2015
"We treat them all the same, but…". Disappearing ethnic homogeneity in Czech classrooms and teachers' responses
JARKOVSKÁ, Lucie, Kateřina LIŠKOVÁ a Jana OBROVSKÁZákladní údaje
Originální název
"We treat them all the same, but…". Disappearing ethnic homogeneity in Czech classrooms and teachers' responses
Název česky
"We treat them all the same, but…". Disappearing ethnic homogeneity in Czech classrooms and teachers' responses
Autoři
JARKOVSKÁ, Lucie (203 Česká republika, garant, domácí), Kateřina LIŠKOVÁ (203 Česká republika, domácí) a Jana OBROVSKÁ (203 Česká republika, domácí)
Vydání
Race Ethnicity and Education, 2015, 1361-3324
Další údaje
Jazyk
angličtina
Typ výsledku
Článek v odborném periodiku
Obor
50301 Education, general; including training, pedagogy, didactics [and education systems]
Stát vydavatele
Velká Británie a Severní Irsko
Utajení
není předmětem státního či obchodního tajemství
Odkazy
Impakt faktor
Impact factor: 0.935
Kód RIV
RIV/00216224:14230/15:00081023
Organizační jednotka
Fakulta sociálních studií
UT WoS
000356666200003
Klíčová slova česky
etnická rozmanitost; žáci z etnických menšin; vzdělávání; názory učitelů; sociální znevýhodnění
Klíčová slova anglicky
ethnic diversity; pupils from ethnic minorities; education; teachers ’ perceptions; social disadvantage
Příznaky
Mezinárodní význam, Recenzováno
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.
Česky
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.
Návaznosti
| GAP404/12/1487, projekt VaV |
|