School, languages and power in pretend play of Romani children

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11210%2F21%3A10436297" target="_blank" >RIV/00216208:11210/21:10436297 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.1007/978-3-030-52588-0_4" target="_blank" >https://doi.org/10.1007/978-3-030-52588-0_4</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/978-3-030-52588-0_4" target="_blank" >10.1007/978-3-030-52588-0_4</a>

Jazyk výsledku

angličtina

Název v původním jazyce

School, languages and power in pretend play of Romani children

Popis výsledku v původním jazyce

This text explores different language ideologies and different ideologies of childhood and socialization among Romani parents and local teachers of Romani children. It also makes some notes on different modes of learning that the children can come across both inside and outside the school environment. All these features can be linked with the child-structured pretend play with school instruction as the main topic, as I observed it during my stays in one segregated Romani settlement in Eastern Slovakia. Among other functions, this play creates a natural niche of using Slovak, a language of instruction and the second language of children in Gav, which is not used in home environment of the children. I will show that, despite the teachers seeing the Romani settlement as a non-stimulating environment, the children learn many things in many different patterns. Nevertheless, the text presents the settlement and the school not as two different worlds, but as places naturally linked together through child agency.

Název v anglickém jazyce

School, languages and power in pretend play of Romani children

Popis výsledku anglicky

This text explores different language ideologies and different ideologies of childhood and socialization among Romani parents and local teachers of Romani children. It also makes some notes on different modes of learning that the children can come across both inside and outside the school environment. All these features can be linked with the child-structured pretend play with school instruction as the main topic, as I observed it during my stays in one segregated Romani settlement in Eastern Slovakia. Among other functions, this play creates a natural niche of using Slovak, a language of instruction and the second language of children in Gav, which is not used in home environment of the children. I will show that, despite the teachers seeing the Romani settlement as a non-stimulating environment, the children learn many things in many different patterns. Nevertheless, the text presents the settlement and the school not as two different worlds, but as places naturally linked together through child agency.

Druh

C - Kapitola v odborné knize

CEP obor

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OECD FORD obor

60500 - Other Humanities and the Arts

Projekt

<a href="/cs/project/EF16_019%2F0000734" target="_blank" >EF16_019/0000734: Kreativita a adaptabilita jako předpoklad úspěchu Evropy v propojeném světě</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

Social and Economic Vulnerability of Roma People. Key Factors for the Success and Continuity of Schooling Levels.

ISBN

978-3-030-52588-0

Počet stran výsledku

11

Strana od-do

53-63

Počet stran knihy

253

Název nakladatele

Springer

Místo vydání

Neuveden

Kód UT WoS kapitoly

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