Promotion of multiculturalism through children\u27s literature

Svet je kulturni mozaik. Živimo v družbi, ki je kulturno pisana. Tudi učenci prihajajo iz palete različnih kulturnih okolij. Mnogo priseljencev se v priseljeni državi počuti nesprejeto, nemalokrat so tarča odrivanja, posmeha, diskriminacije ali zgolj ignorance. To se pogosto začne dogajati v osnovni šoli, kjer lahko učitelji aktivno vzgojno delujemo. V magistrskem delu sem želela staršem in učiteljem predstaviti knjige, ki razvijajo večkulturnost in medkulturnost pri učencih. Raziskovala sem, kako izbrana knjiga medkulturno vzgaja in kakšen je otrokov odziv na prebrano. V teoretičnem delu sem se osredotočila na temi večkulturnost in medkulturnost. Primerjala sem besedila z večkulturno tematiko v učnih načrtih treh različnih družbenih sistemov (l. 1984, 1998, 2018). Raziskovala sem obravnavanje tovrstne tematike v finskem učnem načrtu in se posvetila medkulturnemu dialogu pri pouku mladinske književnosti. Pozorna sem bila na avtonomijo učitelja pri izbiri del in vključevanju metode žepne pravljice. Raziskala sem tudi urejenost igralnic in razredov ter razvila medkulturno učilnico s QR-kodami. V empiričnem delu sem opravila raziskavo, ki temelji na desetih izbranih pravljicah. Knjige z medkulturno tematiko sem podrobneje opisala in analizirala. Raziskovala sem, kaj ponujajo pravljice z medkulturno noto v sodobni mladinski književnosti. Spremljala sem otrokov odziv na prebrano knjigo. Zaključila sem s skupno analizo dobljenih rezultatov.The world is a cultural mosaic. We live in a culturally-diverse society. Pupils come from a variety of cultural environments. Immigrants often feel unwelcome in the country of immigration. They are frequently subject to segregation, ridicule, discrimination or simply ignorance, beginning as early as primary school. Here, teachers are in a capacity to provide an active positive educational role. In my master’s thesis, I wanted to present parents and teachers with a selection of books that foster multiculturalism and interculturalism in pupils. My research was focused on how the chosen books encourage multicultural upbringing and the response of children to reading them. In the theoretical part, I have focused on multiculturalism and interculturalism. I have compared texts with multicultural themes from syllabi in 1984, 1998 and 2018 (from three different socio-economic systems). My research encompassed the treatment of such themes in the Finnish syllabus and the discussions of multiculturalism in classes on children’s literature. There I have explored the teachers’ freedom to choose texts independently and the incorporation of the children’s short-story method. I have also researched the layout of pre-school and primary-school classes and developed a multicultural classroom that employs the use of QR codes. In the empirical part, I have conducted research based on ten selected children’s short stories. The texts have been described and analysed in detail. My research was focused on how children’s short stories with a multicultural aspect may enhance contemporary children’s literature. Following this, I have monitored the response of children after reading such a text. Finally, I have analysed the results of the research