Keywords
interethnic relations
Czech Roma student
educational inequalities
social exclusion
Abstract
This article examines social and ethnic group membership among sixth-grade students at a Czech lower secondary school whose student population is predominantly heterogeneous in terms of ethnicity. The main focus is on group membership in the sixth grade, which is considered as the worst class at school and which is attended by several Roma boys and girls. Special attention is paid to the boundary constructions in the groups of children from an anthropological perspective and interactionism. The article is based on qualitative, and ethnographic fieldwork. The central method of the fieldwork was observation. This method was partially supplemented by materials from the school evaluations and interviews with teachers and other respondents during the field research. Research findings derive from fieldwork conducted at the school that is perceived as problematic by local residents. The school is located near a socially excluded locality in the Czech Republic where a large number of the buildings are in deplorable condition, with many apartments unoccupied. Many city residents consider the locality to be a “Roma ghetto”. The article contributes to understanding the grouping and social and interethnic communication among twelve-year-old students. The article sheds light on the benefits of being in a group and how students and groups communicate with each other.
References
Amnesty International, and European Roma. 2012. Česká vláda propadá už pátým rokem: školy stále diskriminují Romy. Resource document. Retrieved November 30, 2021(https://www.amnesty.cz/data/file/2637-ceska-vlada-propada-uz-patym-rokem-november-2012.pdf?version=1460952475).
Amnesty International. 2015. Must try harder – Ethnic discrimination of Romani children in Czech schools. London: Amnesty International Publications. Retrieved November 30, 2021 (https://www.amnesty.org/download/Documents/EUR7113532015ENGLISH.PDF).
Barth, Fredrik. 1969. Ethnic Groups and Boundaries: The Social Organization of Culture Difference. Long Grove, Illinois: Waveland Press.
Bhopal, Kalwant and Uvanney Maylor, ed. 2014. Educational inequalities: Difference and diversity in schools and higher education. Routledge research in education; 102.
Bořkovcová, Máša. 2007. Romský etnolekt češtiny. Nakladatel: Signeta.
Brubaker, Rogers. 2006. Ethnicity without groups. Cambridge, Mass.: Harvard University Press.
Bukowski, William M., Dirks, Melanie, Persram, Ryan J., Wright, Leah, Infantino, Erika & Barbot, Baptiste. 2020. “Peer relations and socioeconomic status and inequality.” New Directions for Child and Adolescent Development 173: 27-37.
Bucholtz, Mary & Kira Hall. 2004. “Language and Identity.” Pp. 369–394 in A companion to linguistic anthropology. Blackwell companions to anthropology. Malden, Mass., Oxford: Blackwell.
Calarco, Jessica. M. 2011. “’I Need Help!’ Social Class and Children’s Help-Seeking in Elementary School.” American Sociological Review 76(6): 862–882.
CASA. 2020. The Code of Ethics. Resource document. Retrieved November 30, 2021 (http://www.casaonline.cz/wp-content/uploads/Eticky-kodex-CASA.pdf).
CSI. 2019. Zjištění z mezinárodního šetření PISA 2018. Resource document. Retrieved November 30, 2021 (https://www.csicr.cz/Prave-menu/Mezinarodni-setreni/PISA/Narodni-zpravy/Mezinarodni-setreni-PISA-2018-Narodni-zprava).
CSI. 2018. Sekundární analýza PISA 2015. Vliv složení třídy, metod uplatňovaných učitelem a využívání technologií na výsledky českých žáků. Resource document. Retrieved November 30, 2021 (https://www.csicr.cz/getattachment/cz/Dokumenty/Tematicke-zpravy/Sekundarni-analyza-Vliv-slozeni-tridy,-metod-uplat/PISA_2015.pdf).
Čada, Karel & Daniel Hůle. 2019. Analýza segregace v základních školách z pohledu sociálního vyloučení. Úřad vlády České republiky Odbor pro sociální začleňování (Agentura), Praha. Resource document. Retrieved November 30, 2021 (https://socialnipolitika.eu/wp-content/uploads/2019/11/Analyza_segregace_2019.pdf).
Delamont, Sara. 2018. Interaction in the classroom : Contemporary sociology of the school. Abingdon, Oxon; New York, NY : Routledge.
EDUin. 2019. Audit vzdělávacího systému: SWOT Analýza. Resource document. Retrieved November 30, 2021 (https://audit.eduin.cz/auditvzdelavaciho-systemu-2019/swot-analyza/).
