Vključevanje otrok priseljencev prve generacije in medkulturni dialog v slovenski osnovni šoli

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Ključne besede

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Jezik:	Slovenski jezik
Leto izida:	2013
Izvor:	Koper [i. e. Ljubljana]
Tipologija:	2.08 - Doktorska disertacija
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[M. A. Vižintin]
UDK:	373.3(497.4):314.117-054.52
COBISS:	9902409
Št. ogledov:	2222
Št. prenosov:	244
Ocena:	0 (0 glasov)
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Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Intercultural dialogue and the inclusion of first-generation immigrant children in Slovenian primary schools
Sekundarni povzetek:	In the second half of the twentieth century, European communities began to deal with multiculturalism and multilingualism. To this day, the European continent, and individual European countries are still trying to accept diversity as a part of their identity and tradition, as well as within the educational system, which is an important part of society. The lower performance of immigrant children and the recognition of inequity in the school system are just two reasons for the development of intercultural education. Drawing on specific European experiences, research studies, and best practices from Slovenia, we will introduce this pedagogical concept. At the end of the twentieth century, assimilation and multiculturalism as the general approach to immigrants were replaced with integration. Integration is understood as a two-way process, which requires both adjustments and equity of rights for members of all communities: majority, minority, and immigrant communities. We celebrated the year of intercultural dialogue in 2008, but a truly intercultural dialogue is only possible among equal partners. MIPEX (the Migrant Integration Policy Index) can help us to measure if a specific immigration policy has a tendency to integrate or assimilate immigrants. Slovenia ranked eighteenth among the thirty-one participating countries in 2007 and 2011. Among the main seven criteria, the Slovenian education system was rated the worst. On the basis of these results, as well as on reported experiences of multicultural education and personal experiences, we developed our own model of intercultural education. For successful and effective intercultural education that contributes to the inclusion of immigrant children and intercultural dialogue, it is necessary to do the following: 1. understand interculturality as a basic pedagogical principle; 2. develop systematic support for the inclusion of immigrant children; 3. hire teachers with developed intercultural competence; 4. be aware of multicultural society and develop this awareness in all school subjects; 5. develop intercultural dialogue in school; 6. cooperate with (immigrant) parents, and; 7. cooperate with the local community. We also generated suggestions for changes in the Slovenian language curriculum, particularly literature classes. We recommend that we change our monocultural curriculum into a multicultural one, in accordance with Slovenian multicultural society, and encourage intercultural dialogue during literature classes. In this doctoral dissertation, we focus on newcomers that are first-generation immigrants who are not born in Slovenia. Their mother tongue is not Slovenian, but after moving to Slovenia they are included in the Slovenian school system. We used our model of intercultural education to analyze the possibilities under current law and European guidelines for the increased integration of immigrant children. Qualitative research presents challenges to and solutions for the integration of immigrant children in three Slovenian school environments at the end of the first decade of twenty-first century. We conducted semi-structured interviews with educational professionals (principals, primary school teachers of the lower grades, teachers of Slovenian as a second language, school librarians, and school counsellors) as well as with immigrant children and their parents (from Bulgaria, Bosnia and Herzegovina, Croatia, Kosovo, Montenegro, Ukraine, and the United States). We organized workshops in the context of school classes, and analyzed parent’s responses to questionnaires (both immigrants and non-immigrants) and to creative texts that were written after reading a literary text about including an immigrant child into a Slovenian class. This material offered us a variety of perspectives on and solutions to the following subjects: what kind of support do immigrant children receive after being included in the Slovenian school system, how intercultural dialogue is developed at school and in Slovenian language and literature classes. Solutions and their deficiencies were analyzed using our model of intercultural education. We discovered that only two schools offer good examples of best practices and one school (like many other primary schools) is just starting to develop intercultural education. We established that schools that encourage intercultural education also tend to develop other kinds of support for children, their parents and teachers, to encourage cooperation between parents and local organizations, to share their experiences with other schools, and to collaborate on a variety of projects and the ongoing search for innovative solutions. Teachers that support immigrant children through inclusion and the development of intercultural dialogue, tend to develop their own intercultural competence, as well as that of their student and parents, and take part in life-long vocational education.
Sekundarne ključne besede:	Imigranti;Disertacije;Otroci;Slovenija;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Doktorska disertacija
Komentar na gradivo:	Univ. v Ljubljani, Pedagoška fak.
