‘Since they are here in Czechia, they should talk in Czech’. Ethnicity in peer groups at school

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F21%3A00118795" target="_blank" >RIV/00216224:14410/21:00118795 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.tandfonline.com/doi/full/10.1080/14675986.2020.1844511" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/14675986.2020.1844511</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/14675986.2020.1844511" target="_blank" >10.1080/14675986.2020.1844511</a>

Jazyk výsledku

angličtina

Název v původním jazyce

‘Since they are here in Czechia, they should talk in Czech’. Ethnicity in peer groups at school

Popis výsledku v původním jazyce

Classrooms in Czechia are changing. What used to be a relatively ethnically homogeneous environment changed after 1989 and became much more diverse. How are children, both of Czech, as well as migrant origin, coping? What strategies do they use to negotiate their everyday lives in the classroom? We conducted an ethnographic study in two classes of one multicultural Czech elementary school and used an inductive analytical strategy. While the fifth grade was peaceful, the ninth graders were at war regarding language issues. We analysed ninth graders’ narratives of how this situation came into being and their explanations of whose attitudes needed to change. We identified strong pressure to fit in, exerted not only by majority classmates but also by some pupils with migrant backgrounds. In contrast, the fifth grade class revealed migrant children’s successful strategies of fitting in, which included helpfulness towards classmates, the development of strong social capital and compliance with authority. In ethnically heterogeneous classrooms, we identified a homogenising push to fit in and negative sanctions for standing out.

Název v anglickém jazyce

‘Since they are here in Czechia, they should talk in Czech’. Ethnicity in peer groups at school

Popis výsledku anglicky

Classrooms in Czechia are changing. What used to be a relatively ethnically homogeneous environment changed after 1989 and became much more diverse. How are children, both of Czech, as well as migrant origin, coping? What strategies do they use to negotiate their everyday lives in the classroom? We conducted an ethnographic study in two classes of one multicultural Czech elementary school and used an inductive analytical strategy. While the fifth grade was peaceful, the ninth graders were at war regarding language issues. We analysed ninth graders’ narratives of how this situation came into being and their explanations of whose attitudes needed to change. We identified strong pressure to fit in, exerted not only by majority classmates but also by some pupils with migrant backgrounds. In contrast, the fifth grade class revealed migrant children’s successful strategies of fitting in, which included helpfulness towards classmates, the development of strong social capital and compliance with authority. In ethnically heterogeneous classrooms, we identified a homogenising push to fit in and negative sanctions for standing out.

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

2021

Kód důvěrnosti údajů

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

Název periodika

Intercultural Education

ISSN

1467-5986

e-ISSN

1469-8439

Svazek periodika

32

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

21

Strana od-do

62-82

Kód UT WoS článku

000598631700001

EID výsledku v databázi Scopus

2-s2.0-85097426995