20. Research in Innovative Intercultural Learning Environments
Paper
Minority Students in Marginal Positions – (non)belonging and School Life in Norway and Denmark
Shpresa Basha
Oslo Metropolitan University, Norway
Presenting Author: Basha, Shpresa
. Many schools in the Nordic countries are characterised by diversity when it comes to the students' ethnic origin, mother tongue, religion and social class. As Norway and Denmark have become multicultural societies, classrooms have become a central arena for students with a different cultural, linguistic and religious background than Norwegian. In my research project, I will also bring out the discourse on the notion of national identities, which governs the school system in Norway and Denmark. There is limited research in multicultural education, both internationally and in a Scandinavian context (Fylkesnes, 2018). As most of the research on teacher education and cultural diversity generally focuses on student teachers, recent developments in teacher education research point to the need for a greater focus on teacher education (Cohran - Smith et al., 2014 in Fylkesnes et al., 2018).
In the following, I will briefly outline the concepts that I plan to use in my study. I begin by presenting a series of knowledge of the cultural sociologist Stuart Hall's (1996) conceptualization of cultural identities, which is used with a view to analyzing minority students' experiences and experiences in school as well as their cultural identity construction. Hall's theory is used to describe complex cultural identities, including minority groups in schools. Hall (1996, p. 4) defines identity as "multiple" and never "singular," and it is constructed across different, often intersecting antagonistic discourses, practices, and positions. He argues that identity is constantly changing and transforming. This aspect is included in the analysis of the school. In his conception of multiple identities, Hall emphasizes identities as positions (Basha, 2022 ).
The project will also include Frederik Barth's (1970) theory to investigate whether and how informants articulate persistent boundaries between an imagined ethnic Norwegian and an imagined ethnic other group, and whether ethnicity becomes a primary category in the school context. With the concept of belonging, I am thinking of drawing on Yuval-Davis (2006, p.202) who argues that constructs of belonging cannot and should not be seen as mere cognitive histories, but as constructs that reflect emotional investments and a desire for attachment. In other words, a desire and a longing to become part of and belong to a group or society.
Methodology, Methods, Research Instruments or Sources UsedI also use ethnography (Wolcott, 1997; Emerson et al., 2011) and arts based research (Epstein, Stevens, McKeever and Baruchel, 2006). By choosing ethnographic approaches, minority voices will be valued — by allowing them to talk about their identities, communities at school, and their feelings about belonging in school and social justice. That is the key to a democratic school. Emerson et al., (2011, p. 20) define ethnography as an interpretive process: through participation in daily routines, one continuously develops relationships with the people in it, and one constantly observes what is going on. In addition, the ethnographer writes notes in regular, systematic ways; what she observes and learns while participating in the daily rounds of other people's lives. In this way, the researcher creates an accumulative written record. This link is exactly what this research project aims to achieve. Data will be collected through ethnographic fieldwork at two primary schools: one in Norway and one in Denmark. Inspired by Emerson et al. (2011), I will participate in the everyday lives of a group of minority students – and thus try to be part of their world to experience events and moments in their school life, and when they convey these experiences in the school environment. During the fieldwork, I will observe teaching in the classroom as well as follow minority students at school and recess. Likewise, I will conduct semi-structured interviews (Kvale et al., 2009; Kvale and Brinkmann, 2015) with teachers about their experiences with and views on minority students, belonging and Norwegian/Danish. To complement observations, recordings and interviews, I will take pictures. Kim Rasmusen (2013, p. 261) calls such photographs "photographic field notes".
Conclusions, Expected Outcomes or FindingsThe project's ambition is to contribute to inspiration, reflection and debate among students, schoolteachers, teachers and headteachers about how Nordic schools can develop good pedagogical practices for an inclusive school.
ReferencesBarth, F. (1970). Ethnic Groups and Boundaries: The Social Organization of Culture Difference. Oslo: Universitetsforlaget.
Basha, S. (2022, under publicering). Minoritetsforældres konstruktion af kulturel identitet ved deltagelse på en flerkulturel skolefestival. Forskning i pædagogers profession og uddannelse.
Bhabha, H. (2004). The Location of Culture. London: Routledge. Batsleer, J.R. (2008). Informal Learning in Youth Work. London, Sage.
Berger, R. (2015). Now I see it, now I don’t: Researcher’s position reflexivity in qualitative research. Qualitative Research, 15(2), 219-234.
Cochran-Smith, M. & Lytle, S.L. (1993). Inside/Outside: Teacher Research and Knowledge. New York, NY: Teachers College Press.
Cochran-Smith, M., Ell, F., Ludlow,L., Grudnoff,L. & Aitken, G. (2014). The challenge and promise of complexity Theory for teacher Education research. Teachers College Record, 116(4), 1-38.
Copland, F. & Creese, A. (2015). Linguistic Ethnography: Collecting, analysing and presenting data. Los Angeles, CA: Sage.
Davies, B. & Harre, R. (1990). Position: The discursive production of selves. Journal for the theory of social behaviour.
