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MOTHERS ‘DOING’ DIFFERENCE: CLASS, ETHNICITY, AND EARLY CARE IN THE CZECH REPUBLIC

100%
Slezáková K.
Sociológia (Sociology)
|
2019
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vol. 51
|
issue 6
623 – 641
EN
This text focuses on meanings of class as formulated by mothers in regard to the early care and education facilities that are attended by their children. We approach class from feminist perspectives that enrich analyses by considering the cultural dimensions. Inspired by the approach of Christina Scharff, we combine ethnomethodology with discursive psychology to analyse ways that actors ‘do difference’. The article draws on semi-structured interviews with mothers and explores ways of ‘doing difference’ in two facilities: an exclusive private kindergarten and a kindergarten in a disadvantaged neighbourhood. This comparison enables us to see how ‘middle class’ operates as a normative category and how its meanings are modified by race and ethnicity.
2

WHEN POLICY CLASHES WITH PRACTICE: THE CASE OF TEACHING ASSISTANTS IN THE CZECH REPUBLIC

51%
Slezáková K., Kissová L., Felcmanová L.
Pedagogický časopis (Journal of Pedagogy)
|
2022
|
vol. 13
|
issue 2
77 – 103
EN
Since the mid-2010s, Czech Republic has been implementing inclusive education measures on a wide scale. Five stages of supportive measures have been introduced, including the assignment of teaching assistants (TAs) for students with special educational needs. In the four years since the main reform, the assignment of TAs has become the most implemented supportive measure, even as their role in promoting inclusive education has been questioned in the scholarly literature. We base our findings on empirical research in primary schools and relevant policy documents. This paper focuses on the clashes between policy intentions and the practice of incorporating TAs into classrooms. We organise the findings into four categories of policy/practice conflicts: (1) ambiguous TA job descriptions; (2) insufficient TA qualifications; (3) combined TA contracts due to lack of funding; and (4) inconsistencies in TA appointments. Our findings suggest that, in practice, policy-regulated measures often do not correspond to the actual needs of schools.
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