Teacher´s and School Directors Attitude to Immigrant Children in Czech, Austrian and Norwegian Elementary School Context in the Integrational Process

Author(s):

Pavel Copf(presenting / submitting)Klara Zaleska(presenting)

Conference:

ECER 2016

Network:

20. Research in Innovative Intercultural Learning Environments

Format:

Poster

Session Information

20 SES 04.5 PS, General Poster Session

General Poster Session

Time:

2016-08-24

12:00-13:30

Room:

NM-Concourse Area

Chair:

Maja Jankowska

Contribution

This project deals with the topic of immigrant children integration into elementary schools from the teacher´s point of view in three countries: The Czech Republic, Austria and Norway and will describe the role of the school directors in these countries. The main aim of the project is to characterize, analyze and compare current state of integration in mentioned countries in the terms of legislation, history and demography. To compare teacher´s attitude to supporting immigrant children is another goal of the project. This project will consist of both theoretical and empirical part. Research question is: What is the teacher´s attitude to immigrant children in the Czech Republic, Austria and Norway? What is the role of schools headmasters in the integrational process?

This contribution presents a prepared project of comparative study which will compare teacher´s attitude to immigrant children in the Czech Republic, Austria and Norway. Our theoretical background is mainly Giddens (1999) integration phases, Bourdieu´s theory of cultural capital, European models of integrating immigrant children into schools and the legislation and documents concerning immigrant children integration.

Method

The whole study which is presented here is a comparative study. Both theoretical and empirical part is comparative. In the theoretical part there were used legislation and national and schools documents as a resources for comparison. Criteria for comparison were these: amount of inhabitants/immigrants, historical context and milestones, main nationalities of immigrants, departments which are in charge of integrating immigrant children and immigrant children support which schools can offer in The Czech Republic, Austria and Norway. Data collection for empirical part will be gathered in the spring 2016. We will use semi structured interviews with Czech, Austrian and Norwegian teachers as a technic for data collection. The teachers will be chosen from both regular schools and schools focusing on working with immigrant children in each country. We believe that level of contact with immigrants is essential for teacher´s attitude to immigrant children. The main research question is: What is teacher´s attitude to immigrant children in the Czech Republic, Austria and Norway? What is the role of school headmasters in the integrational process in these three countries? We wonder what is the same, what is similar, what is completely different and we will explain this sameness and diversity using social, historical and political context in each country.

Expected Outcomes

Here are the main findings which come out from the theoretical part. OECD report from the year 2006 published that the Czech Republic was between the years 1992-2002 country with the biggest increase in amount of immigrants. Even though the increase is significant, immigration is in the Czech Republic still below the average value of migration in developed European countries, which make to 8-10% (Brochmann, 2006). Nowadays make immigrants 4% from the whole Czech population. The Czech Republic doesn´t have such a long tradition with immigration though as Norway and Austria has. Both Austria and Norway have the percentage of immigrants corresponding to the developed countries (Norway 12%, Austria 11%). To all three countries there come immigrants from different parts of the world but there are especially economical immigrants who come to all countries, Norway has the highest amount of asylum seekers and refugees. Into Czech Republic there come people especially from Eastern Europe and Vietnam. Austria depicts also people from Europe, but from western as well (Germen). The interesting group are Serbians and Turkish people. It is similar to the Czech Republic because of the similar history. In 70´s there come recruited people via working contract for manual work: the Czech Republic there were Ukrainian and Vietnamese and in Austria Turkish people and those from former Yugoslavia. Those people coming via working contracts got often married here in Europe and has stayed in our countries. That´s why there are a lot of people with those nationalities still nowadays. Norway didn’t have experience with hiring people via working contracts in the past. But also for Norway were 70´s a milestone speaking about immigrants. Norway began to prosper and began to former the welfare state with very liberal politic to immigrants and refugees.

References

Berreday (1964) Comparative Method in Education. New York: Holt. Brochmann, G. (2006). Hva er innvandring. Oslo: Universitetsforlaget. Schlüsselindikatoren und Analysen (SA), (2015). Bildung in Zahlen 2013/14. Retrieved from https://www.bmbf.gv.at/ministerium/vp/2015/20150422a.pdf?4ut4xd Bourdieu, P. & Passeron J. C. (1977). Reproduction in Education, Society and Culture. London: Sage Publications. Giddens, A. (1997). Sociologie. Praha: Argo. Bray a Thomas (1995). Methodology and Focus in Comparative Education. Retrieved from http://147.8.214.206/f/acadstaff/376/Bray_Methodology_%26_Focus.pdf ČSÚ (2015). Cizinci v ČR. Dostupné z https://www.czso.cz/csu/cizinci/2-cizinci_uvod Eurydice (2004). Integrating Immigrant Children into Schools in Europe. Retrieved from http://eacea.ec.europa.eu/education/eurydice/documents/thematicreports/101EN.pdf Goodrick, D. (2014). Comparative Case Studies. In Methodological Briefs Impact Evaluation 9, Florence: UNICEF Office of Research. Lor (2011). International and Comparative Librarianship. Retrieved from https://pjlor.files.wordpress.com/2010/06/chapter-4-draft-2011-04-20.pdf OECD (2012). Equity and Quality in Education: Supporting Disadvantaged Students and Schools. OECD Publishing. Retrieved from http:// http://dx.doi.org/10.1787/9789264130852-en Øia, T. (2000). Innvandrerungdom – marginalisering og utvikling av problematferd. Oslo: NOVA (Norsk institutt for forskning om oppvekst, velferd og aldring). Phillips, D. (2006). Comparative education: method. In Research in Comparative and International Education. 1(4), 304-319. Rys, V. 2004. Teorie a praxe srovnávacích studií v oblasti sociálního zabezpečení. In: Munková, G. a kol. Sociální politika v evropských zemích. Praha: Karolinum. SSB: Statistikkbanken (2015). Folkemengde ved inngangen og utgangen av året. Retrieved from http://www.ssb.no/202757/folkemengde-ved-inngangen-og-utgangen-av-%C3%A5ret-og-endringene-i-l%C3%B8pet-av-%C3%A5ret.innvandringskategori-og-landbakgrunn UDIR (Ředitelství pro vzdělávání). (2014). Přistěhovalci v základním vzdělávání. Retrieved from (http://www.udir.no/Upload/Statistikk/Innvandrere%20i%20grunnoppl%C3%A6ringen%202014.pdf?epslanguage=no) Utdanningsrektorat (2010). Barn i flerspråklige familier. Retrieved from http://www.udir.no/Upload/Brosjyrer/5/Barn_i_flerspraklige_familier.pdf

Author Information

Pavel Copf (presenting / submitting)

Masaryk University, Faculty of Arts

The Department of Educational Sciences

Brno

Klara Zaleska (presenting)

Masaryk University, Faculty of Arts, Czech Republic

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