Verdensborgeren
by Daniel Jans-Pedersen
1. Culture
1.1. Critical awereness
1.2. Essensial or non-essensial
1.3. Orientalism (Said)
1.4. Power
2. Intercultural learning / education
2.1. Perspectives
2.2. Decentering
3. Cycle model for intercultural education
3.1. Noticing
3.1.1. Key problems (Klafki)
3.1.2. Reading
3.1.3. other modalities
3.2. Comparing
3.2.1. Reflect own life
3.2.2. Awareness of perspectives
3.2.3. develop own identity
3.3. Reflecting
3.3.1. decentering
3.3.2. develop own identity
3.3.3. contextualising
3.4. Interacting
3.4.1. develop own identity
3.4.2. Producing
3.4.3. Examine
4. European/Danish/Western bias
4.1. Colonialism
4.1.1. Marginalized groups
4.2. Othering
5. Student engagement
5.1. Klafki
5.1.1. epochal key problems
6. Interdiciplinarity
7. Evaluation?
8. Global citizen
8.1. Something we strive towards
9. Identity
9.1. Intersectionality
9.1.1. Race
9.1.2. Nationality
9.1.3. Religion
9.1.4. Sexuality
9.2. Representation
9.2.1. Blind spots
9.2.1.1. Privelage
9.3. Misrepresentation
9.3.1. Stereotypes
9.3.1.1. Auhtor bias
9.4. Power
10. Cultural dimensions of language
10.1. semantic-pragmatic
10.1.1. Transferance
10.2. Identity
10.3. Poetic
10.3.1. Playing with the language
11. Imagined communities (Benedict)
11.1. Banal nationalism
11.1.1. National hierachy
11.2. Landeskunde
12. Literacy
12.1. Multimodality
12.2. critical media literacy
12.2.1. author identity
12.2.2. representation
12.2.3. source criticism
12.2.4. subtexuality
12.2.5. author position
12.2.6. Didactic texts
12.2.7. authentic texts