Studia Migracyjne – Przegląd Polonijny最新文献_第5页

On the Visibility and Agency of Migrant Children in the Contemporary World. Educational Issues and Challenges 论当代世界流动儿童的能见度与能动性。教育问题与挑战

Studia Migracyjne – Przegląd Polonijny Pub Date : 2021-12-31 DOI: 10.4467/25444972smpp.21.049.14802

K. Slany, Magdalena Ślusarczyk, J. Struzik, M. Warat

{"title":"On the Visibility and Agency of Migrant Children in the Contemporary World. Educational Issues and Challenges","authors":"K. Slany, Magdalena Ślusarczyk, J. Struzik, M. Warat","doi":"10.4467/25444972smpp.21.049.14802","DOIUrl":"https://doi.org/10.4467/25444972smpp.21.049.14802","url":null,"abstract":"The presented article focuses on two main objectives. On the one hand, it presents the complex and multifaceted issues of migrant children’s education from a theoretical perspective, which have a significant impact on the course of their integration process, their quality of life and their chances of a better future in the country of migration. We draw attention to the importance of migrant children from the perspective of a child-centred approach, which emphasises children’s agency and subjectivity, the importance of their voice, their experiences, as well as the mission of the school and the roles of the professionals (teachers, cultural mediators, social workers) working with them and influencing their integration success. We show the school as a space that is not only institutional, formal and oriented towards intercultural education, but also a relational space in which informal processes take place to shape the future of children, dependent on significant others but also on the educational system. On the other hand we refer mainly to the contribution of the research project Children Hybrid Identity (CHILD-UP) to formulate theoretical explanations about the visibility of migrant children, their agency in school, and to uncover empirical findings about their achievements, barriers, challenges. Although these are in various locations, in different schools and educational programmes, they nevertheless bring about changes in the structure of a class and the occurrence of important processes due to their ethnic and national, cultural, religious, and language context.","PeriodicalId":399721,"journal":{"name":"Studia Migracyjne – Przegląd Polonijny","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126122394","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}

引用次数: 0

The Yin-Yang Relationship Between Essentialist and Non-essentialist Discourses Related to the Participation of Children of Migrants, and Its Implication for How to Research 流动子女参与的实质主义与非实质主义话语的阴阳关系及其研究启示

Studia Migracyjne – Przegląd Polonijny Pub Date : 2021-12-31 DOI: 10.4467/25444972smpp.21.051.14804

Sara Amadasi, A. Holliday

引用次数: 2

Social Capital and Agency in the Peer Socialization Strategies of Migrant Children in Poland 波兰流动儿童同伴社会化策略中的社会资本与中介作用

Studia Migracyjne – Przegląd Polonijny Pub Date : 2021-12-31 DOI: 10.4467/25444972smpp.21.055.14808

A. Popyk

引用次数: 2

Reflective Practice as a Manifestation of Intercultural Competences in the Work of Teachers 反思性实践是教师工作中跨文化能力的体现

Studia Migracyjne – Przegląd Polonijny Pub Date : 2021-12-31 DOI: 10.4467/25444972smpp.21.061.14814

Urszula Majcher-Legawiec

引用次数: 0

The For the Earth Association’s Activities Promoting the Integration of Refugees – a Case Study 保护地球协会促进难民融入社会的活动-个案研究

Studia Migracyjne – Przegląd Polonijny Pub Date : 2021-12-31 DOI: 10.4467/25444972smpp.21.063.14816

Ewa Kozdraj, Agata Świdzińska

引用次数: 0

Studying Hybrid Identities in Schools: Notes on a European Project 研究学校中的混合身份:一个欧洲项目的笔记

Studia Migracyjne – Przegląd Polonijny Pub Date : 2021-12-31 DOI: 10.4467/25444972smpp.21.050.14803

Claudio Baraldi

{"title":"Studying Hybrid Identities in Schools: Notes on a European Project","authors":"Claudio Baraldi","doi":"10.4467/25444972smpp.21.050.14803","DOIUrl":"https://doi.org/10.4467/25444972smpp.21.050.14803","url":null,"abstract":"This paper introduces CHILD-UP (Children Hybrid Integration: Learning Dialogue as a way of Upgrading Policies of Participation), a Horizon 2020 project (Grant Agreement No 822400) which started in January 2019. CHILD-UP deals with the integration of children with migrant background in seven European countries. The project is based on the concepts of migrant children’s agency and hybrid identities in relation to the education system. CHILD-UP project recognises migrant children’s agency as children’s active participation enhanced through the availability of choices of action, which subsequently enhance alternative actions, and therefore change in the interaction. Education can improve the potential of migrant children’s agency in order to change the social conditions of their lives. The concept of agency works in conjunction with non-essentialist theories of culture, denying the existence of permanent membership of cultural groups and conceiving cultural identity as hybrid, i.e. as a contingent product of social negotiation in both public discourse and interaction. In this anti-essentialist perspective, education is the setting for sharing personal cultural trajectories. CHILD-UP analyses the types of intervention that can improve the potential of agency and enhance the hybrid identities of migrant children.","PeriodicalId":399721,"journal":{"name":"Studia Migracyjne – Przegląd Polonijny","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127563129","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}

引用次数: 1

Representations of Integration, Cultural Differences and the Intercultural in Questionnaires Collected with Professionals and Parents 专业人员和家长问卷中整合、文化差异和跨文化的表征

Studia Migracyjne – Przegląd Polonijny Pub Date : 2021-12-31 DOI: 10.4467/25444972smpp.21.054.14807

