Migrant and Ethnic Minority Literature in Education Curricula in Slovenia

CLCWeb: Comparative Literature and Culture ISSN 1481-4374 Purdue University Press ©Purdue University Volume 18 (2016) Issue 1 Article 7 (Im)migrant and Ethnic Minority Literature in Education Curricula in Slovenia Marijanca Ajša Vižintin Scientific Research Centre of the Slovenian Academy of Sciences and Arts Follow this and additional works at: https://docs.lib.purdue.edu/clcweb Part of the Bilingual, Multilingual, and Multicultural Education Commons, Comparative Literature Commons, Curriculum and Social Inquiry Commons, European Languages and Societies Commons, and the Reading and Language Commons Dedicated to the dissemination of scholarly and professional information, Purdue University Press selects, develops, and distributes quality resources in several key subject areas for which its parent university is famous, including business, technology, health, veterinary medicine, and other selected disciplines in the humanities and sciences. CLCWeb: Comparative Literature and Culture, the peer-reviewed, full-text, and open-access learned journal in the humanities and social sciences, publishes new scholarship following tenets of the discipline of comparative literature and the field of cultural studies designated as "comparative cultural studies." Publications in the journal are indexed in the Annual Bibliography of English Language and Literature (Chadwyck-Healey), the Arts and Humanities Citation Index (Thomson Reuters ISI), the Humanities Index (Wilson), Humanities International Complete (EBSCO), the International Bibliography of the Modern Language Association of America, and Scopus (Elsevier). The journal is affiliated with the Purdue University Press monograph series of Books in Comparative Cultural Studies. Contact: <[email protected]> Recommended Citation Vižintin, Marijanca Ajša "(Im)migrant and Ethnic Minority Literature in Education Curricula in Slovenia." 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UNIVERSITY PRESS <http://www.thepress.purdue.edu> CLCWeb: Comparative Literature and Culture ISSN 1481-4374 <http://docs.lib.purdue.edu/clcweb> Purdue University Press ©Purdue University CLCWeb: Comparative Literature and Culture, the peer-reviewed, full-text, and open-access learned journal in the humanities and social sciences, publishes new scholarship following tenets of the discipline of comparative literature and the field of cultural studies designated as "comparative cultural studies." In addition to the publication of articles, the journal publishes review articles of scholarly books and publishes research material in its Library Series. Publications in the journal are indexed in the Annual Bibliography of English Language and Literature (Chadwyck-Healey), the Arts and Humanities Citation Index (Thomson Reuters ISI), the Humanities Index (Wilson), Humanities International Complete (EBSCO), the International Bibliography of the Modern Langua- ge Association of America, and Scopus (Elsevier). The journal is affiliated with the Purdue University Press monograph series of Books in Comparative Cultural Studies. Contact: <[email protected]> Volume 18 Issue 1 (March 2016) Article 7 Marijanca Ajša Vižintin, "(Im)migrant and Ethnic Minority Literature in Education Curricula in Slovenia" <http://docs.lib.purdue.edu/clcweb/vol18/iss1/7> Contents of CLCWeb: Comparative Literature and Culture 18.1 (2016) <http://docs.lib.purdue.edu/clcweb/vol18/iss1/> Abstract: In her article "(Im)migrant and Ethnic Minority Literature in Education Curricula in Slove- nia" Marijanca Ajša Vižintin argues that there is a need to develop in the educational system of Slove- nia a comprehensive theoretical and applied approach for the inclusion of (im)migrant and ethnic minority students: in addition to writers who represent the Slovenian majority population, school curricula should include members of Slovenian (im)migrant and ethnic minority members of the country irre- spective of the language in which they write. In accordance with this objective and recommendation, the reading and study of the cultural production of (im)migrant and ethnic minority texts ought to be recognized and included in the canon. At the same time, Vižintin calls for a fair representation of women authors. Marijanca Ajša Vižintin, "(Im)migrant and Ethnic Minority Literature in Education Curricula in Slovenia" page 2 of 7 CLCWeb: Comparative Literature and Culture 18.1 (2016): <http://docs.lib.purdue.edu/clcweb/vol18/iss1/7> Marijanca Ajša VIŽINTIN (Im)migrant and Ethnic Minority Literature in Education Curricula in Slovenia When constructing a curriculum for the language arts classroom in education, authors of curricula often limit their choice to text by writers and scholars of the country's majority culture and language. Since the second half of the twentieth century, ethnic minorities who live in neighboring countries, as well as (im)migrants are included in these canons if they write in their native language. The decisions about whose texts belong to the canon of a nation state are consequently reflected in curricula and teaching materials. Taking into account that world literature is an additional part of the curriculum, this often means that Western European, North American and the literature of the majority culture prevail in the classroom (see Nieto and Bode; Thomsen), while the literature of ethnic minority (im)migrant literatures present inside the state are mostly non-existent in teaching materials. The concept of intercultural education in European scholarship started to develop in the second half of the twentieth century (see, e.g., Portera; Rey von Allmen), while in North America (i.e., Canada and the U.S.) the concept of multicultural education is used (see, e.g., Grant and Sleeter; Nieto and Bode; for a bibliography for the study ethnic minority writing in Canada, see Tötösy de Zepetnek, Sayed, Beneventi <http://docs.lib.purdue.edu/clcweblibrary/canadianethnicbibliography>). Both concepts were developed as an answer to the actual ethnic, cultural, and linguistic diversity in societies. Scholars also became aware of the fact that non-White and (im)migrant students achieve lower learn- ing results than the cultural majority. Both concepts have similar goals in many regards: overcoming monocultural, ethnocentric, and national curricula in order to raise awareness for a pluralistic society and emphasize multi- or intercultural competence (see, e.g., Tötösy de Zepetnek and López-Varela). This competence is not only intended for (im)migrants or members of ethnic minorities, but for all citi- zens. As we encounter examples of racism and negative discrimination, it is all the more important that we reduce prejudices and see education as part of a wider social system that needs broad support in order to introduce changes. The terms "multicultural" and "intercultural education" are sometimes used as synonyms. However, opponents emphasize that multiculturality implies only the co-existence of various cultures, which do not necessarily overlap and connect. Interculturality, in contrast, denotes a dynamic process and interaction between various cultures and the exchange of opinions and active participation (see, e.g., Rey von Allmen). Taking into consideration this point of view I use the term intercultural education. But it is important that both concepts call attention to the unequal position of non-majority communities and the necessity of having teaching material that reflects pluralism. How- ever, this does not only hold true for the literary field, but also for history, geography, the choice of foreign languages, etc. Mads Rosendahl Thomsen posits that "comparative literature has deep roots in a time when nations and national identity were dominant" (3). In Slovenia, the circumstances are similar as described by Janja Žitnik Serafin who analyzed in her book Migrantske eighty textbooks for primary and secondary schools with respect to material for Slovenian culture and literature curricula. She found that there are neither texts by representatives of the various ethnic minority groups in Slovenia nor by writers who immigrated to Slovenia. It seems that in the twenty-first century we are still not able to surpass the limits set by nineteenth-century notions of what literature is. As Krištof Jacek Kozak puts it, "when universal literature started to get national outlines and national borders this started to limit the think- ing about literature" (130; unless indicated otherwise, all translations are mine). In order to change the majority's (lack) of awareness and (lack of) knowledge about the literary creativity of all inhabit- ants, the majority of the Slovenian population and its ethnic minority communities need to cooperate and the inclusion of formerly neglected literary texts, anthologies, curricula, and reading materials would follow: "evidence

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