Students' Perception of the "Others" in Ethnic Separated School Systems: Implications for Education

Autor/inn/en	Nedelcu, Anca; Iucu, Romita; Ciolan, Lucian
Titel	Students' Perception of the "Others" in Ethnic Separated School Systems: Implications for Education
Quelle	In: European Education, 42 (2011) 4, S.69-86 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-4934
DOI	10.2753/EUE1056-4934420404
Schlagwörter	Citizenship; Student Attitudes; Focus Groups; Language of Instruction; Foreign Countries; Teacher Attitudes; Qualitative Research; Language Minorities; Ethnicity; History; Educational Policy; School Segregation; Student Diversity; Russian; Hungarian; Self Concept; School Choice; Mass Media Role; Classification; Stereotypes; Estonia; Latvia; Romania; Slovakia + Suchen Sie Ihr Suchwort? Staatsbürgerschaft; Schülerverhalten; Teaching language; Unterrichtssprache; Ausland; Lehrerverhalten; Qualitative Forschung; Sprachminderheit; Ethnizität; Geschichte; Geschichtsdarstellung; Politics of education; Bildungspolitik; Russisch; Ungar; Ungarisch; Selbstkonzept; Choice of school; Schulwahl; Classification system; Klassifikation; Klassifikationssystem; Klischee; Estland; Lettland; Rumänien; Slowakei
Abstract	This article analyzes qualitative data obtained from focus groups with students learning in schools with a majority and minority language of instruction from Estonia, Latvia, Romania, and Slovakia. The focus groups were developed within the framework of the project "Divided Education, Divided Citizens?" conducted by the Network of Education Policy Centres in eight countries of East-Central Europe and Central Asia. Although students who took part speak positively about diversity, they nevertheless exhibit a range of outgroup biases and self-enhancement constructions. Such intergroup perceptions are described in conjunction with the students' assumptions concerning citizenship, ethnic culture, and history, and conclusions are drawn as to the policy relevance of the findings. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10