Strani:	XII, 501 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Intercultural dialogue and the inclusion of first-generation immigrant children in Slovenian primary schools
Ključne besede (ePrints):	vključevanje
Ključne besede (ePrints, sekundarni jezik):	integration
Povzetek (ePrints):	Evropske družbe so se začele v drugi polovici 20. stoletja soočati z večkulturnostjo in večjezičnostjo tako znotraj celine kot znotraj posameznih držav, in to sprejemati kot del evropske identitete in tradicije. V vzgojno-izobraževalnem procesu, ki je del širše družbene ureditve, se je kot posledica priseljevanja, slabše učne uspešnosti otrok priseljencev v primerjavi z večinskim prebivalstvom in prepoznavanja nepravičnosti v šolskem sistemu začel razvijati model medkulturne vzgoje in izobraževanja. Predstavljamo ga z nekaterimi evropskimi izkušnjami ter z raziskavami in s primeri dobrih praks iz slovenskega prostora. Asimilacijsko in večkulturalistično politiko vključevanja je konec 20. stoletja začela zamenjevati politika integracije/vključevanja, razumljena kot dvosmeren proces, znotraj katerega se prilagajajo in enakopravno sodelujejo vsi, tako večinska skupnost kot priseljenske in manjšinske skupnosti. Leta 2008 je bilo v Evropi razglašeno za leto medkulturnega dialoga, kritiki pa opozarjajo, da je resnični medkulturni dialog mogoč samo med dvema enakovrednima partnerjema. Koliko so politike integracije dejansko vključevalne, preverja MIPEX (indeks politik vključevanja priseljencev), ki je leta 2007 in 2011 uvrstil Slovenijo na 18. mesto med 31 sodelujočimi državami. Med sedmimi kriteriji je bilo v Sloveniji najslabše ocenjeno ravno izobraževanje. Na podlagi teh spoznanj, izkušenj večkulturne vzgoje in izobraževanja ter lastnih izkušenj smo razvili svoj model medkulturne vzgoje in izobraževanja. Za učinkovit in uspešno delujoč model medkulturne vzgoje in izobraževanja, katerega cilj je uspešno vključevanje otrok priseljencev in razvoj medkulturnega dialoga na šoli, predlagamo: 1. razumevanje medkulturnosti kot pedagoško-didaktičnega načela; 2. razvoj sistemske podpore za uspešno vključevanje otrok priseljencev; 3. učitelje z razvijajočo se medkulturno zmožnostjo; 4. razvoj zavedanja o večkulturni družbi pri vseh učnih predmetih; 5. razvoj medkulturnega dialoga na šoli; 6. sodelovanje s (starši) priseljenci; 7. sodelovanje z lokalno skupnostjo. Razvili smo tudi predlog za spremembo učnega načrta za slovenščino pri pouku književnosti. Predlagamo, da enokulturni učni načrt spremenimo v večkulturnega, kakršna je slovenska družba, in z njim spodbujamo medkulturni dialog. V doktorski disertaciji smo se osredotočili na otroke priseljence prve generacije, ki niso rojeni v Sloveniji in katerih materni jezik ni slovenščina, in so po priselitvi v Slovenijo vključeni v slovenski vzgojno-izobraževalni sistem. Model medkulturne vzgoje in izobraževanja, ki smo ga razvili, smo uporabili za analizo zakonodaje in smernic za vključevanje otrok priseljencev. Kvalitativna raziskava v empiričnem delu predstavlja izzive in rešitve s področja vključevanja otrok priseljencev v treh slovenskih osnovnošolskih okoljih konec prvega desetletja 21. stoletja. Z učitelji (razredne učiteljice, vodje šole, svetovalne delavke, knjižničarke, učiteljice slovenščine kot drugega jezika), z otroki in s starši priseljenci (iz Bolgarije, Bosne in Hercegovine, Črne gore, s Hrvaške, iz Makedonije, s Kosova, iz Ukrajine, Združenih držav Amerike) smo opravili polstrukturirane intervjuje. Z vsemi učenci iz treh razredov, sodelujočih v raziskavi, smo izvedli razredne delavnice; njihovi starši so odgovarjali na vprašanja v vprašalnikih; analizirali smo poustvarjalna besedila učencev po branju književnega besedila. Uporaba različnih tehnik raziskovanja nam je ponudila različne perspektive in odgovore na vprašanja, katere vrste podpore so deležni otroci priseljenci med procesom vključevanja in kako poteka medkulturni dialog na ravni celotne šole ter pri učnem predmetu slovenščina pri pouku književnosti. Njihove rešitve in pomanjkljivosti smo analizirali na podlagi razvitega modela medkulturne vzgoje in izobraževanja. Dve sodelujoči šoli sta primera dobre prakse, na katerih sta medkulturna vzgoja in izobraževanje že zelo razviti; šola B je na začetku poti, podobno, kot je stanje na marsikateri drugi šoli. Ugotavljamo, da šole, ki spodbujajo medkulturno vzgojo in izobraževanje, razvijajo številne oblike podpore za otroke in starše priseljence ter za učitelje, spodbujajo sodelovanje s starši in z lokalnimi organizacijami, izmenjujejo svoje izkušnje z drugimi šolami, sodelujejo pri številnih projektih in iščejo inovativne rešitve. Učitelji, ki nudijo otrokom priseljencem podporo za uspešno vključevanje in spodbujajo medkulturni dialog, razvijajo medkulturno zmožnost pri sebi, učencih in starših ter se vseživljenjsko izobražujejo.
