2019
Immigrant Children school Adaptation Support in Czechia and Norway
ZÁLESKÁ, KláraZákladní údaje
Originální název
Immigrant Children school Adaptation Support in Czechia and Norway
Název česky
Podpora adaptace dětí cizinců v českém a norském prostředí
Autoři
ZÁLESKÁ, Klára (203 Česká republika, garant, domácí)
Vydání
ECER 2019: Education in an Era of Risk – the Role of Educational Research for the Future, 2.-6.9.2019, Hamburg, 2019
Další údaje
Jazyk
angličtina
Typ výsledku
Prezentace na konferencích
Obor
50301 Education, general; including training, pedagogy, didactics [and education systems]
Stát vydavatele
Německo
Utajení
není předmětem státního či obchodního tajemství
Kód RIV
RIV/00216224:14210/19:00110611
Organizační jednotka
Filozofická fakulta
Klíčová slova česky
vzdělávání cizinců; školní adaptace; srovnávací pedagogika
Klíčová slova anglicky
immigrant children education; school adaptation; comparative education
Štítky
Příznaky
Mezinárodní význam, Recenzováno
Změněno: 18. 3. 2020 15:46, Mgr. Zuzana Matulíková
Anotace
V originále
The main result of the presented research is the creation of a model visualizing the immigrant children school adaptation support (including three layers: macro - national level; mezzo - regional level; micro - school level: teachers, family and immigrant children). The model for instance emphasizes the importance of strenghtening school and immigrant parents cooperation in both examined countries. The model also shows the regional level as the key element of the support, which in the Czech environment proved to be insufficiently represented throughout the process. The survey in the Norwegian environment has shown that there is a quite strong mezzo level speaking of the immigrant children school support: because there exist regional documents for teachers describing the ways of how to deal with the new immigrant child at school. This is at the same time something that is completely missing in the Czech context. Therefore, while the both countries have similar goals at the national level in terms of promoting immigrant children school-adaptation, there are large differences in the school reality. These findings led to reflections on the meaning of so-called symbolic policy (Boussaguet, 2016; Elias, 1983; Sears, Lau, Tyler, & Allen, 1980; Hy, 1978) and substantive policy (Smitty, 2018; Krause, 2011) in the field of immigrant children school-adaptation support and to reflections on their forms in the Czech and Norwegian environment. In the same way, the results lead to a discussion on the current form of assimilation and multicultural tendencies in the Czech and Norwegian contexts with regard to the topic of the paper.
Návaznosti
| MUNI/A/1357/2018, interní kód MU |
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