Eriksen, Thomas. H. 2010. Ethnicity and Nationalism: Anthropological Perspectives. 3rd edition. London: Pluto Press.
Eriksen, Thomas. H. & Elisabeth Schober, ed. 2016. Identity destabilised: Living in an overheated world. London: Pluto Press.
GAC spol. s.r.o. 2015. Analysis of Socially Excluded Localities in the Czech Republic. Resource document. Retrieved November 30, 2021
GAC spol. s.r.o. 2010. Sociologická analýza přechodů romských dětí ze sociálně vyloučeného prostředí ze základních na střední školy. Retrieved November 30, 2021 (http://www.gac.cz/cz/nase-prace/vystupy-ke-stazeni/).
Hutyrová, Miluše. 2019. Děti a problémy v chování: etopedie v praxi. Praha: Portál.
IBE-UNESCO. 2021. Exclusion in education system. Resource document. Retrieved November 30, 2021 (http://www.ibe.unesco.org/en/geqaf/annexes/technical-notes/exclusion-education-system).
Jenkins, Richard. 2014. Social identity. 4th edition. London: Routledge.
Jenkins, Richard. 1997. Rethniking ethnicity: Arguments and Explorations. SAGE Publications Ltd.
Kawulich, Barbara. 2005. “Participant Observation as a Data Collection Method.” FQS 6(2): Art. 43.
Kolář, Michal & Národní institut pro další vzdělávání. 2016. Odborník na řešení školní šikany a kyberšikany první úrovně. Studijní text pro frekventanty základního výcvikového kurzu. Resource document. Retrieved November 30, 2021 (https://www.nidv.cz/images/npublications/publications/files/13%20Odborn%C3%ADk%20na%20%C5%99e%C5%A1en%C3%AD%20%C5%A1koln%C3%AD%20%C5%A1ikany.pdf).
Kohnstamm, Dolph. 2007. I Am I : Sudden Flashes of Self-awareness in Childhood. Translation by Tegan Raleigh ; with a Foreword by John E. Bates. London: Athena Press.
Koukolík, František. 2013. Já: o mozku, vědomí a sebeuvědomování. Vyd. 2., přeprac. Praha: Karolinum.
Kubaník, Pavel. 2016. “Using Romani in Language Socialization in a Czech Rom Family.” Pp. 238–250 in Roma: Past, Present, Future. Mnichov: Lincom.
Lambert, Paul & Dave Griffiths. 2018. Social inequalities and occupational stratification: Methods and concepts in the analysis of social distance. London: Palgrave Macmillan UK.
Lovaš, Ladislav. 2019. “Malé sociální skupiny.” Pp. 240–249 in Sociální psychologie: teorie, metody, aplikace. Praha: Grada.
Manke, Mary. 1997. Classroom power relations: Understanding student-teacher interaction. London: Lawrence Erlbaum Associates.
Mareš, Petr & Tomáš Sirovátka. 2008. “Sociální vyloučení (exkluze) a sociální začleňování (inkluze) – koncepty, diskurz, agenda.” Sociologický časopis / Czech Sociological Review 44(2): 271–294.
Mead, George Herbert. 2017. Mysl, já a společnost. Praha: Portál.
Morvayová, Petra. 2010. “Děti „All Exclusive – Prostředí sociálně vyloučené lokality a jeho vliv na školní (ne)úspěch.” Pp. 9–48 in Sociální vyloučení a jeho dopad na vzdělávání. Univerzita Jana Evangelisty Purkyně, Pedagogická fakulta.
Moree, Dana & Nadace OSF. 2019. Cesty romských žáků ke vzdělávání: Dopady inkluzivní reformy. Resource document. Retrieved November 30, 2021 (https://osf.cz/wp-content/uploads/2019/06/Cesty_romskych_zaku_ke_vzdelavani_Dopady_inkluzivni_reformy-1.pdf).
Nešpor, Zdeněk. R. 2011. “Sociolog(ie) mezi kolárkem, hákovým křížem a rudou hvězdou: Jaroslav Šíma v dějinách české sociologie.” Sociologický časopis / Czech Sociological Review 47(5): 967–989.
Novotná, Eliška. 2010. Sociologie sociálních skupin. Praha: Grada, Sociologie.
