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Prague,  5 October 2010   Collection  of  Ethnical Data  in Educational Research: the Czech experiences
List of Projects  <ul><li>A SOCIOLOGICAL ANALYSIS AIMED AT TRANSITION OF SOCIALLY EXCLUDED ROMA PUPILS FROM ELEMENTARY TO ...
Ethnicity <ul><li>when cultural differences are made relevant through   interaction. It thus concerns what is socially rel...
Who is a Roma?  <ul><li>a person who accounts himself/herself as being a Roma without necessarily endorsing himself/hersel...
Self-reporting vs. External classification <ul><li>Self-reporting   </li></ul><ul><li>respect to respondents </li></ul><ul...
Using in the educational research <ul><li>We assumed that the external identification is largely sufficient in the school ...
How teachers recognise the Roma <ul><li>Attributed characteristics </li></ul><ul><li>Appearance  </li></ul><ul><li>Name ( ...
Additional characteristics as control variables <ul><li>A ssumed occurrence of social exclusion within the family   </li><...
Factors influence the willingness to participate on this kind of research  <ul><li>Government patronage </li></ul><ul><li>...
Karel Čada [email_address] www.gac.cz Thank you for your attention
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Collection of Ethnical Data in Educational Research: Czech Experiences - Karel Cada

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Contribution of Karel Cada (GAC) at Working Seminar on Sharing Good Practices in Ethnical Data Collection (5 October 2010, Prague)

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Transcript of "Collection of Ethnical Data in Educational Research: Czech Experiences - Karel Cada"

  1. 1. Prague, 5 October 2010 Collection of Ethnical Data in Educational Research: the Czech experiences
  2. 2. List of Projects <ul><li>A SOCIOLOGICAL ANALYSIS AIMED AT TRANSITION OF SOCIALLY EXCLUDED ROMA PUPILS FROM ELEMENTARY TO SECONDARY SCHOOLS (ongoing) </li></ul><ul><li>A LONGTERM MONITORING OF THE SITUATION IN ROMA LOCALITIES IN THE CZECH REPUBLIC – CZECH LOCALITIES (2009) </li></ul><ul><li>A SOCIOLOGICAL RESEARCH AIMED AT THE ANALYSIS OF FORMS AND CAUSES OF THE SEGREGATION OF CHILDREN, PUPILS AND YOUNG PEOPLE ORIGINATING FROM SOCIO-CULTURALLY DISADVANTAGING BACKGROUND (2008-2009) </li></ul><ul><li>ANALYSIS OF ATTITUDES AND EDUCATIONAL NEEDS OF ROMA CHILDREN AND YOUTHS (2007) </li></ul><ul><li>ANALYSIS OF SOCIALLY EXCLUDED ROMA LOCALITIES IN THE CZECH REPUBLIC AND THE ABSORPTION CAPACITY OF THE PARTICIPANTS INVOLVED IN THIS FIELD (2005-2006) </li></ul>
  3. 3. Ethnicity <ul><li>when cultural differences are made relevant through interaction. It thus concerns what is socially relevant, not which cultural differences are ‘actually there’ </li></ul><ul><li>ethnicity is relative and to some extent situational </li></ul><ul><li>Thomas Hylland Eriksen </li></ul>
  4. 4. Who is a Roma? <ul><li>a person who accounts himself/herself as being a Roma without necessarily endorsing himself/herself to this ethnic group under any circumstances whatsoever (e.g. in population census), and/or he/she is considered being a Roma by a significant part of his/her surroundings based on the factual or alleged (anthropological, cultural or social) indicators </li></ul><ul><li>the second part of the definition reflects the social fact that the attributed affiliation to a Roma ethnic group may be one of the causes of social handicap </li></ul>
  5. 5. Self-reporting vs. External classification <ul><li>Self-reporting </li></ul><ul><li>respect to respondents </li></ul><ul><li>ignoring a social enviroment </li></ul><ul><li>situated in particular interactions </li></ul><ul><li>difficult to collect </li></ul><ul><li>External classification </li></ul><ul><li>respect to social enviroment </li></ul><ul><li>ignoring respondents </li></ul><ul><li>based on attributed characteristics (stereotyping) </li></ul><ul><li>easy to collect </li></ul>
  6. 6. Using in the educational research <ul><li>We assumed that the external identification is largely sufficient in the school environment (similarly to a number of other areas) . </li></ul><ul><li>If the teacher considers the child being a Roma, he/she infers this fact from some kind of a basis and, at the same time, he/she thinks of the child as being a Roma. </li></ul><ul><li>O ne of the key factors of classification of children was the fact that at least one parent of such child would be considered Roma . </li></ul>
  7. 7. How teachers recognise the Roma <ul><li>Attributed characteristics </li></ul><ul><li>Appearance </li></ul><ul><li>Name ( Horvath, Giňa, Červeňák etc. ) </li></ul><ul><li>Family history </li></ul><ul><li>Place of residence ( so-called socially excluded localities ) </li></ul><ul><li>Language </li></ul><ul><li>Economic conditions </li></ul><ul><li>Characteristics in a conflict: </li></ul><ul><li>But we don’t even look at them as Roma… they don’t even understand Roma language anymor e. </li></ul><ul><li>He/she does not come from a Roma family but they live as they are Roma. </li></ul>
  8. 8. Additional characteristics as control variables <ul><li>A ssumed occurrence of social exclusion within the family </li></ul><ul><li>Socio-economic status </li></ul><ul><li>Does the family live in …. (the description of a socially excluded locality)? </li></ul><ul><li>N eed for special educational instruments </li></ul><ul><li>Which language do you and your family speak at home? (PISA 2009) </li></ul><ul><ul><li>You with brothers and sisters / mother / father /p arents together /p arents with grandparents </li></ul></ul>
  9. 9. Factors influence the willingness to participate on this kind of research <ul><li>Government patronage </li></ul><ul><li>Justification for the research </li></ul><ul><li>Financial motivation </li></ul><ul><li>Direct motivation </li></ul><ul><li>In-direct motivation (policy consequences) </li></ul><ul><li>Institutionalization of this kind of research </li></ul><ul><li>Personal attitudes </li></ul>
  10. 10. Karel Čada [email_address] www.gac.cz Thank you for your attention

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