Social and intercultural animation

elementary

enter learning outcome code/codes

Knowledge and understanding of the basic concepts and theories in the field of pedagogy, in particular special pedagogy.

The course is designed to familiarize students with the principles of organization and prepare them to conduct animation activities targeting various social groups and environments, with the aim of achieving positive social effects.

The aim of the course is to familiarise you with the pedagogical dimensions of social and intercultural animation, the role and significance of educational and upbringing interventions in its formation.

Programme content:

1. Basics of social animation: systematisation of theoretical approaches to social animation, social dynamics, effective communication strategies; animation and anthropology.

2. Cultural competence and awareness: Cultural intelligence; intercultural communication, cultural sensitivity training.

3. Multicultural animation: intercultural education and multiculturalism, glocism, regional education, the idea of borderland, globalisation, Americanisation; Perspectives of multiculturalism in Poland; a foreigner in a Polish school; activities and projects of non-governmental organisations and public institutions in the field of intercultural animation; sources of negative attitudes towards "strangers".

4. Animator as a role: animator as a person, animator in the environment of change, animator's personal resources, animator's competences in the field of intercultural and multicultural work.

5 Working with groups: developing partnerships in the environment through coalition building, working with group dynamics, sustaining commitment and motivating others. Play and strategy game - innovative methods for animating activity.

6. community organising: networking, working across boundaries, nurturing connections, managing information and resources.

7. Designing, implementing and evaluating social and intercultural animation activities.

Kargul J., Upowszechnienie. Animacja. Komercjalizacja kultury, Warszawa 2020.

Matyjewicz M., Animacja środowiska lokalnego jako praktyczny wymiar działania w pracy socjalnej, Olsztyn 2011.

Mazepa T., Animacja kultury w praktyce edukacyjnej, Rzeszów 2017.

Sosnowski T. i in. (red.), Pedagog jako animator w przestrzeni życia społecznego, Białystok 2016.

- and texts analysed on an ongoing basis in class.

Subject learning outcomes in terms of:

KNOWLEDGE: The student

- knows the basic concepts of environmental and intercultural animation useful in the work of an animator; knows the factors influencing the selection of animation strategies and methods applied in the environment;

- knows the role of socio-cultural and educational potential in the local environment and the related tasks of a social animator, his/her participation in social change processes;

- is familiar with theoretical concepts of social action and styles of action within third sector organisations;

- has basic knowledge on intercultural and multicultural education; knows basic notions as well as mechanisms and conditions of psychosocial problems accompanying a multicultural phenomenon; knows formal and legal basis of solutions within the scope of state policy towards foreigners, with particular emphasis on the educational system.

SKILLS: Students

- is able to analyse, examine and evaluate to a basic extent the functioning of local communities, their social needs and possibilities of undertaking animation activities;

- he/she is able to use theoretical knowledge from pedagogy to prepare an action project for a social organisation, to realise it and to evaluate it;

- can apply the knowledge gained to design animation activities in a multicultural environment;

- is able to discuss and argue their position on problems related to cultural diversity and social animation; is able to communicate and cooperate in various environments, including multicultural environments.

COMPETENCES: The student

- demonstrates and understands the need to complement the knowledge, skills and competences needed to develop and improve professional skills;

- perceives the need to develop attitudes of involvement in local communities;

- understands that learning about the social world and the educational and animation challenges it brings requires lifelong learning.

The subject ends with an examination.

The examination consists of two parts: multiple-choice questions and open questions. The aim of this structure is to assess both subject knowledge and the ability to analyse and apply concepts in the field of social and intercultural animation.

Assessment criteria:

Grade very good - obtaining between 96% - 100% of the total number of points possible.

Good plus - 86% - 95% of the total number of points possible.

Good - 76% - 85% of the total number of points possible.

Grade Sufficient plus - obtaining 66% - 75% of the total number of points possible.

Sufficient - 60% - 65% of the total number of points.