摘要：A discussion about the role of schools in preventing extremism and building tolerant intergroup attitudes is currently ongoing in Slovakia. The first objective of this study was to map (through document and secondary data analysis) how the topic of intergroup relations is defined in school curricula and how teachers are prepared to deal with this issue. The second objective of the study was to explore what methods and practices are used by civics teachers in dealing with issues of intergroup relations,how they perceive the effectiveness of these methods,and what their needs are in this domain. Based on an analysis of the State and School Educational Programs,we argue that the curriculum provides only limited opportunities to develop values and attitudes and implement interventions to reduce prejudice. Semi-structured interviews with teachers at Slovak secondary schools (N = 22) confirmed this assumption. The participants criticized the absence of didactic materials and systematic support from the Ministry of Education and pointed to the need for greater time allocation for civic education. They suggested that it is discussion that is the most frequently used teaching method in civic education,but that this needs to be completed with experience methods when dealing with the topic of intergroup relations. The participants presented different perspectives on the formal aspects of discussion,its goals,and teachers’ role in it (moderator,corrector,impartial observer).
其他摘要：Na Slovensku prebieha diskusia o úlohe školy pri prevencii extrémizmu a budovaní tolerantných medziskupinových postojov. Prvým cieľom štúdie bolo prostredníctvom analýz y dokumentov a sekundárnych dát zmapovať,ako je téma medziskupinových vzťahov ukotvená
关键词：civic education;intergroup relations;prejudice and stereotypes;teaching methods
其他关键词：občianska náuka;medziskupinové vzťahy;predsudky a stereotypy;vyučovacie metódy
