: The article is aimed at drawing attention to the research motifs explored by the author in his studies and, first of all, at raising questions about the sense of research into the Romani identity. An attempt is made here both to suggest some theories and methods which can be useful in identity studies and to signal the difficulties in carrying such research out. The major subject matter of the suggested research projects should address the problems of the Romani identity and culture, this ethnic group’s participation in education, and their specific social and profes-sional activity. What seems to be justified (after a reliable diagnosis of the needs, problems, prospects and possible solutions) is the unceasing need for designing programmes, projects and local policies which address the Roma and which come into being with their participation. However, the activities conducted so far should be subjected to an in-depth analysis and evaluation, also in regard to the specificity of Roma communities from various groups and countries. This might help to indicate the elements of their identity, as well as the level of joint participation in the context of the still incomplete integration with culturally dominating majorities.
{"title":"The significance of research into the Roma ethnic identity. Proposals for theories, methods, and research organization based on the own scientific experiences","authors":"Łukasz Kwadrans","doi":"10.15804/em.2021.01.03","DOIUrl":"https://doi.org/10.15804/em.2021.01.03","url":null,"abstract":": The article is aimed at drawing attention to the research motifs explored by the author in his studies and, first of all, at raising questions about the sense of research into the Romani identity. An attempt is made here both to suggest some theories and methods which can be useful in identity studies and to signal the difficulties in carrying such research out. The major subject matter of the suggested research projects should address the problems of the Romani identity and culture, this ethnic group’s participation in education, and their specific social and profes-sional activity. What seems to be justified (after a reliable diagnosis of the needs, problems, prospects and possible solutions) is the unceasing need for designing programmes, projects and local policies which address the Roma and which come into being with their participation. However, the activities conducted so far should be subjected to an in-depth analysis and evaluation, also in regard to the specificity of Roma communities from various groups and countries. This might help to indicate the elements of their identity, as well as the level of joint participation in the context of the still incomplete integration with culturally dominating majorities.","PeriodicalId":385104,"journal":{"name":"Edukacja Międzykulturowa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126179071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
: At the end of the 19 th century, activities were initiated in the Ottoman State to increase the knowledge of the Muslims and Ehl-i Perde (those with a Muslim name but who do not fulfill the requirements of Islam) Kıptis (Roma) in various fields, particularly in religion. Imams were appointed to their settlement areas. Schools were opened. In the meantime, they were also recruited into the army where they received education/training in many aspects. The aim of this article is to examine the adaptation of the Roma into the Muslim society during the discussed period.
{"title":"Education of the Roma in the late Ottoman period","authors":"Emine Dingeç","doi":"10.15804/em.2021.01.04","DOIUrl":"https://doi.org/10.15804/em.2021.01.04","url":null,"abstract":": At the end of the 19 th century, activities were initiated in the Ottoman State to increase the knowledge of the Muslims and Ehl-i Perde (those with a Muslim name but who do not fulfill the requirements of Islam) Kıptis (Roma) in various fields, particularly in religion. Imams were appointed to their settlement areas. Schools were opened. In the meantime, they were also recruited into the army where they received education/training in many aspects. The aim of this article is to examine the adaptation of the Roma into the Muslim society during the discussed period.","PeriodicalId":385104,"journal":{"name":"Edukacja Międzykulturowa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130808133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
: The article presents a training model aimed at the formation of sociocultural competence in 7–11 years old students from ethnic communities in Bulgaria, based on Geert Hofstede’s (2003) theory of culture. A schematical de-scription of the teaching methodology of the model is offered as well as some results of a study among the trained students conducted according to pre-defined criteria and indicators. The article comprises methodological ideas for the formation of sociocultural competence in 7–11-year-old students in the conditions of digitalization considering the possibilities of the electronic textbooks, which are part of the compulsory educational content. It turns out that these textbooks are necessary for the purposes of training in the digital world, as well as for the COVID-19 pandemic.
