Detailed Information on Publication Record
2015
"We treat them all the same, but…". Disappearing ethnic homogeneity in Czech classrooms and teachers' responses
JARKOVSKÁ, Lucie, Kateřina LIŠKOVÁ and Jana OBROVSKÁBasic information
Original name
"We treat them all the same, but…". Disappearing ethnic homogeneity in Czech classrooms and teachers' responses
Name in Czech
"We treat them all the same, but…". Disappearing ethnic homogeneity in Czech classrooms and teachers' responses
Authors
JARKOVSKÁ, Lucie (203 Czech Republic, guarantor, belonging to the institution), Kateřina LIŠKOVÁ (203 Czech Republic, belonging to the institution) and Jana OBROVSKÁ (203 Czech Republic, belonging to the institution)
Edition
Race Ethnicity and Education, 2015, 1361-3324
Other information
Language
English
Type of outcome
Článek v odborném periodiku
Field of Study
50301 Education, general; including training, pedagogy, didactics [and education systems]
Country of publisher
United Kingdom of Great Britain and Northern Ireland
Confidentiality degree
není předmětem státního či obchodního tajemství
References:
Impact factor
Impact factor: 0.935
RIV identification code
RIV/00216224:14230/15:00081023
Organization unit
Faculty of Social Studies
UT WoS
000356666200003
Keywords (in Czech)
etnická rozmanitost; žáci z etnických menšin; vzdělávání; názory učitelů; sociální znevýhodnění
Keywords in English
ethnic diversity; pupils from ethnic minorities; education; teachers ’ perceptions; social disadvantage
Tags
International impact, Reviewed
Změněno: 27/3/2021 10:45, Mgr. Jana Obrovská, Ph.D.
V originále
This article argues that the Czech education system is structured to oper- ate in an ethnically homogeneous society. Although the Czech Republic is becoming increasingly heterogeneous, teachers deploy discursive practices of sameness despite difference that obscure such growing diversity. This article is grounded in the historical context of migration to and from the Czech Republic and based on ethnographic research in several ethnically-mixed classrooms. We analyze the ways in which teachers talk about their pupils. We show that in the case of migrant children, teachers tend not to see their differences and hence, their potentially structural disadvantages. On the other hand, the Roma ethnicity is perceived as insurmountable. Teachers mobilize lists of cul- tural and even genetic differences to legitimize their different treatment of Roma pupils. Furthermore, we analyze policy documents regarding the education of non-Czech pupils and their reception by teachers. All these strategies result in the continuing perception of Czech classrooms as ethnically homogeneous while disregarding any social inequalities.
In Czech
This article argues that the Czech education system is structured to oper- ate in an ethnically homogeneous society. Although the Czech Republic is becoming increasingly heterogeneous, teachers deploy discursive practices of sameness despite difference that obscure such growing diversity. This article is grounded in the historical context of migration to and from the Czech Republic and based on ethnographic research in several ethnically-mixed classrooms. We analyze the ways in which teachers talk about their pupils. We show that in the case of migrant children, teachers tend not to see their differences and hence, their potentially structural disadvantages. On the other hand, the Roma ethnicity is perceived as insurmountable. Teachers mobilize lists of cul- tural and even genetic differences to legitimize their different treatment of Roma pupils. Furthermore, we analyze policy documents regarding the education of non-Czech pupils and their reception by teachers. All these strategies result in the continuing perception of Czech classrooms as ethnically homogeneous while disregarding any social inequalities.
Links
| GAP404/12/1487, research and development project |
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