Overall Guidelines for the

Analysis of the Textbooks and Curricula

Minorities in the Educational System

- What connection is there between the political status of the minority group(s) (autonomy, recognition, linguistic cultural, religious rights etc.) and their status in the educational system?

- Has the political status of the minority group(s) changed in the recent years, and how?

- Has the position of minorities in the curricula changed in the recent years? If yes, in which ways has it changed, and what caused the change?

- Are there different curricula for the majority and minority group(s)?

- Are there different textbooks for the majority and minority group(s)?

- Are there special annexes for the teaching materials used by minority groups?

- Are there any special teaching materials for the teaching about minorities?

- In which subjects the topic „minorities“ is dealt with?

Curricula and Textbooks

- Does the curriculum require to teach about minorities?

- Are textbook authors free to deal with that topic?

- In which epochs / in which contexts curricula and / or textbooks deal with minorities?

- Is the term „minority“ used in the materials?

- Is the term „minority“ discussed / explained in the materials?

- Are different meanings of the term „minority“ covered? (religious, national, linguistic...)

- Do the materials offer possibilities for discussing the distinctness of differerent nations / religions / cultures and their interaction with each other?

- Are examples / models of interaction processes of minority and majority groups described / discussed in the materials?

- Which examples are chosen, which message do they deliver?

- For those countries, which have separated curricula and textbooks for the minorities: On which territory („motherland“ of the minority group / state where the minority group lives today) is the focus on in the materials?

- Is the topic of minorities a controversial /sensitive one? Why?

- Do the materials deal with minorities in other countries?