{"title":"Sociocultural competence of 7–11 years old students from ethnic communities in the digital world","authors":"Diyana Dimitrova","doi":"10.15804/em.2021.01.08","DOIUrl":"https://doi.org/10.15804/em.2021.01.08","url":null,"abstract":": The article presents a training model aimed at the formation of sociocultural competence in 7–11 years old students from ethnic communities in Bulgaria, based on Geert Hofstede’s (2003) theory of culture. A schematical de-scription of the teaching methodology of the model is offered as well as some results of a study among the trained students conducted according to pre-defined criteria and indicators. The article comprises methodological ideas for the formation of sociocultural competence in 7–11-year-old students in the conditions of digitalization considering the possibilities of the electronic textbooks, which are part of the compulsory educational content. It turns out that these textbooks are necessary for the purposes of training in the digital world, as well as for the COVID-19 pandemic.","PeriodicalId":385104,"journal":{"name":"Edukacja Międzykulturowa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127436200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
: In 2013, the European Court of Human Rights decided the case of Horváth and Kiss v. Hungary in favor of the two Romani boys who alleged that they had been misdiagnosed as ‘mildly mentally retarded’ and consequently placed and retained in a special school for their whole primary education. This, they claimed, deprived them of the educational opportunity to pursue their chosen vocational interests. In this research note, I will provide a brief view of the history of special education in Hungary, and the history of mental retardation in its medi-cal/pedagogic connections. I will suggest that the Court’s decision, while a positive development, fails to address the fundamental systemic racism of the entire medico/educational system in Hungary, and that until that more radical change is undertaken, a disproportionate number of Romani children will continue to be officially and unofficially treated as mentally deficient.
2013年，欧洲人权法院(European Court of Human Rights)在Horváth和Kiss诉匈牙利案(Kiss v. Hungary)中做出了有利于两名罗姆男孩的判决。这两名男孩声称，他们被误诊为“轻度智障”，因此被安置在一所特殊学校，并在那里接受了整个小学教育。他们声称，这剥夺了他们追求自己选择的职业兴趣的教育机会。在这篇研究笔记中，我将简要介绍匈牙利特殊教育的历史，以及智力迟钝在医学/教学方面的历史。我想说，法院的决定虽然是一项积极的发展，但未能解决匈牙利整个医疗/教育系统中根本的系统性种族主义问题，在进行更彻底的改变之前，不成比例的罗姆儿童将继续被正式和非正式地视为智力缺陷。
{"title":"Horváth & Kiss v. Hungary: How Romani children became mentally retarded","authors":"W. New","doi":"10.15804/em.2021.01.07","DOIUrl":"https://doi.org/10.15804/em.2021.01.07","url":null,"abstract":": In 2013, the European Court of Human Rights decided the case of Horváth and Kiss v. Hungary in favor of the two Romani boys who alleged that they had been misdiagnosed as ‘mildly mentally retarded’ and consequently placed and retained in a special school for their whole primary education. This, they claimed, deprived them of the educational opportunity to pursue their chosen vocational interests. In this research note, I will provide a brief view of the history of special education in Hungary, and the history of mental retardation in its medi-cal/pedagogic connections. I will suggest that the Court’s decision, while a positive development, fails to address the fundamental systemic racism of the entire medico/educational system in Hungary, and that until that more radical change is undertaken, a disproportionate number of Romani children will continue to be officially and unofficially treated as mentally deficient.","PeriodicalId":385104,"journal":{"name":"Edukacja Międzykulturowa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132746971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The local dimension of children’s migrations and its impact on EU integration policy. Cracow, 4–5th December, 2020","authors":"Adam Bulandra","doi":"10.15804/em.2021.01.19","DOIUrl":"https://doi.org/10.15804/em.2021.01.19","url":null,"abstract":"","PeriodicalId":385104,"journal":{"name":"Edukacja Międzykulturowa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122834587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
: This article presents Finnish educational changes in the context of The Nordic Model of Social Democracy improved since 1963 versus English model of Neoliberal Democracy based on conservatism since 1979 with its roots in the late eighteenth century in Europe. The reform of education in Finland was supported by a new curriculum and different methods of teaching. In 1963 students started to have an access to the highest-quality education and it was not related to students’ place of living, richness or annual income. On the other side in England, privatization and centralization were the main pillars of the reform with neoliberalism, neoconservatism and its market competition in education. The central government was responsible for the provision of educational services, educational policy, and planning the direction of the educational system. Teachers faced an ultimatum: “either submit to re-education or lose your job” (Jones, p. 43). The 1988 reform strengthened the ideological control of education and accelerated differentiation between schools.