Povzetek (ePrints, sekundarni jezik):	In the second half of the twentieth century, European communities began to deal with multiculturalism and multilingualism. To this day, the European continent, and individual European countries are still trying to accept diversity as a part of their identity and tradition, as well as within the educational system, which is an important part of society. The lower performance of immigrant children and the recognition of inequity in the school system are just two reasons for the development of intercultural education. Drawing on specific European experiences, research studies, and best practices from Slovenia, we will introduce this pedagogical concept. At the end of the twentieth century, assimilation and multiculturalism as the general approach to immigrants were replaced with integration. Integration is understood as a two-way process, which requires both adjustments and equity of rights for members of all communities: majority, minority, and immigrant communities. We celebrated the year of intercultural dialogue in 2008, but a truly intercultural dialogue is only possible among equal partners. MIPEX (the Migrant Integration Policy Index) can help us to measure if a specific immigration policy has a tendency to integrate or assimilate immigrants. Slovenia ranked eighteenth among the thirty-one participating countries in 2007 and 2011. Among the main seven criteria, the Slovenian education system was rated the worst. On the basis of these results, as well as on reported experiences of multicultural education and personal experiences, we developed our own model of intercultural education. For successful and effective intercultural education that contributes to the inclusion of immigrant children and intercultural dialogue, it is necessary to do the following: 1. understand interculturality as a basic pedagogical principle; 2. develop systematic support for the inclusion of immigrant children; 3. hire teachers with developed intercultural competence; 4. be aware of multicultural society and develop this awareness in all school subjects; 5. develop intercultural dialogue in school; 6. cooperate with (immigrant) parents, and; 7. cooperate with the local community. We also generated suggestions for changes in the Slovenian language curriculum, particularly literature classes. We recommend that we change our monocultural curriculum into a multicultural one, in accordance with Slovenian multicultural society, and encourage intercultural dialogue during literature classes. In this doctoral dissertation, we focus on newcomers that are first-generation immigrants who are not born in Slovenia. Their mother tongue is not Slovenian, but after moving to Slovenia they are included in the Slovenian school system. We used our model of intercultural education to analyze the possibilities under current law and European guidelines for the increased integration of immigrant children. Qualitative research presents challenges to and solutions for the integration of immigrant children in three Slovenian school environments at the end of the first decade of twenty-first century. We conducted semi-structured interviews with educational professionals (principals, primary school teachers of the lower grades, teachers of Slovenian as a second language, school librarians, and school counsellors) as well as with immigrant children and their parents (from Bulgaria, Bosnia and Herzegovina, Croatia, Kosovo, Montenegro, Ukraine, and the United States). We organized workshops in the context of school classes, and analyzed parent’s responses to questionnaires (both immigrants and non-immigrants) and to creative texts that were written after reading a literary text about including an immigrant child into a Slovenian class. This material offered us a variety of perspectives on and solutions to the following subjects: what kind of support do immigrant children receive after being included in the Slovenian school system, how intercultural dialogue is developed at school and in Slovenian language and literature classes. Solutions and their deficiencies were analyzed using our model of intercultural education. We discovered that only two schools offer good examples of best practices and one school (like many other primary schools) is just starting to develop intercultural education. We established that schools that encourage intercultural education also tend to develop other kinds of support for children, their parents and teachers, to encourage cooperation between parents and local organizations, to share their experiences with other schools, and to collaborate on a variety of projects and the ongoing search for innovative solutions. Teachers that support immigrant children through inclusion and the development of intercultural dialogue, tend to develop their own intercultural competence, as well as that of their student and parents, and take part in life-long vocational education.
Ključne besede (ePrints, sekundarni jezik):	integration
ID:	8311899