U.Markowska-Manista, E. Januszewska, „Culturally different” children in a school environment Research reports, Pedagogika Społeczna, 3(57), 2015. (original) (raw)
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From regional to intercultural education in Polish kindergartens
Journal of Preschool and Elementary School Education, 2013
Multiculturalism as a social phenomenon requires from education to solve some issues concerning cultural identity shaping, education into dialogue which supports subjectivity, tolerance, acceptance, dignity and recognition. Culture is to help a child to understand himself, to create his own identity, as well as to be able to participate in the creation of modern civilization and to become orientated in the surrounding reality. Fast technological changes as well as easy access to information make it possible to penetrate and to get knowledge about different cultures. The goal of education is to shape in a child the abilities to interpret reality, to see cultural similarities and differences and to be able to make good evaluation. In order to understand multiculturalism and to educate into peaceful coexistence of different cultures, one first needs to help a child to get to know and to appreciate his own culture. It can be done by introducing a child to regional education. Striking roots into one’s own culture, without tendency to be closed in only one culture, can be of help in understanding other people and in overcoming the stereotypes concerning the fear of accepting cultural differences. The next step towards multicultural dialogue is intercultural education. Drawing attention to the need of studying foreign languages by kindergarten children allows initiating intercultural dialogue. Regional and intercultural education in kindergarten open children to the world and satisfy their cognitive interests.
Children with Migration Backgrounds in Polish Schools - Problems and Challenges
Annales. Annals for Istrian and Mediterranean Studies, Series Historia et Sociologia, 30, 2020, 4, 2020
ABSTRACT: This paper will reconsider the problems and challenges of children with migration background in Polish schools. The author refers to his own studies conducted as a part of the MiCreate project, supplemented by previous academic research in order to find the tools and solutions that could support the integration of migrant children, aid their wellbeing and empower them in their new environment. Legal aspects of the Polish educational system are described in the beginning in order to understand the background for the integration practices. Par-ticular emphasis is placed on the intercultural competences of teachers and the development of the profession of intercultural assistants. Keywords: interculturalism, education, migrant children, teaching, diversity, social work. SINTESI: BAMBINI CON ESPERIENZA DI MIGRAZIONE NELLE SCUOLE POLACCHE – PROBLEMI E SFIDE Il contributo tratta dei problemi e delle sfide dei bambini con esperienza di migrazione nelle scuole polac-che. L’autore fa riferimento ai propri studi condotti nell’ambito del progetto MiCreate, integrati da precedenti ricerche accademiche, al fine di identificare gli strumenti e le soluzioni in grado di supportare l’integrazione di bambini migranti, favorire il loro benessere e responsabilizzarli nel loro nuovo ambiente. Gli aspetti giuridici del sistema di istruzione polacco sono descritti all’inizio per consentire la comprensione dello sfondo su cui sono basate le pratiche di integrazione. Un’enfasi particolare viene posta sulle competenze interculturali degli insegnanti e sullo sviluppo della professione degli assistenti interculturali. Parole chiave: interculturalità, istruzione, bambini migranti, insegnamento, diversità, lavoro sociale
2010
The article explores the issues of the acculturation stress experienced by the children living in Gubin (in the Polish-German borderland), whose parents decided to educate and fulfill their children’s obligatory school duty in the German cultural environment in the neighbouring Guben. It has been assumed that Polish children’s systematic education (regularly living with their parents in their homeland) in German school: (a) contributes to their applying different acculturation strategies in various areas of life, (b) becomes the source of a constant and/or recurrent acculturation stress, which the child at early school age (with no support from the family and the environment of the admitting culture) is not prepared to manage both in the psycho-physical (individual) and social aspects
2015
In this qualitative study, we examine the impact of family migration on intergenerational learning, especially in relation to the transmission of cultural values and practices. Drawing on data collected through in-depth case studies with migrant Polish children and their parents, we explore the influence of intergenerationality on children's cultural practices, values and sense of identity and the significant forms of learning that take place within transnational families. Prompted by the diverse influences on their cultural learning after migration – from statutory services, community organisations, media, peers and family across two countries – children's beliefs about the cultural values they should adopt are constantly under pressure and transformation. Using a sociocultural approach, we examine migrant children's and their parents' positions, and describe these as convergent or divergent in terms of cultural values and practices. We highlight the key role of children's agency in the processes of intergenerational learning and relations and argue that transnational intergenerationalities need to be understood as reconfigured by the new spatiality of family migration and require a more complex relational analysis, in order to inform inclusive practices in schools and community-based initiatives. En este estudio cualitativo, se analiza el impacto de la migración en el aprendizaje intergeneracional en familias, especialmente en relación con la transmisión de los valores y las prácticas culturales. Basándose en los datos recogidos de estudios detallados con niños Polacos inmigrantes y sus padres, se explora la influencia de la intergeneracionalidad en las prácticas culturales, valores y el sentido de identidad de los niños y las formas de aprendizaje más importantes que tienen lugar dentro de las familias transnacionales. Impulsados por las diversas influencias en su aprendizaje cultural después de su migración- de servicios públicos, organizaciones comunitarias, medios de comunicación, los compañeros y sus familias transnacionales- las creencias de los niños acerca de los valores culturales que deben adoptar están constantemente bajo presión y transformación. Utilizando una teoría sociocultural, examinamos las posiciones de los niños inmigrantes y de sus padres, y describimos estos como convergente o divergente en relación con los valores y prácticas culturales. Destacamos el papel clave del control de los niños en los procesos de aprendizaje y las relaciones intergeneracionales. También sostenemos que las relaciones intergeneracionales transnacionales deben entenderse como transformadas por el nuevo espacio de la migración familiar y requieren de un análisis relacional más complejo, con el fin de informar prácticas inclusivas en las escuelas y otros ámbitos sociales.
Education: Modern Discourses
The aim of the study was to find out about the education in Polish schools of young people from Ukraine, who began to study there in connection with the full-scale invasion of Ukraine by the Russian Federation on February 24, 2022. The research focuses on the educational processes themselves, both in terms of teaching, care and upbringing, as well as the broader conditions of these processes in the pedagogical, psychological and social perspective (as well as in the formal and legal context). The main research questions are as follows: 1. What are the previous experiences of schools and teachers in working with foreign children (including children from Ukraine)? What preparation of schools and teachers undertaken to admit children who came to Poland as a result of the outbreak of the war? 2. How is the process of educating children from Ukraine who came as a result of the war organized at the local level and at the level of specific schools? 3. How, in the opinion of teachers, are t...
MULTICULTURAL EDUCATION AND MANAGING CULTURAL DIFFERENCE: A POLISH PERSPECTIVE
The multicultural discourse is taking nowadays various forms depending on local contexts. It is however important to take into consideration other factors shaping this discourse in each case. Europe is therefore a region where the combination of the character of local societies and more global processes clash and shape the multicultural reality. Poland is here a case where this phenomenon is clearly visible, especially when we take into account the culturally homogenous character of the Polish society. This article attempts to highlight the most important debates surrounding the European and Polish debates on otherness, multiculturalism and multicultural society.