Immigrant Children school Adaptation Support in Czechia and Norway

ZÁLESKÁ, Klára. Immigrant Children school Adaptation Support in Czechia and Norway. In ECER 2019: Education in an Era of Risk – the Role of Educational Research for the Future, 2.-6.9.2019, Hamburg. 2019.

Basic information

• Original name: Immigrant Children school Adaptation Support in Czechia and Norway
• Name in Czech: Podpora adaptace dětí cizinců v českém a norském prostředí
• Authors: ZÁLESKÁ, Klára (203 Czech Republic, guarantor, belonging to the institution).
• Edition: ECER 2019: Education in an Era of Risk – the Role of Educational Research for the Future, 2.-6.9.2019, Hamburg, 2019.

Other information

• Original language: English
• Type of outcome: Presentations at conferences
• Field of Study: 50301 Education, general; including training, pedagogy, didactics [and education systems]
• Country of publisher: Germany
• Confidentiality degree: is not subject to a state or trade secret
• RIV identification code: RIV/00216224:14210/19:00110611
• Organization unit: Faculty of Arts
• Keywords (in Czech): vzdělávání cizinců; školní adaptace; srovnávací pedagogika
• Keywords in English: immigrant children education; school adaptation; comparative education
• Tags: rivok
• Tags: International impact, Reviewed

Abstract

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.

Links

• MUNI/A/1357/2018, interní kód MU: Name: Výzkum procesů učení: od formálního vzdělávání k informálnímu učení:

Investor: Masaryk University, Category A