‘Since they are here in Czechia, they should talk in Czech’. Ethnicity in peer groups at school

Obrovská, Jana; Jarkovská, Lucie; Lišková, Kateřina

doi:10.1080/14675986.2020.1844511

Cited by 2 publications

(2 citation statements)

References 16 publications

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“…In this section, we describe post-colonial education reform necessity by illustrating education inequality, ethnicity background [12]- [14]. We also introduce key linguistic anthropological features, such as basic-right, humanright, social-norm, career guidance, child-care , recognition, adult-education, community-schooling, new curriculumdevelopment found in contemporary ethnic education [15]- [20].…”

Section: Post-colonial Education Reform -Linguistic Anthropology Pers...mentioning

confidence: 99%

“…In other words, despite underneath phonology or syntax, the way social interactions are expressed in verbal and written media , is denoted as linguistic anthropology.Inevitably, linguistic anthropology is considered a dominant matter in educational institutes as language is the center of speech or written form of communication.Because, the way the speaker interacts with the surrounding plays a key role in mediating knowledge exchange in groups. This also defines the way information exchange occurs in institutional groups and thus helps pupils in interacting in presentation, meeting and in-person towards building a successful career.Our primary research [12]- [20] is focused with education reform in post-colonial era, where there is much a concern over presence of education inequality and absence of education fluidity . Homogeneous society which is living for centuries are now watching different children in class as consequence of arrival of foreign citizen or ethnic groups.…”

Section: Introductionmentioning

confidence: 99%

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LAGAN: Deep Semi-Supervised Linguistic-Anthropology Classification with Conditional Generative Adversarial Neural Network

Kamal¹,

Kubincová²

2023

Preprint

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Education is a right of all, however, every individual is different than others. Teachers in post-communism era discover inherent individualism to equally train all towards job market of fourth industrial revolution. We can consider scenario ethnic minority education in academic practices. Ethnic minority group such has grown in their own culture and would prefer to be taught in their native way. We have formulated such linguistic anthropology(how people learn)based engagement as semisupervised problem. Then, we have developed an conditional deep generative adversarial network algorithm namely LA-GAN to classify linguistic ethnographic features in student engagement. Theoretical justification proves the objective, regularization and loss function of our semi-supervised adversarial model. Survey questions are prepared to reach some form of assumptions about z-generation and ethnic minority group, whose learning style, learning approach and preference are our main area of interest.

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Section: Post-colonial Education Reform -Linguistic Anthropology Pers...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

LAGAN: Deep Semi-Supervised Linguistic-Anthropology Classification with Conditional Generative Adversarial Neural Network

Kamal¹,

Kubincová²

2023

Preprint

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Ukrainian refugees struggling to integrate into Czech school social networks

Lintner

Diviák

Šeďová

et al. 2023

Humanit Soc Sci Commun

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We provide a brief insight into the integration of Ukrainian refugees in school social networks in the Czech Republic following the mass migration caused by the Russian invasion of Ukraine. Our sample contains twelve classrooms with a total of 266 students in grades 5 to 9; 21.05% of the students were of Ukrainian origin. We employed multiplex exponential random graph modelling to assess the level to which Ukrainian refugees were integrated within peer networks, capturing both friendship and exclusion ties. We then employed a meta-analytical procedure to aggregate the results from the individual classrooms and a meta-regression to study the relationship between classroom ethnic composition and the level of integration of Ukrainian refugees. We found social networks to be formed heavily along ethnic lines with strong ethnic homophily in friendship ties and a propensity of the Ukrainian students to both send and receive fewer friendship ties than their Czech classmates. We found no evidence that the Ukrainian students sent or received more exclusion ties than their Czech classmates, suggesting that the Ukrainian students did not face explicit rejection from classmates; rather, we saw a tendency of the Ukrainian students to be neglected. Our findings stand in contrast to reports from school headmasters who asserted that the social integration of Ukrainian students was seamless. We further found a higher proportion of Ukrainian students in classrooms to be related to stronger homophilic behaviour and a lower tendency of Ukrainian students to make friends. Our results therefore imply that increased classroom diversity may negatively influence the integration of refugees in social networks.

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‘Since they are here in Czechia, they should talk in Czech’. Ethnicity in peer groups at school

Cited by 2 publications

References 16 publications

LAGAN: Deep Semi-Supervised Linguistic-Anthropology Classification with Conditional Generative Adversarial Neural Network

LAGAN: Deep Semi-Supervised Linguistic-Anthropology Classification with Conditional Generative Adversarial Neural Network

Ukrainian refugees struggling to integrate into Czech school social networks

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