: The paper comprises a retrospective overview of the educational situation of the Roma in the USA. In contrast to the European situation, efforts to establish schools for Romanies in the United States have been both few in number and – with only a couple of limited exceptions – unsuccessful. There are ap-proximately one million Romanies in the USA, a number which is slowly growing and till now there are any schools established for Romanies to learn their mother tongue or to get integrated in the mainstream educational system of the USA.
{"title":"On the history of Roma schooling in the USA","authors":"I. Hancock","doi":"10.15804/em.2021.01.05","DOIUrl":"https://doi.org/10.15804/em.2021.01.05","url":null,"abstract":": The paper comprises a retrospective overview of the educational situation of the Roma in the USA. In contrast to the European situation, efforts to establish schools for Romanies in the United States have been both few in number and – with only a couple of limited exceptions – unsuccessful. There are ap-proximately one million Romanies in the USA, a number which is slowly growing and till now there are any schools established for Romanies to learn their mother tongue or to get integrated in the mainstream educational system of the USA.","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":"124586711","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 2019 edition of the joint OECD, ILO, IOM & UNHCR International Mi-gration and Displacement Trends and Policies Report shows that by mid-2018, despite decreasing numbers of refugees entering the European Union and Tur-key, the global refugee population had reached 25.7 million (EASO Annual Report..., 2019). We are not able to hold people back from escaping a bombed country with a totalitarian regime where their health and/or life is in danger. The process of becoming/being a refugee is complicated and multi-staged in its nature (pre-emigration phase; escape; reaching the country of first asylum; settling in a new country; post-migration/repatriation phase (return to the home country) (Grzymała-Moszczyńska 2000). A change of place of residence is connected with the constant accumulation of new, sometimes very difficult, experiences at various levels of human functioning. John Berry’s theory of acculturation shows that the process of entering the circle of a different socio-cultural reality is long and multi-faceted (Barry 2003). Every change of residence place, in a more or less violent way ‘forces’ the need to ‘move’ within a different culture and social reality and to interact with people with various ‘software in the minds’ – using Geert Hofstede’s language (Hof-stede G., Hofstede G.J., Minkov M., 2010). Students with asylum seekers and refugee backgrounds often leave schools early, which is caused by many diffi-culties in their path (poor linguistic competences in the field of new language, cultural differences, including conflict of values, school backlogs, unstable life situation, insufficient support system at school, etc. Because of that, some of them become part of the so-called excluded generation (Telles, Ortiz 2008). Education
{"title":"Maura Sellars: Educating students with refugee and asylum seekers experiences. A commitment to humanity, Opladen – Berlin – Toronto 2020, Verlag Barbara Budrich, pp. 170 ISBN: 9783847422891","authors":"Anna Młynarczuk-Sokołowska","doi":"10.15804/em.2021.01.17","DOIUrl":"https://doi.org/10.15804/em.2021.01.17","url":null,"abstract":"The 2019 edition of the joint OECD, ILO, IOM & UNHCR International Mi-gration and Displacement Trends and Policies Report shows that by mid-2018, despite decreasing numbers of refugees entering the European Union and Tur-key, the global refugee population had reached 25.7 million (EASO Annual Report..., 2019). We are not able to hold people back from escaping a bombed country with a totalitarian regime where their health and/or life is in danger. The process of becoming/being a refugee is complicated and multi-staged in its nature (pre-emigration phase; escape; reaching the country of first asylum; settling in a new country; post-migration/repatriation phase (return to the home country) (Grzymała-Moszczyńska 2000). A change of place of residence is connected with the constant accumulation of new, sometimes very difficult, experiences at various levels of human functioning. John Berry’s theory of acculturation shows that the process of entering the circle of a different socio-cultural reality is long and multi-faceted (Barry 2003). Every change of residence place, in a more or less violent way ‘forces’ the need to ‘move’ within a different culture and social reality and to interact with people with various ‘software in the minds’ – using Geert Hofstede’s language (Hof-stede G., Hofstede G.J., Minkov M., 2010). Students with asylum seekers and refugee backgrounds often leave schools early, which is caused by many diffi-culties in their path (poor linguistic competences in the field of new language, cultural differences, including conflict of values, school backlogs, unstable life situation, insufficient support system at school, etc. Because of that, some of them become part of the so-called excluded generation (Telles, Ortiz 2008). Education","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":"126243203","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 order to live a normal life, a person must answer the question about themselves – about their image, worldview, capabilities. Typically, one’s identity is built on the basis of the opinions of the environment. A person either compares themselves with it or uses the opinions of people who are important to them. In this way, the person builds their own inner continuity, which provides them with a sense of stability. It is a dynamic process which very often determines the colour and com-plexity of human life. Today, the closest environment are more and more often the social media. Especially for young people, they are becoming an important source of information about themselves and the world. Yet to what extent do social media offer opportunities for authentic manifestation of one’s self, and to what extent do they become a space for creating parallel identities? Young users are eager to use social media, which influence their lives and identities. The problem is illustrated with the example of China, a large and original social media market.
