magistrsko delo
Tina Matjaž (Author), Špela Razpotnik (Mentor)

Abstract

Prosilci za azil so marginalizirana skupina, ki se pogosto srečuje s konceptom drugosti. Raziskave so pokazale, da jih ljudje smatrajo kot nevarne in kot breme, zaradi česar so nesprejeti in največkrat odrinjeni na rob družbe. Glede odnosa do otrok, ki so prosilci za azil, pa ni zaslediti raziskav, zato sem se odločila, da v svoji magistrski nalogi raziščem tudi to tematiko in se posvetim vprašanju sprejetosti otrok, prosilcev za azil v osnovni šoli ter raziščem, kakšno vlogo imajo učitelji pri njihovem vključevanju v razred. Glavni cilj pri tem je raziskati, kakšen je socialni položaj otroka prosilca za azil v razredu in kako so le ti sprejeti s strani sošolcev. Hkrati bo moj raziskovalni cilj tudi ugotoviti, kakšno vlogo imajo učitelji pri samem vključevanju otroka prosilca za azil v razred. V teoretičnem delu so predstavljene tri pomembne tematike, ki se navezujejo na prosilce za azil. Najprej je predstavljen pojem migracije, sledi razlaga različnih tem, ki se vežejo na šolo, saj so otroci prosilci za azil ob vstopu v Slovenijo vanjo zelo kmalu napoteni, njihovi »novi« vrstniki pa pomenijo enega izmed prvih odnosov, ki jih stkejo z novo družbo. Na koncu je predstavljen tudi pojem socialni položaj otroka v razredu, saj nam ta razkrije, kako je otrok sprejet v skupini (razredu), kar je bil tudi moj glavni cilj magistrske naloge. V empiričnem delu je uporabljena triangulacija. V raziskavo so bili zajeti razredi treh osnovnih šol, v katerih je vsaj en otrok prosilec za azil, ter osem strokovnih delavcev, ki imajo izkušnjo dela z otrokom prosilcem za azil in so s svojimi zgodbami pripomogli k dodatnemu vpogledu v odnose v razredu, opisu dobrih strategij za vključevanje otrok prosilcev za azil v razred in načinom udejanjana medkulturna dialoga. Žal zaradi epidemioloških ukrepov načrtovano opazovanje ni moglo biti izvedeno. Zanimivo je, da je veliko otrok iz azilnega doma vključenih v vzgojno-izobraževalni sistem v Sloveniji, a raziskav na področju medvrstniških odnosov, kjer je prisoten otrok prosilec za azil, ni zaslediti. Ker so ti otroci ena izmed najranljivejših skupin ter pogosto izključeni, se mi je zdela raziskava na tem področju potrebna, saj je velikokrat šola tista, ki lahko veliko prispeva k otrokovi socializaciji, samopodobi, občutku sprejetosti in pripadnosti ter k zmanjšanju predsodkov.

Keywords

migracije;otroci prosilci za azil;medvrstniški odnosi v šoli;integracija;socialni položaj;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [T. Matjaž]
UDC: 341.43-053.5-054.72(043.2)
COBISS: 98122755 Link will open in a new window
Views: 123
Downloads: 9
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Other data

Secondary language: English
Secondary title: Acceptance of asylum seekers' children among their peers in primary school
Secondary abstract: Asylum seekers are a marginalized group that often encounter the concept of otherness. The researc has shown that people accept or see them as a burden and dangerous. Also they are pushed aside by the majority. Regarding the attitude towards children who are asylum seekers, is not researched, so I decided to explore this topic in my master's thesis. I also wanted to focus on the issue of acceptance of these children in primary school and the role of teachers in their inclusion in the classroom. The main goal is to investigate the social status of the child of an asylum seeker in the classroom and how they are accepted by classmates. At the same time my resarch goal will be to find out what role teachers play in the integration of asylum seeker’s child into the classroom. The theoretical part presents three important topics related to asylum seekers. Firstly, the concept of migration is presented, followed by an explanation of various topics, related to school, as asylum seeker children are soon sent to school and thus their "new" peers are the one of the first relationships they have with a new society. Finally, the concept of social position of the child in class is presented as it only reveals how the child is accepted in the group (class), which was also my main goal of the master's thesis. The triangulation is used in the empirical part. Firstly, I surveyed classes of three primary schools, in which at least one child is an asylum seeker and eight professionals who have experience working with a child asylum seeker and whose stories have provided additional insight into classroom relationships, description of good strategies for integrating asylum seekers’ children into the classroom and the way intercultural dialogue takes place. Unfortunately, due to epidemiological measures, planned observation could not be performed. It is interesting that many children who stay in asylum home, are included in Slovenian educational system and research in the field of peer relations with asylum seeker children, can not be traced. As these children are one of the most vulnerable groups and often excluded, I found out that a research in this area is necessary. A school can make a significant contribution to child’s socialization, self-esteem, sense of acceptance and belonging, and also reduction of prejudice.
Secondary keywords: Pravica do azila;Otroci priseljencev;Kulturni odnosi;Inkluzivna vzgoja in izobraževanje;Univerzitetna in visokošolska dela;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Socialna pedagogika
Pages: 95 str.
ID: 14593573