Sara Amadasi, Chiara Ballestri

{"title":"Representations of Integration, Cultural Differences and the Intercultural in Questionnaires Collected with Professionals and Parents","authors":"Sara Amadasi, Chiara Ballestri","doi":"10.4467/25444972smpp.21.054.14807","DOIUrl":"https://doi.org/10.4467/25444972smpp.21.054.14807","url":null,"abstract":"In this article we present quantitative data collected in Italy for the CHILD-UP project, funded by the EU Horizon 2020 programme in the period 2019–2022. \u0000\u0000The aim of this work is to focus on a specific topic which emerged during the analysis of the questionnaires collected within schools. This topic is the perceptions of professionals and parents on the issues of integration, cultural differences and the intercultural. \u0000\u0000Starting from a theorization of these concepts, we focus on quantitative data collected in the first part of the project by means of questionnaires distributed in a number of schools in Modena, Reggio Emilia and Genova. These questionnaires were given to professionals, students, and parents in kindergartens, primary schools and lower and higher secondary schools. However, here we only focus on data collected from professionals and parents.\u0000\u0000This data shows how participants express ambivalence and disorientation concerning representations of hybridization, celebration of cultural differences, understanding of problems related to intercultural differences and assimilation. Moreover, significant differences exist between professionals (teachers, mediators and social workers) and between professionals and parents, who seem more frequently interested in assimilation.","PeriodicalId":399721,"journal":{"name":"Studia Migracyjne – Przegląd Polonijny","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131312093","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}

引用次数: 0

School Staff Experiences of Intercultural Teaching in Kraków – A Contribution to the Discussion on Integration Practices Kraków学校教职员跨文化教学的经验——对整合实践讨论的贡献

Studia Migracyjne – Przegląd Polonijny Pub Date : 2021-12-31 DOI: 10.4467/25444972smpp.21.060.14813

Jakub Kościółek

引用次数: 0

Polish Teacher Competencies in Teaching Students from Migrant Backgrounds in Preparatory Classes 波兰教师在预备班中教授移民背景学生的能力

Studia Migracyjne – Przegląd Polonijny Pub Date : 2021-12-31 DOI: 10.4467/25444972smpp.21.057.14810

Małgorzata Pamuła-Behrens

{"title":"Polish Teacher Competencies in Teaching Students from Migrant Backgrounds in Preparatory Classes","authors":"Małgorzata Pamuła-Behrens","doi":"10.4467/25444972smpp.21.057.14810","DOIUrl":"https://doi.org/10.4467/25444972smpp.21.057.14810","url":null,"abstract":"The number of students in the Polish education system from migrant backgrounds has regularly increased in the second decade of the 21st century. Many of them arrive with little to no literacy in Polish. The educational system was not prepared to accommodate these new students; Poland was previously considered an emigration country as opposed to an immigration one. Polish classes were linguistically and culturally homogeneous and teachers rarely had Polish language learners in their classrooms. They were not used to teaching multicultural, mixed, and heterogeneous groups of students and most have to find teaching strategies to best respond to new students who were also learning Polish.\u0000\u0000Changes in Polish educational laws in 2016 opened up the possibility of preparatory classes (PC) (oddziały przygotowawcze) in schools, although some schools decided to challenge this. In this paper, teachers’ competencies in teaching the newly arrived students in reception classes is discussed. This research was carried out with the goal of understanding teachers’ beliefs, experiences, attitudes, and competencies in this completely new context in their professional experience, namely teaching students from a migrant background in preparatory classes, as well as students who need language or academic support, require intercultural education and a friendly learning environment, or for whom curricula in regular classes were not accessible.","PeriodicalId":399721,"journal":{"name":"Studia Migracyjne – Przegląd Polonijny","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128406653","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}

引用次数: 0

“We Do Everything with Our Own Hands” – Everyday Experiences of Teachers Working with Migrant Children in Poland “我们做的一切都是我们自己的双手”——波兰教师与移民儿童一起工作的日常经历

Studia Migracyjne – Przegląd Polonijny Pub Date : 2021-12-31 DOI: 10.4467/25444972smpp.21.056.14809

J. Struzik, K. Slany, Magdalena Ślusarczyk, M. Warat

{"title":"“We Do Everything with Our Own Hands” – Everyday Experiences of Teachers Working with Migrant Children in Poland","authors":"J. Struzik, K. Slany, Magdalena Ślusarczyk, M. Warat","doi":"10.4467/25444972smpp.21.056.14809","DOIUrl":"https://doi.org/10.4467/25444972smpp.21.056.14809","url":null,"abstract":"The aim of this article is to analyse how teachers experience, navigate and negotiate their daily work in Polish school with migrant children. We explore the title statement of one of the teachers we interviewed – we look at the teachers’ strategy of ‘doing everything with their own hands’. The data presented in the article comes from the quantitative and qualitative study conducted within the CHILD-UP project. The research was conducted in two different locations that allowed us to capture the diversity of migrant children in terms of their status and the specificity of working with them: in a large city in the south of Poland characterized by a significant influx of immigrants in recent years, and in the Lublin Province, where schools are attended mostly by refugee children from Centers for Foreigners. The article provides an analysis of teachers’ agency at three different interconnected levels: the macro level (public policies), the meso level (local community), and the micro level (specific schools and their community). We claim that teachers’ agency expressed by them in a constant search for new tools to support migrant children’s education and integration is shaped by complexities of social, economic and political factors produced by the school system in Poland.","PeriodicalId":399721,"journal":{"name":"Studia Migracyjne – Przegląd Polonijny","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133223706","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}

引用次数: 0