{"title":"The impact of social media on fulfilling identity needs of a person – the case of China","authors":"Krzysztof Łuszczek, Chen Chen","doi":"10.15804/em.2021.01.16","DOIUrl":"https://doi.org/10.15804/em.2021.01.16","url":null,"abstract":": In order to live a normal life, a person must answer the question about themselves – about their image, worldview, capabilities. Typically, one’s identity is built on the basis of the opinions of the environment. A person either compares themselves with it or uses the opinions of people who are important to them. In this way, the person builds their own inner continuity, which provides them with a sense of stability. It is a dynamic process which very often determines the colour and com-plexity of human life. Today, the closest environment are more and more often the social media. Especially for young people, they are becoming an important source of information about themselves and the world. Yet to what extent do social media offer opportunities for authentic manifestation of one’s self, and to what extent do they become a space for creating parallel identities? Young users are eager to use social media, which influence their lives and identities. The problem is illustrated with the example of China, a large and original social media market.","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":"121403655","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 the empirical study of intercultural exchange presented in this pa-per, we assessed Erasmus students for knowledge of English as a foreign language (EFL) and their level of reflective judgement, to test for correlation between the two variables. The basic theoretical framing was derived from King and Kitchener’s (1994) reflective judgment model (RJM), based on 3 different levels of reflectivity, connected to progressive cognitive development of adults: pre-reflective, quasi-reflective and reflective. The results of the study show that the students displayed high levels of reflective judgment and importantly, we found a correlation between their standard of English and their level of reflectivity. The ability to communicate in English is a prerequisite to participation in the Erasmus programme, therefore it was expected that the students would score well for English knowledge. However, the results of the study suggest that being competent in the use of English as a foreign language may be a predictor of higher reflectivity amongst students in higher education. This creates a controversial pedagogical implication suggesting that learning English as a foreign language to a high standard fuels reflectivity. no connection between level of reflective judgement and previous studies or stays abroad as an adult and no connection between the level of the second foreign language and the reflective judgement level. However, we found connection between EFL skills and reflective judgment levels. There was a weak statistical correlation between level of reflective judgement and having been abroad as a child, and a stronger connection between level of reflective judgement and the level of English as a foreign language. The results were indicative of tendency to link EFL skills with reflective judgement and vice versa.
{"title":"The English language as a reflective judgement component in the intercultural Erasmus exchange to and from Poland","authors":"Anna Odrowąż-Coates, Anna Perkowska-Klejman","doi":"10.15804/em.2021.01.10","DOIUrl":"https://doi.org/10.15804/em.2021.01.10","url":null,"abstract":": In the empirical study of intercultural exchange presented in this pa-per, we assessed Erasmus students for knowledge of English as a foreign language (EFL) and their level of reflective judgement, to test for correlation between the two variables. The basic theoretical framing was derived from King and Kitchener’s (1994) reflective judgment model (RJM), based on 3 different levels of reflectivity, connected to progressive cognitive development of adults: pre-reflective, quasi-reflective and reflective. The results of the study show that the students displayed high levels of reflective judgment and importantly, we found a correlation between their standard of English and their level of reflectivity. The ability to communicate in English is a prerequisite to participation in the Erasmus programme, therefore it was expected that the students would score well for English knowledge. However, the results of the study suggest that being competent in the use of English as a foreign language may be a predictor of higher reflectivity amongst students in higher education. This creates a controversial pedagogical implication suggesting that learning English as a foreign language to a high standard fuels reflectivity. no connection between level of reflective judgement and previous studies or stays abroad as an adult and no connection between the level of the second foreign language and the reflective judgement level. However, we found connection between EFL skills and reflective judgment levels. There was a weak statistical correlation between level of reflective judgement and having been abroad as a child, and a stronger connection between level of reflective judgement and the level of English as a foreign language. The results were indicative of tendency to link EFL skills with reflective judgement and vice versa.","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":"114933624","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 formal and informal relationship of the teacher and pupil is a significant aspect, which is directly reflected in the quality of the educational process. Due to inclusion, there is an even greater necessity to focus attention also on the relationship plane of the teacher and pupil from a different cultural background because the socio-cultural specifics permeate into the daily interactions in the school and they substantially influence the motivation and learning of the Romani pupil. The objective of the presented study was to clarify the significant aspects of the teacher-pupil relationship that influenced the young Romani and their view129 R. Matušů The RelaTionship of a TeacheR and a leaRneR point on school and education. It seems that the significant aspects that can be considered as pre-concepts are teachers, the degree of perceived help and support, inequality and sharing the perspectives of the pupils.
