MEGATRENDS AND MEDIA

MEGATRENDS AND MEDIA
to distance themselves from racist and intolerant attitudes at least
through generalization and by ascribing these tendencies to a different
generation, as they are well aware of their problematic task in the Czech
society.
Within the framework of the educational process, unfortunately, there
is only a supericial acceptance of multicultural and tolerant values and
attitudes, rather than any actual intersubjective sharing thereof.
Conclusion
Even though multiculturalism, as a concept in the humanities, represents
a sort of a stale topic, we have shown a space in the framework of
multicultural approach in the Czech society that remains yet untaken.
The exaggerated accentuation of ethnic differentiation devaluates the
goals of multiculturalism and of multicultural education based on a
level, or rather just, approach across a multitude of types of differences,
stemming from values such as plurality, solidarity, or generally humanity.
If the multicultural ideology of contemporary society has any place in
the future, then it must become more critical, not only in relation to its
reduction to the “Roma issue”, but also with regard to the relection of
the impact of media on attitudes and values of the students and their
teachers, which are transmitted and shared in the educational process.
The above-described research illustrated the fact that the stereotypical
perception of “different” from the mainstream society is the media’s
own, and the intersubjective shared knowledge of the society then gives
rise to the adolescents’ statements as recorded in the open questions
of our questionnaire survey, in which they presented their prejudiced
perception of minorities, whether this concerns the Roma minority
(emphasize crime, welfare, immigration), Muslims (fanaticism, terrorism,
religious issues) or Vietnamese (low-quality goods, stalls or drugs). The
media creates a distorted/false image of the contemporary multicultural
world, produced by diverse people, whose identity is a result of a sharing
of the reality of everyday life with others and is formed during social
processes.
Societies experience their own history, during which human identity
is formed, but the history of these societies is made by people with a
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