‛We treat them all the same, but…’. Disappearing ethnic homogeneity in Czech classrooms and teachers’ responses

Jarkovská, Lucie; Lišková, Kateřina; Obrovská, Jana

doi:10.1080/13613324.2015.1013457

Cited by 18 publications

(8 citation statements)

References 10 publications

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“…For them, making the language shift at home facilitates their adaptation to the school and to the dominant language and culture. As for teachers, as Jarkovská, Lišková and Obrovská (2015) observed in Czech schools, despite the increasing number of minority ethnic pupils, they accept their students as identical despite the noticeable differences.…”

Section: Introductionmentioning

confidence: 88%

Etnisite, Dil, Eğitim: Etnik Hanehalklarında Devlet Dili ve Anadilin Yüzleşimi

Civelek¹

2016

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This study focuses on language shifts within ethnic households and is based on a qualitative research on perceptions of the mother tongue among 57 such households in Istanbul's Zeytinburnu district in 2014. The research data was expanded in mid-2015 to analyze how the Turkish education system's monolingual approach creates an internal decisionmaking process about language preferences within the ethnic households in Zeytinburnu. It also theoretically describes the relationship between the state's language politics at schools and the future of ethnic children's lifelong group membership. Ethnic parents with children attending primary and secondary schools expressed concerns about turning their mother tongue into a second language even within their homes but recognized that their children must speak the 'government's language' and participate in a discursively planned process to have equal opportunity for success in the Turkish society. The parents' awareness of 'political intention' is analyzed by a qualitative approach and results are interpreted from the perspectives of sociological theory and language shift studies. Although ethnic parents encourage their children to speak Turkish in order to maximize the children's potential, they also develop survival strategies to keep their identities and cultures alive, such as setting up surroundings in which the mother tongue continues to be practiced.

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Section: Introductionmentioning

confidence: 88%

Etnisite, Dil, Eğitim: Etnik Hanehalklarında Devlet Dili ve Anadilin Yüzleşimi

Civelek¹

2016

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“…Vzdělávání je tedy často prezentováno jako dominantní strategie, jak se vymanit z chudoby (Bourn 2008;Chabbot a Ramirez 2000), a i v českém prostředí jde o základní nástroj boje s chudobou. Četné výzkumy však ukazují, že i český vzdělávací systém nerovnosti spíše reprodukuje než odstraňuje, a to jak z hlediska třídního (Katrňák 2004), tak i etnického (Fučík et al 2009;Jarkovská et al 2015;Kašparová et al 2008;Kašparová a Klvaňová 2016;Nekorjak et al 2011 a další).…”

Section: Vzdělávání Jako Nástroj Rozvojeunclassified

Vzdělávání jako nástroj rozvoje: vzdělávací strategie a pedagogická autorita neziskových organizací v práci s romskými dětmi a mládeží

Jelínek¹

2022

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This paper analyzes the education of Roma children and youth in Czech NGOs from the perspectives of the social anthropology of development and the sociology of education. Activities usually anchored solely in a social work discourse are conceptualized as development education. The paper explores the educational strategies used by NGOs, how the main purpose of their efforts is characterized, and the basis of their pedagogical authority. Based on nine qualitative interviews with NGO representatives based in the city of Brno, the analysis shows that the educational strategies of NGOs are class determined and unreflectively evaluate the social reality of their clients. The pedagogic authority of social workers is based on liberal middle-class values which serve as a hegemonic perspective, through which social workers evaluate the social competences of their clients and their approaches to sexuality, adolescence and leisure activities. Differences in values or practices are considered a problem (underdevelopment) that needs to be solved (developed). The paper argues that insufficient reflection upon the values behind the NGO activities is one of the major reasons for the failure of their integrative efforts.

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“…Previous studies noted that depending on school contexts, teachers understood cultural diversity along its different aspects. For example, language difference is an often viewed axis of conceptualizing cultural diversity (Aragona-Young & Sawyer, 2018; Coronel & Gómez-Hurtado, 2015; Jarkovská et al, 2015), as well as religion (Agirdag et al, 2016; Kimanen, 2018), migration experience and socio-economic status (Allard & Santoro, 2008). Furthermore, teachers project different attitudes and views on students when conceptualizing diversity (e.g.…”

Section: Theoretical Lens: Othering As a Societal Discoursementioning

confidence: 99%

‘Foreigners in Our Schools’: Cultural Diversity, Othering, and the Desire for Justice in Schools

2021

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This study explored ‘cultural diversity’ in urban schools in Portugal by conducting discourse analysis on interviews with school practitioners. Findings show that ‘cultural diversity’ was dominantly anchored in Othering ‘foreigners’ that mainly associated ‘non-native speakers’ to difficulties in integration, participation and teachers’pedagogical work. However, contradicting discourses somewhat resisted Othering by highlighting meaningful differences, all students’ rights, and calling for pedagogical changes. By showing the ambivalences in how students, teachers and pedagogical relationships are viewed, we both alert for an exclusionary conceptualization of ‘cultural diversity’, and question Othering as a fundamentalizing discourse to fully govern ‘cultural diversity’ in schools.

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‛We treat them all the same, but…’. Disappearing ethnic homogeneity in Czech classrooms and teachers’ responses

Cited by 18 publications

References 10 publications

Etnisite, Dil, Eğitim: Etnik Hanehalklarında Devlet Dili ve Anadilin Yüzleşimi

Etnisite, Dil, Eğitim: Etnik Hanehalklarında Devlet Dili ve Anadilin Yüzleşimi

Vzdělávání jako nástroj rozvoje: vzdělávací strategie a pedagogická autorita neziskových organizací v práci s romskými dětmi a mládeží

‘Foreigners in Our Schools’: Cultural Diversity, Othering, and the Desire for Justice in Schools

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