Inkluzivní vzdělávání a mezikulturní kompetence mají zásadní význam pro zajištění toho, aby se všem dětem dařilo v globalizovaném světě, a pro podporu soudržnější, spravedlivější a demokratičtější společnosti. Tento článek odhaluje diskurzivní prostředí, v němž se musí odborníci v oblasti vzdělávání pohybovat v členských státech EU. Článek kriticky analyzuje klíčová politická doporučení EU pro "začleňování" dětí migrantů a uprchlíků do škol a diskutuje o změnách přístupu vedených narativem "solidarity" v reakci na "humanitární krizi" po ruské invazi na Ukrajinu v únoru 2022. Na základě srovnávací případové studie (Polsko a Německo) tento dokument ilustruje některé výzvy, kterým členské státy čelí při provádění nařízení a doporučení EU. Ukazuje, jak jedinečné zkušenosti a historie utvářejí demografickou a kulturní krajinu zemí a jak národní narativy ovlivňují přístupy ke vzdělávání a integraci. Cílem studie je odhalit, jak úřady řeší komplexní potřeby (vzdělávací, sociální a emocionální) vysídlených dětí, a kriticky analyzovat shody a napětí mezi politikami EU a vnitrostátními politikami. Jako taková tato práce odhaluje některé složitosti úsilí EU o harmonizaci politik a podporu spolupráce mezi členskými státy, zejména s cílem vytvořit soudržný a udržitelný přístup k migraci a azylu v Evropě.
Anotace v angličtině
Inclusive education and intercultural competencies are vital to ensure all children can thrive in the globalised world, and to foster more cohesive, equitable, democratic societies. This paper unpacks the discursive environment in which educational practitioners must navigate within EU Member States. The paper critically analyses key EU policy recommendations for the "inclusion" of migrant and refugee children in schools, discussing the changes in approach guided by a narrative of "solidarity" in response to the "humanitarian crisis" following Russia's invasion of Ukraine in February 2022. By means of a comparative case study (Poland and Germany), this paper illustrates some of the challenges Member States face in implementing EU regulations and recommendations. It demonstrates how unique experiences and histories shape the demographic and cultural landscape of countries, and how national narratives influence approaches to education and integration. The study aims to unpack how authorities address the holistic needs (learning, social and emotional) of displaced children, and critically analyse the commonalities and tensions between EU and national policies. As such, this paper reveals some of the complexities of EU efforts to harmonise policies and foster cooperation among member states, in particular, to develop a cohesive and sustainable approach to migration and asylum in Europe.
Klíčová slova
integrace přistěhovalců, inkluzivní vzdělávání, uprchlická krize, válka na Ukrajině, politiky EU a jednotlivých států
Klíčová slova v angličtině
immigrant integration, inclusive education, refugee crisis, war in Ukraine, EU and national policies
Rozsah průvodní práce
32761
Jazyk
AN
Anotace
Inkluzivní vzdělávání a mezikulturní kompetence mají zásadní význam pro zajištění toho, aby se všem dětem dařilo v globalizovaném světě, a pro podporu soudržnější, spravedlivější a demokratičtější společnosti. Tento článek odhaluje diskurzivní prostředí, v němž se musí odborníci v oblasti vzdělávání pohybovat v členských státech EU. Článek kriticky analyzuje klíčová politická doporučení EU pro "začleňování" dětí migrantů a uprchlíků do škol a diskutuje o změnách přístupu vedených narativem "solidarity" v reakci na "humanitární krizi" po ruské invazi na Ukrajinu v únoru 2022. Na základě srovnávací případové studie (Polsko a Německo) tento dokument ilustruje některé výzvy, kterým členské státy čelí při provádění nařízení a doporučení EU. Ukazuje, jak jedinečné zkušenosti a historie utvářejí demografickou a kulturní krajinu zemí a jak národní narativy ovlivňují přístupy ke vzdělávání a integraci. Cílem studie je odhalit, jak úřady řeší komplexní potřeby (vzdělávací, sociální a emocionální) vysídlených dětí, a kriticky analyzovat shody a napětí mezi politikami EU a vnitrostátními politikami. Jako taková tato práce odhaluje některé složitosti úsilí EU o harmonizaci politik a podporu spolupráce mezi členskými státy, zejména s cílem vytvořit soudržný a udržitelný přístup k migraci a azylu v Evropě.
