\n\tKa\u017ed\u00e1 t\u0159\u00edda se li\u0161\u00ed v r\u016fzn\u00fdch aspektech, studenti poch\u00e1zej\u00ed z r\u016fzn\u00e9ho socio-ekonomick\u00e9ho prost\u0159ed\u00ed, mohou b\u00fdt r\u016fzn\u00e9ho n\u00e1bo\u017eensk\u00e9ho vyzn\u00e1n\u00ed, \u017eij\u00ed na venkov\u011b, ve m\u011bstech, jsou vychov\u00e1v\u00e1n\u00ed konzervativn\u011b nebo liber\u00e1ln\u011b anebo jsou mezi nimi jin\u00e9 rozd\u00edly. Uv\u011bdom\u011bn\u00ed si r\u016fznorodosti student\u016f vy\u017eaduje, aby u\u010ditel\u00e9 nem\u011bli p\u0159edsudky a z\u00e1rove\u0148 vytvo\u0159ili p\u0159\u00edv\u011btiv\u00e9 prost\u0159ed\u00ed a inkluzivn\u00ed u\u010debn\u00ed klima pro v\u0161echny studenty ve t\u0159\u00edd\u011b. Odborn\u00e9 studie prok\u00e1zaly, \u017ee vym\u00fdcen\u00ed p\u0159edsudk\u016f ve t\u0159\u00edd\u00e1ch zvy\u0161uje studijn\u00ed v\u00fdsledky (nap\u0159\u00edklad McKown 2005). Citlivost k rozd\u00edl\u016fm mezi studenty tak\u00e9 vy\u017eaduje d\u016fsledn\u00e9 prozkoum\u00e1n\u00ed vzd\u011bl\u00e1vac\u00edho obsahu. Nap\u0159\u00edklad, jedna mezin\u00e1rodn\u00ed studie zkoumala spole\u010densk\u00e9 v\u011bdy a odhalila \u201ev u\u010debnic\u00edch p\u0159edsudky v\u016f\u010di b\u00edl\u00fdm Evropan\u016fm a nedostatek prostoru pro etnick\u00e9 skupiny\u201c (Dessel 2010, 411). Uv\u011bdom\u011bn\u00ed si takov\u00fdch p\u0159edsudk\u016f je z\u00e1sadn\u00ed nejen pro vytv\u00e1\u0159en\u00ed inkluzivn\u00edho a respektuj\u00edc\u00edho nastaven\u00ed, ale tak\u00e9 podporuje kritick\u00e9 my\u0161len\u00ed. Konstruktivn\u00ed a respektuj\u00edc\u00ed interakce je zase z\u00e1kladem pro inkluzivn\u00ed v\u00fduku, je\u017e podporuje zapojen\u00ed student\u016f.\n<\/p>\n
\n\tC\u00edle tohoto modulu:<\/strong>\n<\/p>\n \n\tNed\u00e1vn\u00fd v\u00fdzkum prok\u00e1zal, \u017ee \u201esamotn\u00fd kontakt ke zlep\u0161en\u00ed vztah\u016f ve skupin\u011b nesta\u010d\u00ed \u201ea \u017ee k usnadn\u011bn\u00ed (studentsk\u00fdch) mezikulturn\u00edch vztah\u016f jsou pot\u0159eba efektivn\u00ed programy veden\u00e9 instruktory\u201d (Dessel 2010, 412). Tento modul poskytuje:\n<\/p>\n \n\t\u2022 Cvi\u010den\u00ed a v\u00fdukov\u00e9 strategie na podporu odstra\u0148ov\u00e1n\u00ed p\u0159edsudk\u016f a podporu rozmanitosti mezi studenty,\u00a0\n<\/p>\n \n\t\u2022 p\u0159\u00edpadov\u00e9 studie s p\u0159\u00edklady v\u00fdzev a mo\u017en\u00fdch \u0159e\u0161en\u00ed souvisej\u00edc\u00edch s rozmanitost\u00ed t\u0159\u00eddy.\n<\/p>\n \n\tPou\u017eit\u00e1 literatura:<\/strong>\n<\/p>\n \n\tAllport, G. (1954). The nature of prejudice. Cambridge, MA: Addison-Wesley Dessel A. (2010). Prejudice in Schools: Promotion of an Inclusive Culture and Climate. Education and Urban Society, 42:4, 407-429. McKown, C. (2005). Applying ecological theory to advance the science and practice of school-based prejudice reduction interventions. Educational Psychologist, 40, 177-189.<\/p>\n","protected":false},"excerpt":{"rendered":" Ka\u017ed\u00e1 t\u0159\u00edda se li\u0161\u00ed v r\u016fzn\u00fdch aspektech, studenti poch\u00e1zej\u00ed z r\u016fzn\u00e9ho socio-ekonomick\u00e9ho prost\u0159ed\u00ed, mohou b\u00fdt r\u016fzn\u00e9ho n\u00e1bo\u017eensk\u00e9ho vyzn\u00e1n\u00ed, \u017eij\u00ed na venkov\u011b, ve m\u011bstech, jsou vychov\u00e1v\u00e1n\u00ed konzervativn\u011b nebo liber\u00e1ln\u011b anebo jsou mezi nimi jin\u00e9 rozd\u00edly. Uv\u011bdom\u011bn\u00ed si r\u016fznorodosti student\u016f vy\u017eaduje, aby …<\/p>\n","protected":false},"author":240,"featured_media":0,"parent":259,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"class_list":["post-287","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/287","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/users\/240"}],"replies":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/comments?post=287"}],"version-history":[{"count":3,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/287\/revisions"}],"predecessor-version":[{"id":1979,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/287\/revisions\/1979"}],"up":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/pages\/259"}],"wp:attachment":[{"href":"https:\/\/sisu.ut.ee\/sensiclass\/wp-json\/wp\/v2\/media?parent=287"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}