Education and integration of the others: Roma Education in the Czech Republic
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11240%2F24%3A10492453" target="_blank" >RIV/00216208:11240/24:10492453 - isvavai.cz</a>
Nalezeny alternativní kódy
RIV/00216208:11410/24:10492453
Výsledek na webu
<a href="https://doi.org/10.1515/9781805394785-008" target="_blank" >https://doi.org/10.1515/9781805394785-008</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1515/9781805394785-008" target="_blank" >10.1515/9781805394785-008</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Education and integration of the others: Roma Education in the Czech Republic
Popis výsledku v původním jazyce
The aim of the paper is to show the tensions and levels that arise regarding the "failure" of Romani people in education in the Czech Republic. We will describe the Czech education system and present its political and historical development and its treatment of otherness, or what is defined as otherness in it. Using ethnographic data from the small town of Alfa and through the interpretive framework of cognitive anthropology (see D'Andrade and Strauss 1992; Goodenough 1957; Shweder 1984; Quinn and Holland 1987; Keesing 1987) - and its concept of 'schema', we will demonstrate how the upbringing of children in excluded localities can be misinterpreted by the professional majority and how it is seen by the Roma themselves, or rather by Roma mothers. The aim of the text is to show the goals of educating children in an excluded locality and the divergence of socialization goals between the majority and the minority.
Název v anglickém jazyce
Education and integration of the others: Roma Education in the Czech Republic
Popis výsledku anglicky
The aim of the paper is to show the tensions and levels that arise regarding the "failure" of Romani people in education in the Czech Republic. We will describe the Czech education system and present its political and historical development and its treatment of otherness, or what is defined as otherness in it. Using ethnographic data from the small town of Alfa and through the interpretive framework of cognitive anthropology (see D'Andrade and Strauss 1992; Goodenough 1957; Shweder 1984; Quinn and Holland 1987; Keesing 1987) - and its concept of 'schema', we will demonstrate how the upbringing of children in excluded localities can be misinterpreted by the professional majority and how it is seen by the Roma themselves, or rather by Roma mothers. The aim of the text is to show the goals of educating children in an excluded locality and the divergence of socialization goals between the majority and the minority.
Klasifikace
Druh
C - Kapitola v odborné knize
CEP obor
—
OECD FORD obor
50101 - Psychology (including human - machine relations)
Návaznosti výsledku
Projekt
—
Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2024
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název knihy nebo sborníku
Difference and Sameness in Schools: Perspectives from the European Anthropology of Education
ISBN
978-1-80539-476-1
Počet stran výsledku
25
Strana od-do
171-195
Počet stran knihy
356
Název nakladatele
Berghahn Books
Místo vydání
New York
Kód UT WoS kapitoly
—