Anotace v angličtině
Inclusive education and intercultural competencies are vital to ensure all children can thrive in the globalised world, and to foster more cohesive, equitable, democratic societies. This paper unpacks the discursive environment in which educational practitioners must navigate within EU Member States. The paper critically analyses key EU policy recommendations for the "inclusion" of migrant and refugee children in schools, discussing the changes in approach guided by a narrative of "solidarity" in response to the "humanitarian crisis" following Russia's invasion of Ukraine in February 2022. By means of a comparative case study (Poland and Germany), this paper illustrates some of the challenges Member States face in implementing EU regulations and recommendations. It demonstrates how unique experiences and histories shape the demographic and cultural landscape of countries, and how national narratives influence approaches to education and integration. The study aims to unpack how authorities address the holistic needs (learning, social and emotional) of displaced children, and critically analyse the commonalities and tensions between EU and national policies. As such, this paper reveals some of the complexities of EU efforts to harmonise policies and foster cooperation among member states, in particular, to develop a cohesive and sustainable approach to migration and asylum in Europe.
Klíčová slova
integrace přistěhovalců, inkluzivní vzdělávání, uprchlická krize, válka na Ukrajině, politiky EU a jednotlivých států
Klíčová slova v angličtině
immigrant integration, inclusive education, refugee crisis, war in Ukraine, EU and national policies
Zásady pro vypracování
The MA Thesis in Euroculture is an academic and scholarly research report in which you present the results of original research that you conducted yourself. The MA thesis should be a written account of research based on a clearly defined problem located within a contemporary European context (20th or 21st century). The thesis should count between 20.000 and 30.000 words – including footnotes but excluding the title page, declaration sheet, table of contents abstract, preface, bibliography, and annexes (if applicable
Zásady pro vypracování
The MA Thesis in Euroculture is an academic and scholarly research report in which you present the results of original research that you conducted yourself. The MA thesis should be a written account of research based on a clearly defined problem located within a contemporary European context (20th or 21st century). The thesis should count between 20.000 and 30.000 words – including footnotes but excluding the title page, declaration sheet, table of contents abstract, preface, bibliography, and annexes (if applicable
Seznam doporučené literatury
Council Recommendation of 22 May 2018 on promoting common values, inclusive education, and the European dimension of teaching (2018). https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32018H0607%2801%29.
Elias, Amanuel, and Fethi Mansouri. "A Systematic Review of Studies on Interculturalism and Intercultural Dialogue”. Journal of Intercultural Studies 41, no. 4 (3 July 2020): 490–523. https://doi.org/10.1080/07256868.2020.1782861
European Commission, "Supporting the inclusion of displaced children from Ukraine in education : considerations, key principles and practices for the school year 2022-2023," Publications Office of the European Union, 2022, https://data.europa.eu/doi/10.2766/310985
European Commission, "Action Plan on Integration and Inclusion 2021-2027” COM2020 758, 2020 https://home-affairs.ec.europa.eu/policies/migration-and-asylum/legal-migration-and-integration/integration/action-plan-integration-and-inclusion_en.
Klarenbeek, Lea M. "Reconceptualising ‘Integration as a Two-Way Process.’” Migration Studies 9, no. 3 (2019): 902–21. https://doi.org/10.1093/migration/mnz033.
MEDAM (Mercator Dialogue on Asylum and Migration). "Refugee protection in the EU: Building resilience to geopolitical conflict” Assessment Report on Asylum and Migration Policies in Europe. Kiel. 2022. https://www.epc.eu/content/PDF/2022/MEDAM_Assessment_Report_2022.pdf.
Lassen, Christian Kvorning. "The New Pact on Migration and Asylum and the War in Ukraine: Time for a Paradigm Shiftt”, Institute for European Policy. 2023. https://europeum.org/en/articles/detail/5470/policy-paper-the-new-pact-on-migration-and-asylum-and-the-war-in-ukraine-time-for-a-paradigm-shift.
Linyuan Guo-Brennan & Michael Guo-Brennan. "Leading Welcoming and Inclusive Schools for Newcomer Students: A Conceptual Framework, Leadership and Policy in Schools”, (2021). 57-75, DOI: 10.1080/15700763.2020.1838554
Penninx, Rinus, and Blanca Garcés-Mascare\ nas. "The Concept of Integration as an Analytical Tool and as a Policy Concept.” IMISCOE Research Series, 2016, 11–29. https://doi.org/10.1007/978-3-319-21674-4_2.
Radhouane Myriam and Abdeljalil Akkari. Intercultural Approaches to Education: From Theory to Practice. SPRINGER, 2022. https://link.springer.com/book/10.1007/978-3-030-70825-2.
Rasche, Lucas. "Ukraine: A Paradigm Shift for the EU’s Asylum Policy?” Jacques Delors Centre. Berlin. 2022. https://www.delorscentre.eu/en/publications/detail/publication/ukraine-a-paradigm-shift-for-the-eus-asylum-policy.
Stephanie E Berry, Aligning Interculturalism with International Human Rights Law: ‘Living Together’ without Assimilation, Human Rights Law Review, Volume 18, Issue 3, September 2018, https://doi.org/10.1093/hrlr/ngy022
Schwarzenthal, Miriam.‘Researching Intercultural Competence and Critical Consciousness among Adolescents Growing up in Societies of Immigration’. International Journal of Intercultural Relations 91 (1 November 2022): 311–17. https://doi.org/10.1016/j.ijintrel.2022.04.011.
