You can apply for Erasmus funding to cover your travel and accommodation expenses at your university's local Erasmus office.

Applications for BIP funding are continuous and not limited to the general Erasmus application periods at most universities. You will need our BIP ID: 2024-1-HU01-KA131-HED-000204409-6

• Balaskó, Mária
• Balázs, Bernadette
• Balogh, Eszter Edit
• Baróthy, Judit
• Bődy, Edit
• Fernandes, Ana Raquel
• Ferro, Maria João
• Gombár, Zsófia
• Kádár, Judit
• Košta, Vesna Ukić

The preparatory virtual programme will take place over two to three weeks prior to the physical mobility, using an online learning platforms (Moodle and Teams) . Its main objectives are to:

• Introduce students to the key theoretical concepts of the course (identity, space, temporality, and language).
• Encourage early interaction between students from the three partner universities — Lisbon, Zadar, and ELTE Savaria Campus.
• Form interdisciplinary working groups based on shared interests (e.g. gender and temporality, urban identities, cultural memory, or language and power).

During this phase, students will engage in a series of asynchronous and live activities:

1. Welcome session and ice-breaker – a short online meeting with introductions by course coordinators and participants.
2. Mini-lecture series and readings – short video or recorded presentations introducing central theorists (Foucault, Butler, Bhabha, Freeman) and key concepts.
3. Interactive discussion forums – students comment on short readings or film excerpts, responding to guiding questions.
4. Collaborative mapping activity – small groups create a shared “concept map” of how space, time, and identity connect in the course readings, using tools such as Padlet or Miro.
5. Project group formation – students choose focus areas and form teams for the mini projects or creative presentations to be developed in Szombathely.

The pre-course phase thus ensures that all participants arrive with a shared conceptual foundation and established working relationships, which will allow the on-site sessions to focus on deeper analysis and collaboration.

The on-site programme will integrate seminars, workshops, and creative collaborative work. Sessions will be led by lecturers from the three partner universities — the University of Lisbon, the University of Zadar, and Eötvös Loránd University (ELTE) — providing a diverse range of perspectives and pedagogical traditions. Students will engage in close readings of literary and cinematic works, critical discussions, and field-based activities linking theoretical insights to the cultural and spatial environment of Szombathely. Excursions to local cultural sites, museums, and historical districts will help participants reflect on how space embodies layered histories and identities, situating the discussion of urban and cultural geographies within a regional Central European context.

A key feature of the programme is its interdisciplinary scope, combining approaches from literary studies, gender theory, cultural geography, and linguistics. Alongside the analysis of novels and films, a linguistics component will introduce students to the ethical and socially responsible use of language, including reflection on aspects of prefixation and the process of prefixation that reflect the changing conceptual categories, the ever-changing awareness of language users and the new/modified conceptual web that is created through the prefixation process. These variations can often be associated with a political/socio-critical change, displaying both inclusive and discriminatory features. Students will be introduced to the ethical and socially responsible use of language, analysing and reflecting on concepts modified by prefixes such as post-, de-, or re- in concepts like postcolonial, decolonisation, and reidentification. The linguistic component will therefore enable students to understand how language itself encodes social hierarchies and ideological assumptions, complementing the literary and cultural focus of the course. Working in small international teams, students will prepare mini research projects or creative presentations connecting course themes to their own academic or cultural contexts. For instance, they may:

• Create a digital map or visual essay linking gendered or postcolonial spaces in the texts studied to real urban or cultural environments.
• Produce a short video or podcast exploring how narratives reimagine identity through language, space, or temporality.
• Develop a joint interpretive or performative project inspired by one of the studied texts, translating theoretical ideas into creative practice.

These collaborative projects will culminate in a student symposium held on the final day of the course, where participants will present their work to peers and instructors. The course is complemented by an initial online component before the physical mobility, and followed by a post-course virtual reflection session, described in detail in the Virtual Component section below

Expected outcomes:

• Advanced ability to apply theoretical and linguistic concepts to literary and cultural analysis.
• Deeper understanding of how both language and narrative shape social identities and power relations.
• Enhanced intercultural communication and teamwork skills through collaboration with peers from partner universities.
• Development of digital, creative, and research competences through project-based learning.
• Strengthened capacity to engage critically with issues of gender, space, and identity across European and global contexts.
• Lasting academic and professional networks among students and lecturers from Lisbon, Zadar, and Szombathely.

By combining blended learning, interdisciplinary teaching, and experiential engagement with place, the programme enables students to develop not only advanced analytical and communicative skills but also a broader sense of cultural literacy and ethical awareness essential for understanding identity in contemporary Europe.

The virtual component of the Mapping Identities: Gender, Space, and the Politics of Time in Literary and Cultural Narratives Blended Intensive Programme is designed to support intercultural collaboration, academic preparation, and reflective evaluation before and after the in-person week in Szombathely.

Following the in-person programme, students and lecturers will reconvene online for a reflective evaluation and dissemination session. This final component serves three interconnected goals:

1. Reflection and evaluation – students share short reflective statements or presentations on what they learned about identity, space, and cultural difference during the course.
2. Peer feedback and exchange – international groups present the outcomes of their projects (digital maps, videos, essays, performances), receiving constructive feedback from peers and lecturers.
3. Sustainability and networking – participants discuss possibilities for continued collaboration, joint publications, or integration of their projects into home curricula.

This session will also include a guided reflection exercise:

• Students will revisit their initial concept maps or discussion posts from the pre-course phase, visually updating them to represent how their thinking evolved through the experience.
• Lecturers will lead a short evaluation discussion addressing academic, intercultural, and personal growth outcomes.

All students will then complete a brief reflective report (individual or group) summarising how the course contributed to their understanding of identity politics, spatial theory, and intercultural learning.

Outcomes of the virtual component

The virtual component ensures continuity and cohesion between the three stages of the programme. It enables participants to:

• Engage with theoretical foundations before the on-site sessions.
• Build intercultural competence through early collaboration.
• Maintain academic continuity and reflection after the mobility.
• Develop digital literacy through online tools and teamwork.
• Produce reflective and collaborative outputs that demonstrate both critical insight and personal engagement.

Together, the pre- and post-course online sessions extend the scope of the Szombathely programme beyond its physical duration, creating a sustained international learning community that combines critical thinking, creativity, and intercultural dialogue.