The Ministry of Education, Youth and Sports. 2019. Hlavní směry vzdělávací politiky do roku 2030+. Pracovní verze ke dni 11. 11. 2019. Resource document. Retrieved November 30, 2021 (http://www.msmt.cz/file/51582/).
The Ministry of Education, Youth and Sports. 2016. Education at a glance 2016: Country Notes a klíčová data pro ČR. Resource document. Retrieved November 30, 2021 (https://www.msmt.cz/vzdelavani/skolstvi-v-cr/statistika-skolstvi/publikace-education-at-a-glance-1).
The Ministry of Education, Youth and Sports. 2011. The Education System in the Czech Republic. Resource document. Retrieved November 30, 2021 (https://www.msmt.cz/mezinarodni-vztahy/the-education-system-in-the-czech-republic).
The Ministry of Education, Youth and Sports. 2016. Zpráva ze zjišťování kvalifikovaných odhadů počtu romských žáků v základních školách ve školním roce 2016/17. Resource document. Retrieved November 30, 2021 (https://www.msmt.cz/ministerstvo/novinar/vysledky-kvalifikovanych-odhadu-poctu-romskych-zaku-v-zs).
The Ministry of Education, Youth and Sports. 2016b. Vyhláška č. 27/2016 Sb. Vyhláška o vzdělávání žáků se speciálními vzdělávacími potřebami a žáků nadaných, ve znění účinném od 1. 9. 2016. Resource document. Retrieved November 30, 2021 (https://www.zakonyprolidi.cz/cs/2016-27).
Newman, David. 2018. Sociology: Exploring the Architecture of Everyday Life. SAGE Publications, Inc; 12edition.
Office of the Government of the Czech Republic. 2019. Zpráva o stavu romské menšiny v České republice za rok 2018. Resource document. Retrieved November 30, 2021 (https://www.vlada.cz/assets/ppov/zalezitosti-romske-komunity/dokumenty/Zprava-o-stavu-romske-mensiny.pdf).
PAQ Research. 2020. Souvislost sociálního znevýhodnění a vzdělávacích problémů. Resource document. Retrieved November 30, 2021 (https://www.paqresearch.cz/post/souvislost-soci%C3%A1ln%C3%ADho-znev%C3%BDhodn%C4%9Bn%C3%AD-a-vzd%C4%9Bl%C3%A1vac%C3%ADch-probl%C3%A9m%C5%AF).
People in need. 2009. Analýza individuálního přístupu pedagogů k žákům se speciálními vzdělávacími potřebami. Závěrečná zpráva projektu MŠMT ČR. Resource document. Retrieved November 30, 2021 (http://www.msmt.cz/strukturalni-fondy/analyza-individualniho-pristupu-pedagogu-k-zakum-se>).
Prague Group of School Ethnography. 2001. „Co se v mládí naučíš…“ 2. vydání. Praha: Univerzita Karlova, Pedagogická fakulta.
Prague Group of School Ethnography. 2004. Čeští žáci po deseti letech. Praha: Univerzita Karlova, Pedagogická fakulta.
Prague Group of School Ethnography. 2005. Psychický vývoj dítěte od 1. do 5. třídy. Praha: Karolinum.
Prague Group of School Ethnography. 1995. Typy žáků. Praha: Univerzita Karlova, Pedagogická fakulta.
Pivarč, Jakub. 2020. Na cestě k inkluzi: proměny pedagogických procesů ve vzdělávání a jejich pojetí učiteli a zástupci vedení ZŠ. [Praha]: Univerzita Karlova, Pedagogická fakulta.
Roessler, Johannes & Naomi Eilan, ed. 2003. Agency and Self-awareness: Issues in Philosophy and Psychology. Consciousness and Self-consciouness. Oxford: Clarendon.
Stephanie, Lawler. 2014. “Identity: Sociological Perspectives.” European Journal of Communication 29: 767–768.
Šafránková, Dagmar. 2019. Pedagogika. 2., aktualizované a rozšířené vydání. Praha: Grada Publishing. Pedagogika (Grada).
Šíma, Jaroslav. 1938. Sociologie výchovy. Praha: Grada.
Thompson, Ron. 2019. Education, inequality and social class: Expansion and stratification in educational opportunity. London: Routledge.
Vorlíček, Radek. 2022. “Social Exclusion and the Construction of the Other at a Czech Basic School. An anthropological perspective.” In Non-Inclusive Education in Central and Eastern Europe: Comparative Studies of Teaching Ethnicity, Religion and Gender, edited by K. Górak-Sosnowska & U. Markowska-Manista. Bloomsbury (manuscript in preparation).
