Page 185 - Lazar, Irena, Aleksander Panjek in Jonatan Vinkler. Ur. 2020. Mikro in makro. Pristopi in prispevki k humanističnim vedam ob dvajsetletnici UP Fakultete za humanistične študije, 2. knjiga. Koper: Založba Univerze na Primorskem.
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iki večjezičnosti in medkulturnosti v mednarodnih projektih
Evropski ministri za izobraževanje. 1999. Bologna Declaration of June 1999.
Eurashe. https://www.eurashe.eu/library/bologna_1999_bologna-
declaration-pdf/.
Univerza na Primorskem. N. d. LP UP 2012–2019: Letno poročilo UP, 2012–2019.
https://www.upr.si/si/univerza/temeljni-dokumenti/.
Summary
Facets of multilingualism and interculturality in international
projects
Internationalisation of tertiary education presumes encounters and net-
working among students, teachers, and administrative staff from various
cultures and countries. Formation of such networks leads to information
and knowledge exchange, a process at the core of the concept of the univer-
sity as an institution. Namely, the academic area is postulated on the cul-
tural universality of the learning/teaching process, which opens the way
to the exchange of fundamental wisdom, critical and independent think-
ing. Cooperation among partners from various cultural backgrounds – the
"foreigners", who are different from us and bring along a diversity of views,
helping us to think differently, evaluate critically and to de-centre from
our usual practices. Their worldviews, values, and behavioural patterns en-
courage us to identify and reassess our own cultural limitations. Close con-
tacts and cooperation in multicultural groups help erase the distinctions
between "national" and "international", a virtual contrast that is a conse-
quence of prejudice and stereotypes. The paper examines certain aspects
of intercultural and multilingual collaboration in international projects, as
well as the response to the implementation of projects' outcomes among the
student population in the process of internationalisation.
561
Evropski ministri za izobraževanje. 1999. Bologna Declaration of June 1999.
Eurashe. https://www.eurashe.eu/library/bologna_1999_bologna-
declaration-pdf/.
Univerza na Primorskem. N. d. LP UP 2012–2019: Letno poročilo UP, 2012–2019.
https://www.upr.si/si/univerza/temeljni-dokumenti/.
Summary
Facets of multilingualism and interculturality in international
projects
Internationalisation of tertiary education presumes encounters and net-
working among students, teachers, and administrative staff from various
cultures and countries. Formation of such networks leads to information
and knowledge exchange, a process at the core of the concept of the univer-
sity as an institution. Namely, the academic area is postulated on the cul-
tural universality of the learning/teaching process, which opens the way
to the exchange of fundamental wisdom, critical and independent think-
ing. Cooperation among partners from various cultural backgrounds – the
"foreigners", who are different from us and bring along a diversity of views,
helping us to think differently, evaluate critically and to de-centre from
our usual practices. Their worldviews, values, and behavioural patterns en-
courage us to identify and reassess our own cultural limitations. Close con-
tacts and cooperation in multicultural groups help erase the distinctions
between "national" and "international", a virtual contrast that is a conse-
quence of prejudice and stereotypes. The paper examines certain aspects
of intercultural and multilingual collaboration in international projects, as
well as the response to the implementation of projects' outcomes among the
student population in the process of internationalisation.
561
