Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 5

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  remigration
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

O potrzebach uczniów z doświadczeniami migracyjnymi z perspektywy szkolnego polonisty

100%
Fiszbak J.
Kształcenie Językowe
|
2018
|
vol. 16 (26)
29 - 43
EN
The article On needs of students with migration experience from the perspective of Polish language teacher focuses on lack of proper background of Polish teachers in working with immigrants’ and re-emigrants’ children. The author emphasises that existing governmental regulations, which offer language support for those children, do not solve appearing problems. She argues that before a child is admitted to a school, s/he should undergo a thorough Polish language course, and teachers of the school to which the student is to be admitted, should get informed on the culture and everyday life of the given student’s country. Only then will the language feedback provided by the school be effective and the student will receive a proper emotional support in difficult situation of being in new environment. The author also points to the fact that a student with migration experience can be a child who can perfectly speak Polish language and who lives in Poland but whose one of the parents is not Polish; this also concerns children of Polish parents who came back to Poland after years of emigration. For those children very often the language support is either not necessary, or needed to a small extent in comparison to children who cannot speak Polish language. However, concern and emotional support from the surrounding may prove very important. The author emphasises the need of setting up an online learning platform dedicated to all the students with migration experiences. Such platform would be a means of showing concern to the child of immigrants and re-emigrants, as well as it would provide care and attention for their needs. This learning platform could also support developing the knowledge of student’s first language or serve as a help in learning the language of child’s ancestors via a Polish student, whose one of the parents is a foreigner.
2

Juurte juurde ja tagasi. Siberist remigreerunud eestlaste kodupaigakulastused kui naide sekulaarsest palverannust

100%
Jurgenson A., Niglas L.
Mäetagused
|
2013
|
vol. 54
27-66
EN
Ethnologists have been studying how people visit their former homelands mainly because of the semantic importance of the notions home, homelessness, nostalgia, roots and identity. Over the years, hundreds of people have moved to Estonia from Upper Suetuk, the village that was established by Estonian immigrants in southern Siberia in the 1850s. The former villagers visit Upper Suetuk frequently because the village identity and villagers’ solidarity have traditionally been strong in Siberia. The highlights of these visits are celebrations of St. John’s Day, on July 6 and 7, when the anniversary of the village is also celebrated. The aim of this article is to analyse a two-week trip to Upper Suetuk in summer 2010 by a group of people originating from the village. The authors present the trip to the former home village as a pilgrimage and analyse it by applying Victor Turner’s model of rite of passage. While collecting data for the research, the authors relied substantially on video camera as a methodological tool, in addition to participant observation and interviewing. The main focus of the analyses lies on the liminal phase of the trip, when the individuals find themselves withdrawn from normal modes of social action. The authors concentrate on the group’s behaviour (communitas) in the state of anti-structure, as well as on emotional and sensory aspects of this liminal phase of the trip. One of the most important notions here is the sense of freedom: many members of the group experienced it during the trip in Siberia, knowing that it cannot be transported back home. The authors show how the codes of language and behaviour keep changing during the trip; what significance the landscapes, buildings, special places and objects have for the people visiting the village after years of absence; how memories and sensory perception contribute to the emotional and embodied experience of the visitors. The trip to the former home village on St. John’s Day is a good indicator of the interaction between the present and former villagers and it can be useful for analysing the identity of both groups. The reason why people go for a pilgrimage – be it the real one or the quasi-pilgrimage as in this case – is to gain blessing, health, harmony and freedom. This paper is an attempt to demonstrate that pilgrimage-like trips can be undertaken also with an aim to go back to the roots or to the place of origin, in order to reinforce one’s identity. By visiting the former homeland, “the pilgrims” blend their two separate and somewhat partial identities into a single, coherent one.
3
Publication available in full text mode
Content available

Return policies and (r)emigration of Bulgarians in the pre-and post-accession period

86%
Ivanova V.
Problemy Polityki Społecznej. Studia i Dyskusje
|
2015
|
issue 31(4)
119-136
EN
The article elaborates the concept that Bulgaria’s 2007 EU accession didn’t itself produce large emigration waves, but rather brought new understanding and value to Bulgarian citizenship, through intensified mobility and return processes, within the context of the economic crisis. The text is structured in two parts: the first one reveals the Bulgarian emigration phenomenon after 1989 and its specifics, and the second one — the core of the article — is devoted to the return dynamics and policy answers with focus on the highly qualified. Thus the analysis answers the research question of whether the state affects the processes of remigration of highly qualified Bulgarian young people through its return policies and instruments.
4