Dewilde, J. (2013). Ambulating teachers: A case study of bilingual teachers and teacher collaboration [Unpublished doctoral dissertation]. University of Oslo. https://www.duo.uio.no/bitstream/handle/10852/55622/PhDDewilde.pdf?sequence=1&isAllowed=y
Emerson, R.M., Fretz, R.I. & Shaw, L.L. (2011). Writing Ethnographic Fieldnotes. Chicago, IL: The University of Chicago Press.
Epstein, I., Stevens, B.,McKeever, P., & Baruchel, S. (2006). Photo elicitation interview.Using photos to elicit children’s perspectives.International journal of qualitative methods.
Fylkesnes, S., Mausethagen, S. & Nilsen, A.B. (2018). The double meaning making of the term cultural diversity in teacher educator discourse. Nordic Journal of Comparative and International Education, 2(1), 16-39.
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20. Research in Innovative Intercultural Learning Environments
Paper
International and Comparative Study of University Student Wellbeing in the context of Hong Kong and Australia
Suraiya Abdul Hameed1, Katherine McLay1, Jack Tsao2, Danielle Heinrichs3, Sakinah Alhadad3
1University of Queensland, Australia;; 2University of Hongkong; 3Griffith University
Presenting Author: Abdul Hameed, Suraiya;
McLay, Katherine
Internationalisation is a key priority for global universities in an interconnected and globalised world. Increased international student enrolments has seen universities invest in creating environments that can better support not only international students´ academic development but also the social and emotional dimensions of campus life (Schweitzer et al., 2011). The pandemic has foregrounded the importance of building and sustaining connectedness as a key dimension of effective teaching and learning (Doucet et al., 2020; Mulrooney & Kelly, 2020). Scholarship has consistently found that international students struggle with isolation and loneliness (Khanal & Gaulee, 2019), which can impact negatively on academic achievement and psychological wellbeing (Khawaja & Stallman, 2011). Further, there is evidence that the wellbeing of international students, has been affected by the COVID-19 pandemic (Hurst, 2021; Nguyen & Balakrishnan, 2020).
Hotta and Ting- Toomey (2013) assert that international students endure psychological and emotional difficulties when they study abroad and experience cultural shocks in the host countries. These psychological or emotional problems often stem from a sense of isolation that can accompany these international students throughout their study experiences in a foreign country. Thus, universities need to find effective ways to help students overcome their isolation and enable them to build a relationship with the universities and the local community. Studies on Asian international students (AIS) found that assisting AIS to have a sense of belonging to the colleges or universities they attend allows them to lower stress levels (Slaten, 2016).
Covid-19 has posed an enormous challenge to education worldwide, and international students have become the most vulnerable group in the midst of the pandemic. After the outbreak of Covid-19, many countries closed their borders, and the education model shifted to an online mode. These policies left many students with only online classes in their own country or host countries, significantly reducing their opportunities to interact with others.
While there are research investigating international student attrition in Australia is emergent, Shah, Mahadevan & Cheng (2021) found that since 2018, international students were increasingly withdrawing from their Australian university in favor of private colleges. The authors contend that universities need to be more proactive about attracting and retaining university students by attending not only to academic opportunities but also to international students’ personal needs, such as a welcoming campus environment (Choudaha & Schulmann, 2014). Similarly, over the past decade, counselling psychology research has explored on the negative impact of acculturative stress, social self-efficacy, college adjustment, and overall well-being on international students (K. T. Wang et al., 2015). Such projects are critical in understanding students’ challenges but they do not get to the crux of examining the cultural elements of well-being which includes: self-determination; sense of belonging, identity building, relationship building and social support. Scholars assert that giving students a sense of belonging to the university is one of the ultimate goals of social support in universities and that belongingness is also one of the basic human needs, according to psychologists(Glass & Westmont, 2014; Baumeister & Leary, 2017;).
Objectives of the study
- We need a more a more accessible understanding of wellbeing as including seemingly mundane practices in our everyday lives
- Contemporary students today are balancing a diverse challenges and responsibilities: coursework, relationships, adjusting to campus life, economic stress, social injustice, mass violence, and other types of loss associated with COVID-19.
- Universities are increasingly aware that it is critical to include a more comprehensive health culture into their policies, procedures, and regular campus life
- In a diverse society such as Australia, there are potentially substantial benefits to understanding which aspects of wellbeing are common across social and national borders.
Methodology, Methods, Research Instruments or Sources UsedOur study explores the well-being of university students across the contexts of Hong Kong and Australia participating in a co-curricular international virtual exchange programme between HKU, the University of Queensland, and Griffith University. We used a participatory design research methodology with students-as-researchers to guide student participants in an autoethnographic process through experiential activities, reflections, and conducting research into wellbeing. In this way, we hope to disrupt the powered dynamics in the roles and relations between researchers and the researched. By recording students' participation, collecting student outputs, feedback, and follow-up interviews, we aim to gain an improved understanding of student wellbeing in higher education and contribute to a better understanding of the methodology itself.
