"We treat them all the same, but?". Disappearing ethnic homogeneity in Czech classrooms and teachers' responses

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14230%2F15%3A00081023" target="_blank" >RIV/00216224:14230/15:00081023 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1080/13613324.2015.1013457" target="_blank" >http://dx.doi.org/10.1080/13613324.2015.1013457</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/13613324.2015.1013457" target="_blank" >10.1080/13613324.2015.1013457</a>

Jazyk výsledku

angličtina

Název v původním jazyce

"We treat them all the same, but?". Disappearing ethnic homogeneity in Czech classrooms and teachers' responses

Popis výsledku v původním jazyce

This article argues that the Czech education system is structured to oper- ate in an ethnically homogeneous society. Although the Czech Republic is becoming increasingly heterogeneous, teachers deploy discursive practices of sameness despite difference that obscure such growing diversity. This article is grounded in the historical context of migration to and from the Czech Republic and based on ethnographic research in several ethnically-mixed classrooms. We analyze the ways in which teachers talk abouttheir pupils. We show that in the case of migrant children, teachers tend not to see their differences and hence, their potentially structural disadvantages. On the other hand, the Roma ethnicity is perceived as insurmountable. Teachers mobilize lists of cul- tural and even genetic differences to legitimize their different treatment of Roma pupils. Furthermore, we analyze policy documents regarding the education of non-Czech pupils and their reception by teachers.

Název v anglickém jazyce

"We treat them all the same, but?". Disappearing ethnic homogeneity in Czech classrooms and teachers' responses

Popis výsledku anglicky

This article argues that the Czech education system is structured to oper- ate in an ethnically homogeneous society. Although the Czech Republic is becoming increasingly heterogeneous, teachers deploy discursive practices of sameness despite difference that obscure such growing diversity. This article is grounded in the historical context of migration to and from the Czech Republic and based on ethnographic research in several ethnically-mixed classrooms. We analyze the ways in which teachers talk abouttheir pupils. We show that in the case of migrant children, teachers tend not to see their differences and hence, their potentially structural disadvantages. On the other hand, the Roma ethnicity is perceived as insurmountable. Teachers mobilize lists of cul- tural and even genetic differences to legitimize their different treatment of Roma pupils. Furthermore, we analyze policy documents regarding the education of non-Czech pupils and their reception by teachers.

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/GAP404%2F12%2F1487" target="_blank" >GAP404/12/1487: Vzdělávací strategie dětí migrantů a dětí z etnických menšin</a><br>

Návaznosti

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

Rok uplatnění

2015

Kód důvěrnosti údajů

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

Název periodika

Race Ethnicity and Education

ISSN

1361-3324

e-ISSN

—

Svazek periodika

18

Číslo periodika v rámci svazku

5

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

23

Strana od-do

632-654

Kód UT WoS článku

000356666200003

EID výsledku v databázi Scopus

2-s2.0-84933179591