Podpora školní adaptace dětí-cizinců: Náhled do české a norské praxe
Support for immigrant children’s school adaptation: Insights into Czech and Norwegian practices

Author(s): Klára Záleská
Subject(s): School education, State/Government and Education, Ethnic Minorities Studies, Sociology of Education, Pedagogy
Published by: Masarykova univerzita nakladatelství
Keywords: Immigrant children; School environment for immigrant children; multi-culturality; school adaptation; equal educational opportunities;
Summary/Abstract: This publication deals with the topic of adaptation of immigrant children to school, from Czech and Norwegian perspectives. The ambition of the monograph is to inspire and provide feedback to educational policymakers, teachers, and researchers, as well as to reveal in more detail the practices of one more experienced state in supporting the school adaptation of immigrant children. The author divides the text into two parts. Firstly, she looks at the topic from the theoretical perspective and in the context of existing pedagogical research. In the second part, the author presents her research survey, which looks at the topic from the perspective of three levels: state, region, and school. The survey was conceived as a qualitative comparative study based on content analysis of case studies at Czech and Norwegian primary schools. The main result is the creation of a model to support the school adaptation of immigrant children. Among other things, it points to the need to strengthen support for cooperation between the school and immigrant parents in the Czech and Norwegian environments. It also points to the regional level as a critical link mediating communication of information, knowledge, and needs between the state and school levels in the field of support for foreign children. The regional level, especially in the Czech environment, proves to be insufficiently represented in the whole process under current conditions. These and other findings prompt reflections on the importance of both so-called symbolic policy and substantive policy in the field of support for school adaptation of immigrant children, and their specific implementation in the Czech and Norwegian environments. The publication also discusses the current state of assimilation and multicultural tendencies in Czechia and Norway.

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