| Abstract: | I argue in this paper that the hidden and official curriculum of Slovenian public elementary schools work together to develop an ethnocentric and Eurocentric frame of mind when judging other cultures. This presents an obstacle for the professed promotion of intercultural learning and valuation, and fosters the social marginalisation of ethnic minorities. The arguments for this claim can be found in: (1) the existing dichotomy of ‘pluralistic’ and ‘nationalistic’ objectives of education, which can be traced to the core documents of the Slovenian public elementary school (a nine‐year school); (2) the prevalence of ‘national’ objectives over ‘pluralistic’ ones, which is only further strengthened by the operationalisation of objectives and learning topics; and (3) the matching of the contents of selected school subjects, which place pluralistic, intercultural objectives high on their agenda, and school practice—this matching can be seen in the emphasis on ‘national’ objectives, accompanied by the strengthening of ethno‐ and Eurocentric judgements. V?lanku branim tezo, da sta skriti in uradni kurikul v slovenski javni elementarni ?oli do neke mere enotna pri oblikovanju etnocentri?nega in evropocentri?nega miselnega okvira za presojanje drugih kultur, kar ovira deklarirano interkulturno u?enje in vrednotenje in ohranja dru?beno marginalizacijo etni?nih manj?in. To naredim tako, da prika?em: (1) dihotomijo edukacijskih ciljev med pluralisti?nimi in «narodnimi» cilji, ki jih je mogo?e slediti od dokumentov, ki postavljajo temelje slovenske javne elementarne ?ole (devetletke); (2) da prika?em premo? «narodnih», ki se z operativizacijo ciljev in u?nih vsebin krepi in (3) da prika?em enotnost med u?nimi vsebinami izbranih u?nih predmetov, ki pluralisti?ne, interkulturne cilje postavljajo v ospredje, ter med ?olsko prakso—enotnost se ka?e ravno v poudarjanju «narodnih» ciljev, skupaj s krepitvijo etno‐ in evropocentri?nega presojanja. |