{"title":"The roots of educational changes in the perspective of democracy challenges in Finland and England in the 20th century","authors":"Arleta Suwalska","doi":"10.15804/em.2021.01.13","DOIUrl":"https://doi.org/10.15804/em.2021.01.13","url":null,"abstract":": This article presents Finnish educational changes in the context of The Nordic Model of Social Democracy improved since 1963 versus English model of Neoliberal Democracy based on conservatism since 1979 with its roots in the late eighteenth century in Europe. The reform of education in Finland was supported by a new curriculum and different methods of teaching. In 1963 students started to have an access to the highest-quality education and it was not related to students’ place of living, richness or annual income. On the other side in England, privatization and centralization were the main pillars of the reform with neoliberalism, neoconservatism and its market competition in education. The central government was responsible for the provision of educational services, educational policy, and planning the direction of the educational system. Teachers faced an ultimatum: “either submit to re-education or lose your job” (Jones, p. 43). The 1988 reform strengthened the ideological control of education and accelerated differentiation between schools.","PeriodicalId":385104,"journal":{"name":"Edukacja Międzykulturowa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126097479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study is a presentation – in an essayistic and exemplary approach – of the meandering history of multiculturalism and multinationalism in Poland. This history until 1918 is described in two dimensions – firstly, a rather peculiar and in fact harmful multiculturalism of rulers’ world (mostly foreign election kings and later aggressors) and, secondly, the developing, increasingly richer and introducing important values, multiculturalism of people. This is followed by an outline of the changes after 1918 (mostly the crisis of the multinational state), as well as after 1945 and 1989 – the birth of a national state in two different political systems. The recent years are the times of drifting apart from a pro-European (open to multiculturalism) state in favour of a state and a substantial part of the society which is increasingly less democratic and contests European and global problems. This constitutes the background for the discussed issues of multicultural education. What has been also considered is the (developed in Poland) concept and practice of intercultural education. Intercultural education seems to enhance in the best way the familiarization with and understanding of Others and, in consequence, the shaping of positive relations among people.
{"title":"Multiculturalism/multinationalism and multi- and intercultural education – an essay on a meandering tradition and the uneasy modern times (the case of Poland)","authors":"Tadeusz Lewowicki","doi":"10.15804/em.2021.01.01","DOIUrl":"https://doi.org/10.15804/em.2021.01.01","url":null,"abstract":"The study is a presentation – in an essayistic and exemplary approach – of the meandering history of multiculturalism and multinationalism in Poland. This history until 1918 is described in two dimensions – firstly, a rather peculiar and in fact harmful multiculturalism of rulers’ world (mostly foreign election kings and later aggressors) and, secondly, the developing, increasingly richer and introducing important values, multiculturalism of people. This is followed by an outline of the changes after 1918 (mostly the crisis of the multinational state), as well as after 1945 and 1989 – the birth of a national state in two different political systems. The recent years are the times of drifting apart from a pro-European (open to multiculturalism) state in favour of a state and a substantial part of the society which is increasingly less democratic and contests European and global problems. This constitutes the background for the discussed issues of multicultural education. What has been also considered is the (developed in Poland) concept and practice of intercultural education. Intercultural education seems to enhance in the best way the familiarization with and understanding of Others and, in consequence, the shaping of positive relations among people.","PeriodicalId":385104,"journal":{"name":"Edukacja Międzykulturowa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129995543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Works on multi- and intercultural education published in Poland in 2020","authors":"Collected Grabowska","doi":"10.15804/em.2021.01.20","DOIUrl":"https://doi.org/10.15804/em.2021.01.20","url":null,"abstract":"","PeriodicalId":385104,"journal":{"name":"Edukacja Międzykulturowa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130235978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
: The presented diagnostic study concerning intercultural competence was carried out in the pedagogical context of intercultural education. The research place was chosen purposively: it resulted from the intercultural character of Białystok. In the interwar period that the study refers to, the biggest national groups in the town were Poles and Jews. There were also Belarusians, Russians, Germans and Tatars. As part of the analysis of intercultural competence of students from Poland and Israel I focused on the respondents’ declarations concerning their knowledge of the social structure of pre-war Białystok. Then, I determined what motivates secondary school students to learn about the past. Developing the competence in the affective/motivational area is of key importance in intercultural communication. Identifying the reasons why secondary school students from Poland and Israel find it worth learning about the history of their ancestors is as important as knowledge of the history of our cultural group and other cultures. It was also important to determine the level of Polish youths’ readiness to communicate with students from Israel, and vice versa. Diagnosing the students’ competence allows educators to plan adequate educational activities aimed at broadening intercultural competence, to strengthen the existing resources, to improve the weak points, and fill in the gaps.
