Minoritná kultúra ako prostriedok pre sebaidentifikáciu a posilnenie inklúzie v multietnickom prostredí

Through the implementation of the project, our primary goal was to provide children of Slovak minorities abroad and their teachers with modern didactic materials that enable them to learn in their...

Through the implementation of the project, our primary goal was to provide children of Slovak minorities abroad and their teachers with modern didactic materials that enable them to learn in their mother tongue — in a format familiar to them from majority schools in their current countries of residence (in Western Europe and overseas) or in a form still missing from their minority schools, despite its growing necessity due to natural processes of assimilation (in countries with over 200 years of Slovak enclave or diaspora presence). By creating 40 short educational films, we aim to support a comprehensive approach to teaching and learning languages by filling a gap in the available educational materials for children of Slovak minorities abroad. This will enable teachers educating these children to develop professionally and improve their pedagogical performance. At the same time, we expect that the use of the project’s results in the educational practice of Slovak minority schools and centers abroad will contribute to the self-identification of children and their parents, foster awareness of the positive value of ethnic and cultural diversity, and create conditions for further inclusion and personal growth of multiple generations

A crucial prerequisite for implementing the project’s activity packages was highly efficient management. To achieve the intended outcomes, we carried out activities in three main phases: * Needs mapping: Project partners organized workshops where the UMB coordinator of professional activities, together with a team of experts, prepared materials for verification and analyzed findings that were later applied in subsequent phases. * Expert synthesis: The second phase focused on synthesizing findings from Slovak minority environments in partner countries, as well as from relevant academic literature and comparable materials at home and abroad. This synthesis was vital, as no similar work had been done in Slovakia, requiring a broad interdisciplinary perspective. * Film production: The creation of educational films was the most demanding yet creative stage, combining footage from partner environments with acted sequences and animations. Dissemination activities further strengthened the quality of the final outputs. All project challenges were successfully met, as demonstrated by the high-quality didactic films produced.