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

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

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

  • Prague, 5 October 2010 Collection of Ethnical Data in Educational Research: the Czech experiences
  • List of Projects
    • A SOCIOLOGICAL ANALYSIS AIMED AT TRANSITION OF SOCIALLY EXCLUDED ROMA PUPILS FROM ELEMENTARY TO SECONDARY SCHOOLS (ongoing)
    • A LONGTERM MONITORING OF THE SITUATION IN ROMA LOCALITIES IN THE CZECH REPUBLIC – CZECH LOCALITIES (2009)
    • 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)
    • ANALYSIS OF ATTITUDES AND EDUCATIONAL NEEDS OF ROMA CHILDREN AND YOUTHS (2007)
    • ANALYSIS OF SOCIALLY EXCLUDED ROMA LOCALITIES IN THE CZECH REPUBLIC AND THE ABSORPTION CAPACITY OF THE PARTICIPANTS INVOLVED IN THIS FIELD (2005-2006)
  • Ethnicity
    • when cultural differences are made relevant through interaction. It thus concerns what is socially relevant, not which cultural differences are ‘actually there’
    • ethnicity is relative and to some extent situational
    • Thomas Hylland Eriksen
  • Who is a Roma?
    • 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
    • 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
  • Self-reporting vs. External classification
    • Self-reporting
    • respect to respondents
    • ignoring a social enviroment
    • situated in particular interactions
    • difficult to collect
    • External classification
    • respect to social enviroment
    • ignoring respondents
    • based on attributed characteristics (stereotyping)
    • easy to collect
  • Using in the educational research
    • We assumed that the external identification is largely sufficient in the school environment (similarly to a number of other areas) .
    • 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.
    • 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 .
  • How teachers recognise the Roma
    • Attributed characteristics
    • Appearance
    • Name ( Horvath, Giňa, Červeňák etc. )
    • Family history
    • Place of residence ( so-called socially excluded localities )
    • Language
    • Economic conditions
    • Characteristics in a conflict:
    • But we don’t even look at them as Roma… they don’t even understand Roma language anymor e.
    • He/she does not come from a Roma family but they live as they are Roma.
  • Additional characteristics as control variables
    • A ssumed occurrence of social exclusion within the family
    • Socio-economic status
    • Does the family live in …. (the description of a socially excluded locality)?
    • N eed for special educational instruments
    • Which language do you and your family speak at home? (PISA 2009)
      • You with brothers and sisters / mother / father /p arents together /p arents with grandparents
  • Factors influence the willingness to participate on this kind of research
    • Government patronage
    • Justification for the research
    • Financial motivation
    • Direct motivation
    • In-direct motivation (policy consequences)
    • Institutionalization of this kind of research
    • Personal attitudes
  • Karel Čada [email_address] www.gac.cz Thank you for your attention