{"title":"Development of intercultural communication competence – on the basis of a study conducted among Polish and Israeli secondary school students","authors":"Joanna Sacharczuk","doi":"10.15804/em.2021.01.11","DOIUrl":"https://doi.org/10.15804/em.2021.01.11","url":null,"abstract":": The presented diagnostic study concerning intercultural competence was carried out in the pedagogical context of intercultural education. The research place was chosen purposively: it resulted from the intercultural character of Białystok. In the interwar period that the study refers to, the biggest national groups in the town were Poles and Jews. There were also Belarusians, Russians, Germans and Tatars. As part of the analysis of intercultural competence of students from Poland and Israel I focused on the respondents’ declarations concerning their knowledge of the social structure of pre-war Białystok. Then, I determined what motivates secondary school students to learn about the past. Developing the competence in the affective/motivational area is of key importance in intercultural communication. Identifying the reasons why secondary school students from Poland and Israel find it worth learning about the history of their ancestors is as important as knowledge of the history of our cultural group and other cultures. It was also important to determine the level of Polish youths’ readiness to communicate with students from Israel, and vice versa. Diagnosing the students’ competence allows educators to plan adequate educational activities aimed at broadening intercultural competence, to strengthen the existing resources, to improve the weak points, and fill in the gaps.","PeriodicalId":385104,"journal":{"name":"Edukacja Międzykulturowa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131314322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper presents the results of research conducted among Russian Roma children. Two groups of children, 6–8 years and 8–10 years old, were tested with a Romani Language Assessment Test. The study was conducted in a Roma settlement of a small town not far from Moscow. The children were tested on different grammatical categories in Romani as their home language. The grammatical knowledge of the children about their home language is not considered to be used by the Russian teachers in classroom. The frame of Cummins (2015) “teaching through an intercultural lens” is taken as the starting point of the research. The research results showed that the Roma children at the age between 6–8 years know the most complex grammatical categories of Romani as their mother tongue, however children’s knowledge is not used by the teachers at school environment teaching Russian. There are no lessons in Romani as the mother tongue strengthening the children’s linguistic and cognitive abilities.
{"title":"Russian Roma children and their language development","authors":"H. Kyuchukov","doi":"10.15804/em.2021.01.06","DOIUrl":"https://doi.org/10.15804/em.2021.01.06","url":null,"abstract":"The paper presents the results of research conducted among Russian Roma children. Two groups of children, 6–8 years and 8–10 years old, were tested with a Romani Language Assessment Test. The study was conducted in a Roma settlement of a small town not far from Moscow. The children were tested on different grammatical categories in Romani as their home language. The grammatical knowledge of the children about their home language is not considered to be used by the Russian teachers in classroom. The frame of Cummins (2015) “teaching through an intercultural lens” is taken as the starting point of the research. The research results showed that the Roma children at the age between 6–8 years know the most complex grammatical categories of Romani as their mother tongue, however children’s knowledge is not used by the teachers at school environment teaching Russian. There are no lessons in Romani as the mother tongue strengthening the children’s linguistic and cognitive abilities.","PeriodicalId":385104,"journal":{"name":"Edukacja Międzykulturowa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122191054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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