师生的正式和非正式关系是一个重要的方面，它直接反映在教育过程的质量。由于包容性，更有必要将注意力集中在来自不同文化背景的师生之间的关系层面，因为社会文化特征渗透到学校的日常互动中，并对罗姆学生的动机和学习产生重大影响。本研究的目的是澄清影响年轻罗姆人及其观点的师生关系的重要方面129 R. Matušů教师和学习者的关系点在学校和教育上。似乎可以被视为预先概念的重要方面是教师，感知到的帮助和支持的程度，不平等和分享学生的观点。
{"title":"The relationship of a teacher and a learner from different cultural backgrounds: some retrospective views of the young Romani","authors":"Renáta Matušů","doi":"10.15804/EM.2020.02.05","DOIUrl":"https://doi.org/10.15804/EM.2020.02.05","url":null,"abstract":"The formal and informal relationship of the teacher and pupil is a significant aspect, which is directly reflected in the quality of the educational process. Due to inclusion, there is an even greater necessity to focus attention also on the relationship plane of the teacher and pupil from a different cultural background because the socio-cultural specifics permeate into the daily interactions in the school and they substantially influence the motivation and learning of the Romani pupil. The objective of the presented study was to clarify the significant aspects of the teacher-pupil relationship that influenced the young Romani and their view129 R. Matušů The RelaTionship of a TeacheR and a leaRneR point on school and education. It seems that the significant aspects that can be considered as pre-concepts are teachers, the degree of perceived help and support, inequality and sharing the perspectives of the pupils.","PeriodicalId":385104,"journal":{"name":"Edukacja Międzykulturowa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125080235","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}
: What is analysed in the article are Katarzyna Olbrycht’s pedagogical ideas concerning intercultural education from the personalistic standpoint. Her contribution to the development of Polish intercultural pedagogy is focused on. The personalistic approach to intercultural education, elaborated by K. Olbrycht and her criticism of the mistakes in viewing the issue of multiculturalism, are subjected to analysis as well. On the basis of her texts, I present a personalistic collection of postulates and principles (“The Decalogue”) of intercultural education, which might enhance the further development of intercultural pedagogy.
{"title":"Edukacja międzykulturowa w perspektywie personalistycznej - pedagogiczne idee i poszukiwania Katarzyny Olbrycht","authors":"Maria Misik","doi":"10.15804/EM.2020.02.11","DOIUrl":"https://doi.org/10.15804/EM.2020.02.11","url":null,"abstract":": What is analysed in the article are Katarzyna Olbrycht’s pedagogical ideas concerning intercultural education from the personalistic standpoint. Her contribution to the development of Polish intercultural pedagogy is focused on. The personalistic approach to intercultural education, elaborated by K. Olbrycht and her criticism of the mistakes in viewing the issue of multiculturalism, are subjected to analysis as well. On the basis of her texts, I present a personalistic collection of postulates and principles (“The Decalogue”) of intercultural education, which might enhance the further development of intercultural pedagogy.","PeriodicalId":385104,"journal":{"name":"Edukacja Międzykulturowa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131627832","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}
Katarzyna Szolc, Akademia Pedagogiki Specjalnej im. M. Grzegorzewskiej w Warszawie
{"title":"Anna Jawor, Urszula Markowska-Manista i Marta J. Pietrusińska: Konkultura. Wymiary uczestnictwa w kulturze młodych imigrantów z Ukrainy w Polsce. Warszawa 2020, Wydawnictwo Naukowe SCHOLAR, ss. 194","authors":"Katarzyna Szolc, Akademia Pedagogiki Specjalnej im. M. Grzegorzewskiej w Warszawie","doi":"10.15804/EM.2020.02.20","DOIUrl":"https://doi.org/10.15804/EM.2020.02.20","url":null,"abstract":"","PeriodicalId":385104,"journal":{"name":"Edukacja Międzykulturowa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114895814","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 the circumstances of disseminating scientific achievements in the Internet on the basis of open access. The authors present the channels of disseminating the scientific output, such as Google Scholar search engine and social networking service for scientists and researchers Academia. edu and ResearchGate.net. The authors’ attention is particularly focused on the achievements of intercultural pedagogy in the Polish language included in these channels. They present the results of the analysis of the content of these social networking services and suggestions for the dissemination of the Polish achievements of intercultural educators.