Global Character of International Labour Migration: Challenges and Objectives for Higher Education in World Context

72%
Zhuravska N.
Comparative Professional Pedagogy
|
2016
|
vol. 6
|
issue 3
7-11
EN
The article deals with analysis of challenges and objectives for higher education in the context of globalization: the forming of international labour market proves the fact that the process of international integration is affecting economy and technology as well as social and labour relations that are becoming more and more global. The peculiarities of structure (gradation, succession, multivectorability, continuity), content (narrow profile, sustainable development, competency-based orientation, specialization, curriculum flexibility, combination of core and optional subjects, possibility to choose courses and modules of different levels), forms (designing and modeling in small groups, workshops, practical intensive and extended learning, role playing, lectures, online sessions, problem-oriented excursions, seminars, internships and extended pedagogical placements) in training of specialists at universities in European countries have been established. According to the project “Implementation and Influence of Curriculum Reforms in Higher Education in Europe” a competency-based approach is given much significance on the institutional level. Urgent objectives for higher education in Ukraine in the context of the return of emigrants to their home country, highly qualified specialists, in particular, is fast effective reforming of education based on practical orientation; appreciation of social phenomena in the context of their cultural values and the dynamics of society; global character of curricula (ethnocentrism, multiculturalism, interdisciplinarity, universality, innovativeness of international comparison and large potential for fulfilling needs in developing skills).
5
Publication available in full text mode
Content available

Międzykulturowe otwarcie szkoły jako odpowiedź na potrzeby ucznia z doświadczeniem migracyjnym. Na przykładzie migracji powrotnych

58%
Stankiewicz K.
Kultura i Edukacja
|
2019
|
issue 1(123)
248-262
EN
Children with migration experience are increasingly becoming students in the Polish school system that is not prepared for it. The special type of migration experience is what is called “the return migration”, when a family returns to a country after some time abroad, together with their children, that were born in the country of origin of their parents or already in exile. Currently, we are experiencing an intensification of the remigration processes, which means that schools should also be prepared to receive “returning” students, who are mostly bilingual, and at the same time with some difficulties with the Polish language, who have to deal with program and cultural differences, among others school poicies and culture. It seems that the idea of an intercultural opening of institution also refers to schools, what was told by German intercultural pedagogs, provides tools for preparing institutions for functioning in a situation of high social and cultural diversity. The aim of the article is to present the idea of intercultural opening of school as a response to the needs of students with migration experience concentrating on an example of a child from a remigrant family. At the beginning, the theory of intercultural institution opening will be presented, including the school, then the specificity of the “returning” student will be discussed, on the basis of the results of qualitative research conducted in Warsaw primary schools, in order to present the idea of intercultural opening of school as a response to the needs of the students from a family of remigrants, as well as students with a different type of migration experience. The process of the intercultural school opening will also be related to the process of social integration of migrants, which allows to see schools in the broader context of the network of institutions of the closest social environment for effective social adaptation and (re) integration of the whole returning family.
PL
Dziecko z doświadczeniem migracyjnym coraz częściej staje się uczniem polskiej szkoły, która nie jest do końca na to przygotowana. Szczególnym typem doświadczenia migracyjnego są migracje powrotne, kiedy to rodzina po okresie spędzonym za granicą wraca do kraju wraz z dziećmi, urodzonymi jeszcze w kraju pochodzenia rodziców bądź już na emigracji. Obecnie mamy do czynienia z nasilającymi się procesami remigracji, co sprawia, że również szkoły powinny być przygotowane na przyjęcie uczniów „powracających”, najczęściej dwujęzycznych, a jednocześnie z pewnymi ograniczeniami w zakresie znajomości języka polskiego, którzy muszą borykać się z różnicami programowymi oraz kulturowymi, m.in. dotyczącymi kultury szkoły. Wydaje się, że idea międzykulturowego otwarcia instytucji, którą można za niemiecką pedagogiką międzykulturową odnieść również do szkoły, daje narzędzia do przygotowania instytucji na funkcjonowanie w sytuacji wysokiej różnorodności społecznej i kulturowej. międzykulturowego otwarcia szkoły jako odpowiedzi na potrzeby ucznia z rodziny reemigrantów, jak również uczniów z innym typem doświadczenia migracyjnego. Międzykulturowe otwarcie szkoły zostanie również odniesione do procesu integracji społecznej migrantów, co pozwala widzieć placówki szkolne w szerszym kontekście działania sieci instytucji najbliższego otoczenia społecznego na rzecz efektywnej adaptacji społecznej oraz (re)integracji całej powracającej rodziny.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.