Interculturalism in Polish schools according to teachers from borderlands

• Authors: Patrycja Młynek , Fabian Andruszkiewicz , Danuta Kulik-Grzybek

Abstracts

EN

Global cultural exchange is a well-known, boundless phenomenon. Therefore, it is fundamental for countries to promote mutual understanding and tolerance of cultural diversity, to prevent stigmatization and social hermetization from migrant backgrounds, and to foster social inclusion, thus fulfilling the assumptions of sustainable development. Polish society is considered to be relatively homogenous in terms of culture, however, the increasing influx of immigrants, especially from Eastern Europe, poses a new challenge for its national schooling system and multicultural education. That is why the aim of the article was to verify the state of preparation of Polish schools for multicultural education, mutual attitudes of the participants of the educational process, and the relationships between them, as well as to indicate dependency between parents, students, and teachers. The article presents the results of quantitative research carried out in a group of early childhood education teachers from border regions. The results of the conducted research showed the state of intercultural education in Polish schools before the start of the war between Russia and Ukraine. The study is barely the attempt of monitoring the condition of intercultural education, especially in the current “new multicultural reality” in Polish schools.

Keywords

EN

education; acculturation; cooperation; social integration; interculturalism; multiculturalism

• Publisher: Wydawnictwo Adam Marszałek
• Journal: Edukacja Międzykulturowa
• Year: 2023
• Volume: 23
• Issue: 4
• Pages: 135-146

Dates

published

2023

Contributors

author

Patrycja Młynek

• University of Silesia in Katowice

• https://orcid.org/0000000178852834

author

Fabian Andruszkiewicz

• Opole University

• https://orcid.org/0000000153183793

author

Danuta Kulik-Grzybek

• Czestochowa University of Technology

• https://orcid.org/0000000205017333

References

• Berg, W. 2011. Diversity in German classrooms. In: Spinthourakis J., Lalor J. and Berg, W. eds. Cultural Diversity in the Classroom. VS Verlag für Sozialwissenschaften, pp. 9–27.
• Berry, J.W. 1997. Immigration, acculturation and adaptation. Applied Psychology: An International Review. 46 (1), pp. 5–34.
• Cantle, T. 2012. Interculturalism: The New Era of Cohesion and Diversity. London: Palgrave Macmillan.
• Cyrus N. and Vogel D. 2006. Managing access to the German labour market: how Polish (im)migrants relate to German opportunities and restrictions. In: Düvell, F. eds. Illegal immigration in Europe. London: Palgrave Macmillan, pp. 75–105.
• De Waal, M., F., Born, M.Ph., Brinkmann, U. and Frasch, J.J.F. 2020. Third Culture Kids, their diversity beliefs and their intercultural competences. International Journal of Intercultural Relations. 79, pp. 177–190.
• Dziennik Ustaw. 2009. nr 56 poz. 458. Ustawa z dnia 19 marca 2009 r. o zmianie ustawy o systemie oświaty oraz o zmianie niektórych innych ustaw, art. 94a. Retrieved from https://isap.sejm.gov.pl/isap.nsf/download.xsp/WDU20090560458/U/D20090458Lj.pdf(28.04.2021).
• Engel, S. 2011. Children’s need to know: curiosity in schools. Harvard Educational Review. 81 (4), pp. 625–645.
• Hearnden, M. and Sundaram, V. 2011. Education for a diverse society: the multicultural classroom in the UK. In: Spinthourakis J., Lalor, J. and Berg W. eds. Cultural Diversity in the Classroom. VS Verlag für Sozialwissenschaften, pp. 187–197.
• Huang, L. 2015. Improving intercultural education at Chinese institutions from German experience. Journal of International Students. 5 (2), pp. 201–203.
• Janicka, A. and Kaczmarczyk, P. 2016. Mobilities in the crisis and post-crisis times: migration strategies of Poles on the EU labour market. Journal of Ethnic and Migration Studies. 42 (10), pp. 1693–1710.
• Karacabey, M.F., Ozdere, M. and Bozkus, K. 2019. The Attitudes of Teachers towards Multicultural Education. European Journal of Educational Research. 8 (1), pp. 383–393.
• Krings, T., Bobek, A., Moriarty, E., Salamońska, J. and Wickham, J. 2013. Polish Migration to Ireland: ‘Free Movers’ in the New European Mobility Space. Journal of Ethnic and Migration Studies. 39 (1), pp. 87–103.
• Lourenço, M. 2018. Global, international and intercultural education: three contemporary approaches to teaching and learning. On the Horizon. 26 (2), pp. 61–71.
• Lustanski, J. 2009. Polish Canadians and Polish immigrants in Canada: self-identity and language attitude. International Journal of the Sociology of Language. 199, pp. 39–61.
• Mikander, P., Zilliacus, H. and Holm, G. 2018. Intercultural education in transition: Nordic perspectives. Education Inquiry. 9 (1), pp. 40–56.
• Ogrodzka-Mazur, E. 2018. Intercultural education in Poland: current problems and research orientations. Kultura i Edukacja. 2 (120), pp. 65–82.
• Osaďan, R., Reid, E. and Belešová, M. 2016. Intercultural Primary Education in the Second Half of the Decade. Acta Technologica Dubnicae. 6 (2), pp. 77–81.
• Portera, A. 2019. Intercultural competence in education to foster European identity. Journal of Educational Sciences. 2 (40), pp.14 – 25.
• Romijn, B.R., Slot, P.L., Leseman, P.P.M. and Pagani, V. 2020. Teachers’ self-efficacy and intercultural classroom practices in diverse classroom contexts: A cross-national comparison. International Journal of Intercultural Relations. 79, pp. 58–70.
• Ryan, L., Sales, R., Tilki, M. and Siara, B. 2009. Family strategies and transnational migration: recent Polish migrants in London. Journal of ethnic and migration. 35 (1), pp. 61–77. https://doi.org/10.1080/13691830802489176 (7.09.2023).
• Spigelman, A. 2013. The depiction of Polish migrants in the United Kingdom by the British press after Poland›s accession to the European Union. International Journal of Sociology and Social Policy. 33 (1–2), pp. 98–113.
• Tolmie, A., McAteer, E. and Muijs, D. 2011. Quantitative methods in educational and social research using SPSS. McGraw-Hill Education.
• United Nations. 2015. Transforming our World: The 2030 Agenda for Sustainable Development. https://sdgs.un.org/2030agenda (9.05.2021).
• Veugelers, W. 2019. Education for democratic intercultural citizenship. In: Veugelers, W. eds. Education for democratic intercultural citizenship. Leiden – Boston: Brill Sense, pp. 1–13.
• Wessendorf, S. and Phillimore, J. 2019. New migrants’ social integration. Embedding and emplacement in superdiverse contexts. Sociology. 53 (1), pp. 123–138.
• Wilson, H.F. 2014. The possibilities of tolerance: intercultural dialogue in a multicultural Europe. Society and Space. 32 (5), pp. 852–868.
• Zotou, E. 2017. Early childhood teachers’ perceptions of intercultural education in state schools of Thessaloniki and surrounding areas. Journal of Language and Cultural Education. 5 (3), pp. 127–143.

Identifiers

DOI

10.15804/em.2023.04.09

Biblioteka Nauki

22666432