Verdensborgeren

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

13. Language and culture