Suchergebnisse

The increasing diversity in cities and schools is a pan-European experience. Concurrently, the time of subsequent crises (migration/refugee crises) has had severe impacts on the key institutions safeguarding the rights and needs of citizens. This also concerns the youngest generation in the education system, especially in the light of data concerning the still high and even growing rates of child poverty in Europe. Therefore, focusing on finding common solutions to early educational inequalities has become one of the key issues of research in the area of early childhood education. Diversity enables us to learn about conditions that may increase the effectiveness and desirability of early childhood education and care (ECEC) for children at risk, be it due to economic strain, possessing a migration background, disability and so forth. At the same time, however, it poses a methodological challenge due to the different construction of child welfare and education systems, the different policies and social solutions promoted and, last but not least, the different dimensions of the aforementioned diversity, namely ethnic, social or disability. This article discusses methodological challenges and strategies in an international and interdisciplinary project on combined inequalities among children in ECEC settings. The objective is to demonstrate how mixed-methods can be used for interdisciplinary interventions, connecting social research to the broader impact on the community.

The assumption that people live in one place with their lives guided by a singular set of national and cultural norms no longer holds true. The same applies for migrating due to various reasons with the aim of finding a better place to live. Instead, contemporary transnational migrants are accustomed to operating in several contexts of employment, leisure and political interests that extend beyond national borders. Yet, state borders still cut through the very core of the family life, forcing migrants to take difficult decisions about leaving, separation or arranging care of children and elderly, but also creating a certain degree of choice between two or more socio-political social and cultural contexts. Events of recent years have shaken established beliefs about the potential of transnational care networks. As the experience of the Covid-19 pandemic has shown, what once seemed to be enduring rules can be suspended for long periods of time. For Poland, one of the countries affected by intense mobility to and from the country, discussions about the effects of migration on care networks are of paramount importance. As a direct consequence of mobility, the expectations and obligations that migrants (especially women) have towards the family they leave behind may change, shift or even remain unrestricted in spite of living abroad. Yet, establishing family care strategies for elderly family members in ageing societies is also based on the assumption of availability of migrant labour. Drawing on two sets of data, this article asks how intergenerational obligations were negotiated during the Covid-19 pandemic and whether the associated long-term restrictions on crossing national borders caused changes in patterns of care provision.

The aim of this article is to analyse how teachers experience, navigate and negotiate their daily work in Polish school with migrant children. We explore the title statement of one of the teachers we interviewed – we look at the teachers' strategy of 'doing everything with their own hands'. The data presented in the article comes from the quantitative and qualitative study conducted within the CHILD-UP project. The research was conducted in two different locations that allowed us to capture the diversity of migrant children in terms of their status and the specificity of working with them: in a large city in the south of Poland characterized by a significant influx of immigrants in recent years, and in the Lublin Province, where schools are attended mostly by refugee children from Centers for Foreigners. The article provides an analysis of teachers' agency at three different interconnected levels: the macro level (public policies), the meso level (local community), and the micro level (specific schools and their community). We claim that teachers' agency expressed by them in a constant search for new tools to support migrant children's education and integration is shaped by complexities of social, economic and political factors produced by the school system in Poland.

The presented article focuses on two main objectives. On the one hand, it presents the complex and multifaceted issues of migrant children's education from a theoretical perspective, which have a significant impact on the course of their integration process, their quality of life and their chances of a better future in the country of migration. We draw attention to the importance of migrant children from the perspective of a child-centred approach, which emphasises children's agency and subjectivity, the importance of their voice, their experiences, as well as the mission of the school and the roles of the professionals (teachers, cultural mediators, social workers) working with them and influencing their integration success. We show the school as a space that is not only institutional, formal and oriented towards intercultural education, but also a relational space in which informal processes take place to shape the future of children, dependent on significant others but also on the educational system. On the other hand we refer mainly to the contribution of the research project Children Hybrid Identity (CHILD-UP) to formulate theoretical explanations about the visibility of migrant children, their agency in school, and to uncover empirical findings about their achievements, barriers, challenges. Although these are in various locations, in different schools and educational programmes, they nevertheless bring about changes in the structure of a class and the occurrence of important processes due to their ethnic and national, cultural, religious, and language context.

Wyzwania wynikające z globalnego kryzysu zdrowotnego i infodemii ujawniły znaczenie kapitału zdrowotnego. Wychodząc od wielowymiarowej definicji Anny Schneider-Kamp [2021], analizujemy istniejące i potencjalne zasoby dostępne Polakom i Polkom w czasie pandemii. W artykule przyglądamy się znaczeniu kompetencji zdrowotnych dla dbania o zdrowie i poszukiwania wiarygodnych informacji na temat epidemii. Podejmujemy kwestię strategii, jakie kobiety i mężczyźni wykorzystywali w zarządzaniu pandemicznie zmienioną codziennością w Polsce. Bazując na dostępnych badaniach, analizujemy także oddziaływanie kapitałów społecznego i ekonomicznego na sytuację zdrowotną jednostek i grup osób w kontekście wynikających z epidemii zmian życia rodzinnego, zawodowego czy indywidualnego. Przyjmując założenie, że stosunek do szczepień przeciwko COVID-19 jest wskaźnikiem tego, w jaki sposób kapitał zdrowotny został zagospodarowany, badamy postawy Polaków i Polek wobec szczepienia się przeciwko koronawirusowi. W końcu bierzemy na warsztat zdrowotne oddziaływania edukacyjne, prowadzone w Polsce przez agendy państwa, jak i te oddolne, i wskazujemy, które z nich mają szansę przyczynić się do rozwoju kapitału zdrowotnego, a które sprawiają wrażenie działań pozorowanych.