958/aja.6-3-3 Recommended Reading: · Arvanitakis, J., & Hornsby, D. J. (Ed.). (2016). Universities, the citizen scholar and the future of higher education. Palgrave Macmillan. · Barrett-Lennard, G. T. (2017). Experiential Learning for Professional Helpers. Springer International Publishing. https://doi.org/10.1007/978-3-319-47919-4 · Bryant, C. C. (2021). Prague: Belonging in the modern city. Harvard University Press. · Ciobanu, R. O. (2023). Super-diversity and intersectionality. In S. Torres & A. Hunter (Ed.), Handbook on Migration and Ageing (s. 57–66). Edward Elgar Publishing. https://doi.org/10.4337/9781839106774.00012 · Crul, M., & Lelie, F. (2023). The new minority: People without a migration background in the superdiverse city. VU University Press. · · Haas, H. de, Castles, S., & Miller, M. J. (2022). The age of migration: International population movements in the modern world (Sixth edition, reprinted by Bloomsbury Academic). Bloomsbury Academic. · Harfitt, G., & Chow, J. M. L. (2020). Employing Community-Based Experiential Learning in Teacher Education. Springer Singapore. https://doi.org/10.1007/978-981-15-6003-3 · Heidrich, L., Karakaşoğlu, Y., Mecheril, P., & Shure, S. (2021). Schools and Teacher Education Challenged by Transnational Constellations. An Introduction. In L. Heidrich, Y. Karakaşoğlu, P. Mecheril, & S. Shure (Ed.), Regimes of Belonging – Schools – Migrations (s. 1–24). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-29189-1_1 · Joppke, C. (2020). Neoliberal Nationalism: Immigration and the Rise of the Populist Right (1. vyd.). Cambridge University Press. https://doi.org/10.1017/9781108696968 · London School of Economics and Political Science, LSE Cities. (2023). Young Researchers-in-Residence: A model for investigating and designing urban spaces with young people [Report]. LSE Cities. · Lovett, K. (Ed.). (2020). Diverse Pedagogical Approaches to Experiential Learning: Multidisciplinary Case Studies, Reflections, and Strategies. Springer International Publishing. https://doi.org/10.1007/978-3-030-42691-0 · McFarlane, C., & Lancione, M. (2021). Global Urbanism: Knowledge, Power and the City (1. vyd.). Routledge. https://doi.org/10.4324/9780429259593 Poslední úprava: Murad Salim, PhDr., Ph.D. (10.09.2025)
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The teaching methods will consist of the didactic approaches of experiential learning and place-based education. Poslední úprava: Murad Salim, PhDr., Ph.D. (10.09.2025)
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Final project presentation and submission of the final project. Active participation in classes. Reading of obligatory literature and once per semester position paper presentation. The final project may take the form of a final paper. The minimal length of the text is 2,000 words, and it must comply with academic standards of form and structure. The final paper may be replaced by another type of final project; however, its scope and level of difficulty must correspond to writing a 2,000-word final paper. The topic and form of completion will be individually agreed upon with the instructor no later than by the end of the first third of the semester. Position Paper Presentation Each student will be required to deliver one position paper presentation during the semester (20 minutes). The position paper should provide a critical summary of the assigned reading and demonstrate the student’s understanding of its relevance to the broader aims of the course. Each presentation will be followed by a discussion with peers. Poslední úprava: Murad Salim, PhDr., Ph.D. (10.09.2025)
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1. An introduction to experiential learning theory 2. Anti-bias training 3. Globalization, McDonaldization, globalization of nothing 4. Superdiverse city, superdiverse street, an ethnography of urban 5. Theory of cultural humility vs. intercultural competences 6. Consumer culture 7. Consumption of experiences 8. Marginalized youth and consumerism, brands 9. Gentrification, spatial segregation, marginalization 10. Belonging and exclusion 11. Site specific performance – retail therapy 12. Educator and authenticity – ethical dimensions 13. Concluding debate – experiential learning 14. Festival of final project presentations Poslední úprava: Murad Salim, PhDr., Ph.D. (10.09.2025)
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Learning Outcomes - upon successful completion of the course, students will be able to:
Apply the methods of experiential learning.
Apply the methods of place-based education.
Employ basic approaches grounded in cultural humility.
Demonstrate understanding of the theoretical foundations of superdiversity. Demonstrate understanding of the specific characteristics of the post-communist city.
Demonstrate understanding of the fundamental principles of urbanism.
Develop sensitivity to the city and to the diverse components that constitute it in the context of globalization.
Learn and independently apply a variety of methods for investigating urban reality. Poslední úprava: Murad Salim, PhDr., Ph.D. (10.09.2025)
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No prerequisites. The course is open to everyone, regardless of age, prior education, or language proficiency. Everyone who enjoys observing the world around them and questioning what they see is welcome. No previous knowledge of experiential pedagogy, migration studies, sociology, anthropology, urbanism or political science is required. Poslední úprava: Murad Salim, PhDr., Ph.D. (10.09.2025)
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