'Since They Are Here in Czechia, They Should Talk in Czech'. Ethnicity in Peer Groups at School

Autor/inn/en	Obrovská, Jana; Jarkovská, Lucie; Lišková, Katerina
Titel	'Since They Are Here in Czechia, They Should Talk in Czech'. Ethnicity in Peer Groups at School
Quelle	In: Intercultural Education, 32 (2021) 1, S.62-82 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2020.1844511
Schlagwörter	Foreign Countries; Ethnicity; Peer Relationship; Immigrants; Coping; Student Diversity; Elementary School Students; Age Differences; Peer Influence; Grade 5; Grade 9; Helping Relationship; Social Capital; Compliance (Psychology); Cultural Influences; Cultural Differences; Language Usage; Czech Republic + Suchen Sie Ihr Suchwort? Ausland; Ethnizität; Peer-Beziehungen; Immigrant; Immigrantin; Immigranten; Bewältigung; Age; Difference; Age difference; Altersunterschied; School year 05; 5. Schuljahr; Schuljahr 05; School year 09; 9. Schuljahr; Schuljahr 09; Helfende Beziehung; Sozialkapital; Cultural influence; Kultureinfluss; Kultureller Unterschied; Sprachgebrauch; Tschechische Republik
Abstract	Classrooms in Czechia are changing. What used to be a relatively ethnically homogeneous environment changed after 1989 and became much more diverse. How are children, both of Czech, as well as migrant origin, coping? What strategies do they use to negotiate their everyday lives in the classroom? We conducted an ethnographic study in two classes of one multicultural Czech elementary school and used an inductive analytical strategy. While the fifth grade was peaceful, the ninth graders were at war regarding language issues. We analysed ninth graders' narratives of how this situation came into being and their explanations of whose attitudes needed to change. We identified strong pressure to fit in, exerted not only by majority classmates but also by some pupils with migrant backgrounds. In contrast, the fifth grade class revealed migrant children's successful strategies of fitting in, which included helpfulness towards classmates, the development of strong social capital and compliance with authority. In ethnically heterogeneous classrooms, we identified a homogenising push to fit in and negative sanctions for standing out. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01