Verdensborgeren
by Daniel Jans-Pedersen
1. Global citizen
1.1. Something we strive towards
2. Culture
2.1. Critical awereness
2.2. Essensial or non-essensial
2.3. Orientalism (Said)
2.4. Power
3. Intercultural learning / education
3.1. Perspectives
3.2. Decentering
4. Identity
4.1. Intersectionality
4.1.1. Race
4.1.2. Nationality
4.1.3. Religion
4.1.4. Sexuality
4.2. Representation
4.2.1. Blind spots
4.2.1.1. Privelage
4.3. Misrepresentation
4.3.1. Stereotypes
4.3.1.1. Auhtor bias
4.4. Power
5. Cycle model for intercultural education
5.1. Noticing
5.1.1. Key problems (Klafki)
5.1.2. Reading
5.1.3. other modalities
5.2. Comparing
5.2.1. Reflect own life
5.2.2. Awareness of perspectives
5.2.3. develop own identity
5.3. Reflecting
5.3.1. decentering
5.3.2. develop own identity
5.3.3. contextualising
5.4. Interacting
5.4.1. develop own identity
5.4.2. Producing
5.4.3. Examine
6. European/Danish/Western bias
6.1. Colonialism
6.1.1. Marginalized groups
6.2. Othering
7. Cultural dimensions of language
7.1. semantic-pragmatic
7.1.1. Transferance
7.2. Identity
7.3. Poetic
7.3.1. Playing with the language
8. Imagined communities (Benedict)
8.1. Banal nationalism
8.1.1. National hierachy
8.2. Landeskunde
9. Literacy
9.1. Multimodality
9.2. critical media literacy
9.2.1. author identity
9.2.2. representation
9.2.3. source criticism
9.2.4. subtexuality
9.2.5. author position
9.2.6. Didactic texts
9.2.7. authentic texts
10. Student engagement
10.1. Klafki
10.1.1. epochal key problems