magistrsko delo
Maša Bricl (Avtor), Mojca Peček (Mentor)

Povzetek

Evropski prostor je bil skozi zgodovino pomembno prizorišče preseljevanj narodov zaradi družbenih, gospodarskih ali drugih razmer. Tudi Slovenija ni izjema. Vse od nastanka naše države, od leta 1991 naprej, se Slovenija srečuje s trendom povečanega priseljevanja ljudi. V večini primerov gre za prihod celih družin iz držav članic bivše Jugoslavije zaradi ekonomskih razlogov. Z družino pridejo v novo okolje tudi šoloobvezni otroci, med katerimi imajo nekateri že izkušnje s predhodnim šolanjem v državi, iz katere prihajajo. Slovenska integracijska politika sledi načelu, da na novo priseljenega otroka čim uspešneje vključi v osnovnošolski proces glede na predhodno dodeljen status otroka. Hkrati Slovenijo k temu aktu zavezuje tudi mednarodno priznana Konvencija o otrokovih pravicah (1989). Magistrsko delo obravnava učence priseljence prve generacije, ki so vključeni v slovenski osnovnošolski sistem ter imajo hkrati predhodne izkušnje s šolanjem v državi, iz katere prihajajo. Omenjena skupina učencev je v Sloveniji obravnavana kot občutljiva skupina, saj se ob vključevanju v povsem novo okolje in nov vzgojno–izobraževalni sistem srečuje z različnimi izzivi in ovirami. Ob pojavu povečanega prihoda učencev priseljencev v slovensko osnovno šolo se je odzval tudi zakonodajni aparat, saj se je pokazala potreba po spremembi in prilagoditvi obstoječih praks vzgoje in izobraževanja. Uvajale so se mnoge neformalne in formalne sistemske rešitve in prilagoditve, z namenom čim uspešnejše vključitve na novo priseljenih učencev v osnovno šolo. Dandanes se vidi napredek na tem področju, vendar izvedene raziskave še vedno opozarjajo na težave in ovire teh učencev v šolskem vsakdanu, med drugimi tudi na kršitev njihovih pravic, neenakopravnost in diskriminacijo učenec priseljencev ter pomanjkanje učiteljevih kompetenc na področju vključevanja tovrstnih učencev v šolski vsakdanjik. Magistrska naloga je namenjena celostnemu pregledu pravnoformalnih listin, mednarodnih dokumentov in ostalih, tako formalnih kot tudi neformalnih strategij, načel, konceptov in praks, ki so bili do sedaj sprejeti in izvedeni ter obravnavajo vključevanje in delo z otroki priseljenci prve generacije v slovenskem osnovnošolskem sistemu. Natančneje so razdelani vidiki identifikacije s šolo v povezavi s počutjem učencev in z vključevanjem v šolo, saj je dokazano, da identifikacija učencev s šolo bistveno vpliva na oblikovanje pozitivnega učenčevega odnosa do šole, izobraževanja in učenja nasploh. Empirični del je usmerjen v raziskovanje razlik med zdajšnjim in tistim šolanjem, ki so ga otroci opravili, preden so prišli v Slovenijo. Osredinjen je na različne vidike, kot so počutje učencev priseljencev prve generacije v osnovni šoli, njihov odnos do šole in izobraževanja, odnos do učenja slovenščine ter kakovost odnosov v razredu. V raziskavi je uporabljena deskriptivna metoda pedagoškega raziskovanja. Podatki so zbrani s pomočjo kvalitativne tehnike, natančneje s pomočjo polstrukturiranih intervjujev. V vzorec je zajetih 30 učencev priseljencev prve generacije, ki imajo izkušnje tako s predhodnim šolanjem v državi izvora kot tudi v Sloveniji. Rezultati kažejo, da so učenci priseljenci v večini dobro sprejeti med učitelji in sošolci v Sloveniji in da se dobro počutijo v šoli. Še vedno so prisotni dogodki na šoli, ki kažejo na nesprejemanje, nestrpnost in socialno izključitev učencev priseljencev tako v času zdajšnjega kot predhodnega šolanja. Prav tako prihaja do razlik med obema obdobjema šolanja, če upoštevamo vidike, ki so izbrani in podrobneje razdelani v raziskavi.

Ključne besede

inkluzija;integracija;učenci priseljenci prve generacije;počutje učencev;odnos do šole;identifikacija s šolo;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [M. Bricl]
UDK: 373.3-054.72(043.2)
COBISS: 12592713 Povezava se bo odprla v novem oknu
Št. ogledov: 393
Št. prenosov: 87
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Well-being of the first-generation immigrants' children in elementary school
Sekundarni povzetek: Europe has through the course of history been an area where considerable migrations of nations due to social, economic or other reasons have taken place. Slovenia is no exception. Ever since 1991, i.e. the declaration of its independence, Slovenia has been experiencing the trend of increased immigration. This has been mostly the result of the economic immigration of families from former Yugoslav republics. Coming to a new environment with these families are children, some of whom have experience with education in their home country. The Slovenian integration policy follows the principle to include newly immigrated children in a primary school, provided they are recognized as children. This is also mandated by The Convention of children’s rights (1989). The thesis deals with students of the first-generation immigrants who attend Slovenian primary schools and have already attended schools their home country. The selected group of students is treated as a marginal group as they encounter numerous challenges and obstacles when facing an entirely new environment and a new education system. When an increased number of student immigrants entered the Slovenian primary schools, the legislators reacted since there was a need for a change and adjustment of existing educational practices. Many new formal and non-formal solutions and adjustments have been implemented, with the aim to ensure successful inclusion of newly immigrated students into primary education. Today, the signs of progress are evident, however research studies still point to certain problems and obstacles faced by these students in their daily lives, for example: violation of their rights, inequality and discrimination of student immigrants, and a lack of teacher competencies on the integration of these students into schools. The subject of the thesis is a general review of documentation, international documents and other, both formal and non-formal, strategies, principles, concepts and practices that have been so far accepted and executed and deal with the integration and working with children of the first-generation immigrants in Slovenian primary schools. The identification of students with school is analysed in more detail, especially in terms of its relevance to well-being of students and school inclusion as it has been proven that the identification of students with school has a positive impact on the students’ attitude towards school, education and learning in general. The empirical part focuses on the analysis of differences between the education process in Slovenia and the education process the students had received before arriving to Slovenia. The analysis focuses on aspects such as well-being of students of the first-generation immigrants in primary school, their attitude towards school and education, their attitude towards learning of Slovene, and the quality of relationships with classmates. The descriptive method of pedagogical research was used in the research. The data has been collected using a qualitative technique, namely semi-structured interviews. Included in the sample were 30 students, all children of the first-generation immigrants, who have received education in their country and in Slovenia. The results show that children immigrants are in most cases well accepted by teachers and classmates in Slovenia and that they feel well at school. However, there are still events that reflect rejection, intolerance, and social exclusion of student immigrants, during both current and previous schooling. There are also differences between both types of schooling, taking into consideration aspects that are elaborated in more detail in the research.
Sekundarne ključne besede: pupil;immigrant;učenec;priseljenec;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Razredni pouk, Poučevanje na razredni stopnji z angleščino
Strani: 149 str.
ID: 11228980