{"title":"(Nie)upowszechnianie w Internecie polskojęzycznego dorobku z pedagogiki międzykulturowej","authors":"P. Grzybowski, K. Marszałek","doi":"10.15804/EM.2020.02.14","DOIUrl":"https://doi.org/10.15804/EM.2020.02.14","url":null,"abstract":": The article presents the circumstances of disseminating scientific achievements in the Internet on the basis of open access. The authors present the channels of disseminating the scientific output, such as Google Scholar search engine and social networking service for scientists and researchers Academia. edu and ResearchGate.net. The authors’ attention is particularly focused on the achievements of intercultural pedagogy in the Polish language included in these channels. They present the results of the analysis of the content of these social networking services and suggestions for the dissemination of the Polish achievements of intercultural educators.","PeriodicalId":385104,"journal":{"name":"Edukacja Międzykulturowa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129884537","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 is theoretical and is a reflection on the cultural context of school, including Jerome S. Bruner’s concept. The existing research on the Pol-ish school and the multiculturalism of its students indicates its various models and the need for dialogue education. This leads to determining how learning in a multicultural school co-occurs with its discourse. The theoretical analysis of the problems raised in the article concerns the role of contemporary school and its meetings with a culturally different world, a place of intercultural dialogue and dialogue learning. Based on the concept of J.S. Bruner, the article is an attempt to determine the importance of various habituses of school education participants and their impact on the development and culture of school itself. The theoretical issue is also the reproduction of the “majority” culture in the school education process and the students constructing knowledge about the world, giving it meaning in conditions of cultural diversity. The idea of dialogue education with J.S. Bruner’s concept and its theoretical contexts were compared with some ex-amples of educational practice and the school reality.
这篇文章是理论性的，是对学校文化背景的反思，包括Jerome S. Bruner的概念。现有的关于波兰学派及其学生的多元文化主义的研究表明，波兰学派的模式多种多样，需要对话教育。这就决定了多元文化学校的学习是如何与话语共同发生的。对文章中提出的问题的理论分析涉及当代学校的作用及其与文化不同的世界，跨文化对话和对话学习的场所的会议。本文以布鲁纳(J.S. Bruner)的概念为基础，试图确定学校教育参与者的各种习惯的重要性及其对学校自身发展和文化的影响。理论问题也是“多数”文化在学校教育过程中的再生产，以及学生建构关于世界的知识，在文化多样性的条件下赋予其意义。将布鲁纳的对话教育理念及其理论背景与教育实践实例和学校实际进行了比较。
{"title":"Edukacja dialogowa a kontekst kulturowy szkoły w tle koncepcji Jerome’a S. Brunera. Spotkania ze światem kulturowo różnym w klasie szkolnej","authors":"B. Dobrowolska","doi":"10.15804/EM.2020.02.15","DOIUrl":"https://doi.org/10.15804/EM.2020.02.15","url":null,"abstract":": The article is theoretical and is a reflection on the cultural context of school, including Jerome S. Bruner’s concept. The existing research on the Pol-ish school and the multiculturalism of its students indicates its various models and the need for dialogue education. This leads to determining how learning in a multicultural school co-occurs with its discourse. The theoretical analysis of the problems raised in the article concerns the role of contemporary school and its meetings with a culturally different world, a place of intercultural dialogue and dialogue learning. Based on the concept of J.S. Bruner, the article is an attempt to determine the importance of various habituses of school education participants and their impact on the development and culture of school itself. The theoretical issue is also the reproduction of the “majority” culture in the school education process and the students constructing knowledge about the world, giving it meaning in conditions of cultural diversity. The idea of dialogue education with J.S. Bruner’s concept and its theoretical contexts were compared with some ex-amples of educational practice and the school reality.","PeriodicalId":385104,"journal":{"name":"Edukacja Międzykulturowa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134331986","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":"Obraz przemian funkcji wychowawczej rodziny w poglądach dwóch pokoleń Podlasian","authors":"Dorota Misiejuk","doi":"10.15804/EM.2020.02.07","DOIUrl":"https://doi.org/10.15804/EM.2020.02.07","url":null,"abstract":"","PeriodicalId":385104,"journal":{"name":"Edukacja Międzykulturowa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131475846","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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