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KONCEPCJE, BADANIA I PRAKTYKI INTEGRACJI IMIGRANTÓW. DOŚWIADCZENIA POLSKIE W EUROPEJSKIM KONTEKŚCIE

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Łodziński S., Grzymala-Kazlowska A.
Studia Migracyjne - Przegląd Polonijny
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2011
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vol. 37
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issue 2(140)
11-39
EN
The article attempts to analyse the Polish experience relating to the integration of immigrants in a broad macro-historical context, mainly European. The article starts with the presentation of the theoretical conceptions of integration. Next, different challenges of the European socio-historical context of integration and integration policies in Europe are presented. Subsequently, the concepts and practices of the integration in Poland as well as the present state and the prospects of development of the field are discussed in relation to internal and external conditions. The text shows the integration of immigrants as affected, on one hand, by Europeanization and globalization, and on the other, by the Polish special circumstances linked both to a wider social context and to the characteristics of the immigration to Poland.
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Wielosc kultur, roznorodnosc tradycji, jedno spoleczenstwo. Szwedzki model polityki integracyjnej

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Banas M.
Studia Humanistyczne AGH
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2011
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vol. 10
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issue 2
53-73
EN
The article examines the case of integration policy implemented in contemporary Sweden. The model has evolved from the 1960s undergoing a large number of transformations dictated by factors such as demographics, labor market structure, public sentiments towards foreigners, the concepts of economic development, political system, domestic politics and foreign policy of the Kingdom of Sweden. The focus has been directed on the constructing process of a cohesive society made up of groups with different ethnic, national, cultural, religious and linguistic backgrounds.
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MIĘDZY DOMEM A SZKOŁĄ. DZIECI MIGRANTÓW W SYSTEMIE EDUKACYJNYM. KONTEKST NORWESKI.

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Ślusarczyk M., Nikielska-Sekuła K.
Studia Migracyjne - Przegląd Polonijny
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2014
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vol. 40
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issue 2(152)
177-202
EN
The issue of the educational system should be one of the main points in the discussion about the integration, assimilation of immigrants, and multicultural societies. Since the introduction of compulsory schooling, the school became one of the main instruments to integrate the young generation into a society and culture, to provide the most equal opportunities for individual development, to acquire knowledge, skills or professional qualifications. On the macro-level we are asking if the educational system works properly in the society as a whole. On the mezzo-level, the problems of local communities and individual schools are raised. Finally, on the micro-level, we consider the needs of individual pupils or classes, their educational opportunities, aspirations and motivations, but also their feeling of discrimination.
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