UNESCO. A guide for ensuring inclusion and equity in education. UNESCO. 2017. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf000024825
Winters, Mary-Frances. ‘From Diversity to Inclusion: An Inclusion Equation’. In Diversity at Work: The Practice of Inclusion, 205–28. John Wiley & Sons, Ltd, 2013. https://doi.org/10.1002/9781118764282.ch7.
Zapata-Barrero, Ricard. "Methodological Interculturalism: Breaking down Epistemological Barriers around Diversity Management”. Ethnic and Racial Studies 42, No. 3 (February 2019): 346–56. Doi: 10.1080/01419870.2019.15385
Seznam doporučené literatury
Council Recommendation of 22 May 2018 on promoting common values, inclusive education, and the European dimension of teaching (2018). https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32018H0607%2801%29.
Elias, Amanuel, and Fethi Mansouri. "A Systematic Review of Studies on Interculturalism and Intercultural Dialogue”. Journal of Intercultural Studies 41, no. 4 (3 July 2020): 490–523. https://doi.org/10.1080/07256868.2020.1782861
European Commission, "Supporting the inclusion of displaced children from Ukraine in education : considerations, key principles and practices for the school year 2022-2023," Publications Office of the European Union, 2022, https://data.europa.eu/doi/10.2766/310985
European Commission, "Action Plan on Integration and Inclusion 2021-2027” COM2020 758, 2020 https://home-affairs.ec.europa.eu/policies/migration-and-asylum/legal-migration-and-integration/integration/action-plan-integration-and-inclusion_en.
Klarenbeek, Lea M. "Reconceptualising ‘Integration as a Two-Way Process.’” Migration Studies 9, no. 3 (2019): 902–21. https://doi.org/10.1093/migration/mnz033.
MEDAM (Mercator Dialogue on Asylum and Migration). "Refugee protection in the EU: Building resilience to geopolitical conflict” Assessment Report on Asylum and Migration Policies in Europe. Kiel. 2022. https://www.epc.eu/content/PDF/2022/MEDAM_Assessment_Report_2022.pdf.
Lassen, Christian Kvorning. "The New Pact on Migration and Asylum and the War in Ukraine: Time for a Paradigm Shiftt”, Institute for European Policy. 2023. https://europeum.org/en/articles/detail/5470/policy-paper-the-new-pact-on-migration-and-asylum-and-the-war-in-ukraine-time-for-a-paradigm-shift.
Linyuan Guo-Brennan & Michael Guo-Brennan. "Leading Welcoming and Inclusive Schools for Newcomer Students: A Conceptual Framework, Leadership and Policy in Schools”, (2021). 57-75, DOI: 10.1080/15700763.2020.1838554
Penninx, Rinus, and Blanca Garcés-Mascare\ nas. "The Concept of Integration as an Analytical Tool and as a Policy Concept.” IMISCOE Research Series, 2016, 11–29. https://doi.org/10.1007/978-3-319-21674-4_2.
Radhouane Myriam and Abdeljalil Akkari. Intercultural Approaches to Education: From Theory to Practice. SPRINGER, 2022. https://link.springer.com/book/10.1007/978-3-030-70825-2.
Rasche, Lucas. "Ukraine: A Paradigm Shift for the EU’s Asylum Policy?” Jacques Delors Centre. Berlin. 2022. https://www.delorscentre.eu/en/publications/detail/publication/ukraine-a-paradigm-shift-for-the-eus-asylum-policy.
Stephanie E Berry, Aligning Interculturalism with International Human Rights Law: ‘Living Together’ without Assimilation, Human Rights Law Review, Volume 18, Issue 3, September 2018, https://doi.org/10.1093/hrlr/ngy022
Schwarzenthal, Miriam.‘Researching Intercultural Competence and Critical Consciousness among Adolescents Growing up in Societies of Immigration’. International Journal of Intercultural Relations 91 (1 November 2022): 311–17. https://doi.org/10.1016/j.ijintrel.2022.04.011.
UNESCO. A guide for ensuring inclusion and equity in education. UNESCO. 2017. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf000024825
Winters, Mary-Frances. ‘From Diversity to Inclusion: An Inclusion Equation’. In Diversity at Work: The Practice of Inclusion, 205–28. John Wiley & Sons, Ltd, 2013. https://doi.org/10.1002/9781118764282.ch7.
Zapata-Barrero, Ricard. "Methodological Interculturalism: Breaking down Epistemological Barriers around Diversity Management”. Ethnic and Racial Studies 42, No. 3 (February 2019): 346–56. Doi: 10.1080/01419870.2019.15385