STROBACHOVÁ, Barbara and Miroslav FILIP. School is our common world: a constructivist-phenomenological study of the construing of Roma pupils and their teacher. In David A. Winter, Nick Reed. The Wiley Handbook of Personal Contsruct Psychology. Chichester: Wiley, 2015, p. 383-396. ISBN 978-1-118-50831-2. Available from: https://dx.doi.org/10.1002/9781118508275.ch31.
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Basic information
Original name School is our common world: a constructivist-phenomenological study of the construing of Roma pupils and their teacher
Authors STROBACHOVÁ, Barbara (203 Czech Republic, guarantor, belonging to the institution) and Miroslav FILIP (203 Czech Republic).
Edition Chichester, The Wiley Handbook of Personal Contsruct Psychology, p. 383-396, 14 pp. 2015.
Publisher Wiley
Other information
Original language English
Type of outcome Chapter(s) of a specialized book
Field of Study 50100 5.1 Psychology and cognitive sciences
Country of publisher United Kingdom of Great Britain and Northern Ireland
Confidentiality degree is not subject to a state or trade secret
Publication form printed version "print"
RIV identification code RIV/00216224:14410/15:00086946
Organization unit Faculty of Education
ISBN 978-1-118-50831-2
Doi http://dx.doi.org/10.1002/9781118508275.ch31
Keywords (in Czech) psychologie osobních konstruktů; fenomenologie;perceiver-element grid; Meaning Constitution Analysis; romští žáci; vzdělávání
Keywords in English psychology of personal constructs; phenomenology; perceiver-element grid; Meaning Constitution Analysis; Roma pupils; education
Tags International impact, Reviewed
Changed by Changed by: Dana Nesnídalová, učo 831. Changed: 18/3/2019 12:59.
Abstract
This chapter is concerned with the situation of a Roma community in the Czech Republic and with the lack of a working model of education for Roma children, who often fail at school. The study attempts to go beyond common hypotheses that reflect this problem and which emphasize the influence of biological, social or cultural factors, by focusing on the perspectives of the persons involved, namely on the children’s and their teacher’s construing of their school. It employs this approach in a study of a class of Roma children and their teacher, From the personal construct perspective the school is viewed as a place where complex processes of relational construing take place.. In addition, the study looks at the school in terms of the phenomenological notion of a shared life-world. Both approaches are presented as compatible tools providing insights into children’s and teacher’s ways of construing and generating concrete questions and practical suggestions.
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