Czech elementary school teachers' implicit expectations from migrant children

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F17%3A10331017" target="_blank" >RIV/00216208:11410/17:10331017 - isvavai.cz</a>

Výsledek na webu

<a href="http://www.sciencedirect.com/science/article/pii/S0738059316301067" target="_blank" >http://www.sciencedirect.com/science/article/pii/S0738059316301067</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.ijedudev.2016.12.006" target="_blank" >10.1016/j.ijedudev.2016.12.006</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Czech elementary school teachers' implicit expectations from migrant children

Popis výsledku v původním jazyce

The article explores the implicit expectations of teachers regarding the paths of integration of migrant children from various cultural backgrounds. Drawing on qualitative interviews with teachers the findings suggest that the school experience of migrant children is shaped by the concealed assertion of values linked with the dominant ethnicity. In the eyes of teachers, a successfully integrated migrant is stripped of ethnical specifics. The key mechanisms of this assimilatory process are a focus on host country language acquisition, neglect of the skills a migrant child may have acquired before immigration, and the individualisation of success. The analysis calls for a broader reflection on the implicit conditions involved in architecturing migrant integration policies and practices in education.

Název v anglickém jazyce

Czech elementary school teachers' implicit expectations from migrant children

Popis výsledku anglicky

The article explores the implicit expectations of teachers regarding the paths of integration of migrant children from various cultural backgrounds. Drawing on qualitative interviews with teachers the findings suggest that the school experience of migrant children is shaped by the concealed assertion of values linked with the dominant ethnicity. In the eyes of teachers, a successfully integrated migrant is stripped of ethnical specifics. The key mechanisms of this assimilatory process are a focus on host country language acquisition, neglect of the skills a migrant child may have acquired before immigration, and the individualisation of success. The analysis calls for a broader reflection on the implicit conditions involved in architecturing migrant integration policies and practices in education.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GA13-32373S" target="_blank" >GA13-32373S: Integrace dětí cizinců do systému českých základních škol</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2017

Kód důvěrnosti údajů

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

Název periodika

International Journal of Educational Development

ISSN

0738-0593

e-ISSN

—

Svazek periodika

Neuveden

Číslo periodika v rámci svazku

53

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

9

Strana od-do

92-100

Kód UT WoS článku

000401379200010

EID výsledku v databázi Scopus

2-s2.0-85009228869