Communication as a Means of Development in a School with a High Percentage of Foreign Pupils

This publication doesn't include Faculty of Arts. It includes Faculty of Education. Official publication website can be found on muni.cz.

Authors

KUROWSKI Martina DENGLEROVÁ Denisa ŠÍP Radim

Year of publication 2019
Type Article in Periodical
Magazine / Source Orbis Scholae
MU Faculty or unit

Faculty of Education

Citation
Web https://karolinum.cz/casopis/orbis-scholae/rocnik-13/cislo-3/clanek-7701
Doi http://dx.doi.org/10.14712/23363177.2020.4
Keywords experientialist epistemology; Bronfenbrenner’s ecological model; mesosystem; communication; education; inclusion policy; migrants
Attached files
Description The text presented is a case study of one specific school in the Czech Republic, where many pupils with migrant backgrounds are concentrated. On the theoretical level, the study is based on experiential epistemology, which emphasizes interactions over the states and essences of actors or environments. This approach enables researchers to put the Bronfenbrenner’s model of the ecological system in a broader context of Chicago School (interactions) and Palo Alto School (communication). Bronfenbrenner’s concept of the mesosystem (in our case of the school) draw attention to the importance of communication and to specify three significant themes. The themes detect conditions that support and deepen the self/development of all actors involved (pupils, teachers, management, parents, etc.). In the methodological part, the themes have used as the frame for the frame analysis. In this way, the data collected in the school by observations, field notes, interviews are analysed. Although there are not many such schools like the one the authors research, they play an essential role in the integration of migrants into Czech society. That is the reason why the authors can discuss the outcomes of the study in a broader context and offer specific recommendations for state policies on the migrants’ inclusion.
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