Cultural Heritage

1.Country: Bulgaria

2.School/Organization, where the practice is collected: Sofia University

3.Level of education:

☐ Primary

☐ Secondary

x Higher

x Adult education

☐ Other: _____________

4.Context, where the practice is executed:

☐ Classroom

☐ School

x Local

☐ National

5.How is embedded in curriculum (optional for practices from NGOs):

(subject, cross curricular)

Part of teaching studies of culture and intercultural communication.

Tick boxes to which competencies the practice is related to.

Valuesx Valuing human dignity and human rightsx Valuing cultural diversity☐ Valuing democracy, justice, fairness, equality, and the rule of lawAttitudesx Openness to cultural otherness and to other beliefs, world views and practices

x Respect

x Civic mindedness

☐ Responsibility

☐ Self-efficacy

x Tolerance of ambiguity

Skills

☐ Autonomous learning skills

x Analytical and critical thinking skills

x Skills of listening and observing

☐ Empathy

☐ Flexibility and adaptability

x Linguistic, communicative and plurilingual skills

☐ Cooperation skills

x Conflict-resolution skills

Knowledge and critical understanding

x Knowledge and critical understanding of the self

x Knowledge and critical understanding of language and communication

x Knowledge and critical understanding of the world

6.Description

The students are taken to the local museum (historic or ethnographic) to see an exhibition, featuring national traditional culture and heritage. Prior to their visit the students are assigned with the task to look for elements, which bear cultural significance, relevant to the level of local/national/ethnic identity. They listen to the provided guided tour and later must answer and discuss the assignment as a follow-up class activity. The teacher asks questions, related to the importance of cultural symbols and knowing them in the process of identifying one’s place in society and in comparison, to other social/ethnographic/ethnic/national etc. group. The cultural parallel between the inner and the outer group helps overcome stereotypes, find similarities as well as builds tolerant attitude and approach towards otherness.

7.Assessment:

x Yes

☐ No

If yes, describe what kind of assessment/feedback is included in practice?

Formative assessment is applied as a means to monitor building of knowledge, competence and skills – observed in practical sessions, following the visit to the museum – such as group work and debates on controversial topics, which give ground to conflicting opinions. It is importing that students learn how to listen to others’ opinion, how to accept views that differ from their own, how they can argue without giving way to intolerance, prejudice or hate speech.

8.Images/Picture/Video