Výrost, Jozef. 2019. “Osobní vztahy.” Pp. 178–187 in Sociální psychologie: teorie, metody, aplikace. Praha: Grada.
Výrost, Jozef, Ivan Slaměník, & Eva Sollárvá, ed. 2019. Sociální psychologie: teorie, metody, aplikace. Praha: Grada.
Watson, Judith & Moray House Institute of Education. 2019. Reflection through interaction: The classroom experience of pupils with learning difficulties. London: Routledge.
License
Manuscript authors are responsible for obtaining copyright permissions for any copyrighted materials included within manuscripts. The authors must provide permission letters, when appropriate, to the Society Register Editors.
In addition, all published papers in Society Register are published under a Creative Commons Attribution-NonCommercial 4.0 Unported License.
1.1 The Author hereby warrants that he/she is the owner of all the copyright and other intellectual property rights in the Work and that, within the scope of the present Agreement, the paper does not infringe the legal rights of another person. The owner of the copyright work also warrants that he/she is the sole and original creator thereof and that is not bound by any legal constraints in regard to the use or sale of the work.
1.2. The Publisher warrants that is the owner of the PRESSto platform for open access journals, hereinafter referred to as the PRESSto Platform.
2. The Author grants the Publisher non-exclusive and free of charge license to unlimited use worldwide over an unspecified period of time in the following areas of exploitation:
2.1. production of multiple copies of the Work produced according to the specific application of a given technology, including printing, reproduction of graphics through mechanical or electrical means (reprography) and digital technology;
2.2. marketing authorisation, loan or lease of the original or copies thereof;
2.3. public performance, public performance in the broadcast, video screening, media enhancements as well as broadcasting and rebroadcasting, made available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them;
2.4. inclusion of the Work into a collective work (i.e. with a number of contributions);
2.5. inclusion of the Work in the electronic version to be offered on an electronic platform, or any other conceivable introduction of the Work in its electronic version to the Internet;
2.6. dissemination of electronic versions of the Work in its electronic version online, in a collective work or independently;
2.7. making the Work in the electronic version available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, in particular by making it accessible via the Internet, Intranet, Extranet;
2.8. making the Work available according to appropriate license pattern CC BY-NC 4.0 as well as another language version of this license or any later version published by Creative Commons.
3. The Author grants the Publisher permission to reproduce a single copy (print or download) and royalty-free use and disposal of rights to compilations of the Work and these compilations.
4. The Author grants the Publisher permission to send metadata files related to the Work, including to commercial and non-commercial journal-indexing databases.
5. The Author represents that, on the basis of the license granted in the present Agreement, the Publisher is entitled and obliged to:
5.1. allow third parties to obtain further licenses (sublicenses) to the Work and to other materials, including derivatives thereof or compilations made, based on or including the Work, whereas the provisions of such sub-licenses will be the same as with the Attribution 4.0 International (CC BY-NC 4.0) Creative Commons sub-license or another language version of this license, or any later version of this license published by Creative Commons;
5.2. make the Work available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, without any technological constraints;
5.3. appropriately inform members of the public to whom the Work is to be made available about sublicenses in such a way as to ensure that all parties are properly informed (appropriate informing messages).
6. Because of the royalty-free provision of services of the Author (resulting from the scope of obligations stipulated in the present Agreement), the Author shall not be entitled to any author’s fee due and payable on the part of the Publisher (no fee or royalty is payable by the Publisher to the Author).
7.1. In the case of third party claims or actions for indemnity against the Publisher owing to any infractions related to any form of infringement of intellectual property rights protection, including copyright infringements, the Author is obliged to take all possible measures necessary to protect against these claims and, when as a result of legal action, the Publisher, or any third party licensed by the Publisher to use the Work, will have to abandon using the Work in its entirety or in part or, following a court ruling in a legal challenge, to pay damages to a third party, whatever the legal basis
7.2. The Author will immediately inform the Publisher about any damage claims related to intellectual property infringements, including the author’s proprietary rights pertaining to a copyrighted work, filed against the Author. of liability, the Author is obliged to redress the damage resulting from claims made by third party, including costs and expenditures incurred in the process.
7.3. To all matters not settled herein provisions of the Polish Civil Code and the Polish Copyright and Related Rights Act shall apply.