The questions we seek to investigate include: How do students in Australia and HK perform and understand well- being in their everyday lives? How do students’ understanding of intersectionality influence conceptions of multidimensional wellbeing? What do identity, and sense of belonging mean to students? How has the pandemic affected students’ well-being, identity, and sense of belonging at their universities? What are the potentials and challenges of virtual exchanges as transformative experiences for learning about well-being? What is the role of well- being in the students’ imagined futures?
The study involved recruiting 40 university undergraduate and postgraduate students at the respective universities to participate in the virtual exchange programme over a 9-week duration.
Data collected from the participants include:
i) Video or audio-recording during interviews and focus group discussions talking about the exchange experience (conducted in English only)
ii) Recordings of workshop sessions which capture audiovisual data through the lecture recording system and recordings of Zoom/Teams meetings (up to 9 sessions).
iii) Students' outputs and deliverables (written, physical artefacts, digital) will also be collected and analysed. The digital files will be submitted/uploaded to a secure website accessible to the research team and other participant students.
Conclusions, Expected Outcomes or FindingsThe study confirmed that wellbeing is often a misunderstood or even overlooked concept in tertiary education. Well-being initiatives in different cultural contexts (Australia & Hong Kong) yielded similar outputs. Students have intuitive understandings that wellbeing is connected to a sense of self and that wellbeing is enacted through ‘everyday experiences’; however, more explicit and deliberate cultivation of wellbeing practices is valuable.
• Students who study in both Australia and Hong Kong deploy similar methods to support their wellbeing. Data showed that food, interests, interpersonal relationships, relaxation and “me-time” are critical components.
• A key output is the focus on cultural identity and a strong sense of belonging in a university. Understanding this dimension could help universities better support domestic and international students to integrate themselves into the school, quickly adapt to the study and life of the school, and link their own development with the school, enhance self-confidence, and form a positive sense of self-efficacy. Entering the post-pandemic era, people will have more needs for self-realization and social belonging.
• Digital technologies develop the virtual world which assist in boosting positive emotions and support healthy well-being.
• Through students’ personal reflections, and experiences as intersectional individuals, individuals’ multidimensional wellbeing may be affected by lived experiences of power and oppression that are largely determined by their identity and standing in the larger sociocultural and historical context in which they are embedded.
ReferencesBaumeister, R. F., & Leary, M. R. (2017). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Interpersonal development, 57-89.
Choudaha, R., & Schulmann, P. (2014). Bridging the gap: Recruitment and retention to improve student experiences. Washington, DC: NAFSA: Association of International Educators.
Glass, C. R., & Westmont, C. M. (2014). Comparative effects of belongingness on the academic success and cross-cultural interactions of domestic and international students. International journal of intercultural relations, 38, 106-119.
Hotta, J., & Ting-Toomey, S. (2013). Intercultural adjustment and friendship dialectics in international students: A qualitative study. International Journal of Intercultural Relations, 37(5), 550-566.
Hurst, D. (2021). Nearly one in five Chinese-Australians threatened or attacked in past year, survey finds.
The Guardian. Retrieved from https://www.theguardian.com/australia-news/2021/mar/03/nearly-one-in-five-chinese-australians-threatened-or-attacked-in-past-year-survey-finds
Khanal, J., & Gaulee, U. (2019). Challenges of international students from pre-departure to post-study: A literature review. Journal of International Students, 9(2), 560-581.
Khawaja, N. G., & Stallman, H. M. (2011). Understanding the coping strategies of international students: A qualitative approach. Journal of Psychologists and Counsellors in Schools, 21(2), 203-224.
Mulrooney, H. M., & Kelly, A. F. (2020). Covid 19 and the move to online teaching: impact on perceptions of belonging in staff and students in a UK widening participation university. Journal of Applied Learning and Teaching, 3(2).
Nguyen, O. O. T. K., & Balakrishnan, V. D. (2020). International students in Australia–during and after COVID-19. Higher Education Research & Development, 39(7), 1372-1376.
Sawir, E., Marginson, S., Deumert, A., Nyland, C., & Ramia, G. (2007). Loneliness & International Students. Retrieved Feb, 14, 2011.
Shah, M., Mahadevan, K., & Cheng, M. (2022). Poaching international students? A study of an Australian university with metropolitan campuses. Perspectives: Policy and Practice in Higher Education, 26(1), 28-37.
Slaten, C. D., Ferguson, J. K., Allen, K. A., Brodrick, D. V., & Waters, L. (2016). School belonging: A review of the history, current trends, and future directions. The Educational and Developmental Psychologist, 33(1), 1-15.
Schweitzer, R. D., Brough, M., Vromans, L., & Asic-Kobe, M. (2011). Mental health of newly arrived Burmese refugees in Australia: contributions of pre-migration and post-migration experience. Australian & New Zealand Journal of Psychiatry, 45(4), 299-307.
Wang, K. T., Heppner, P. P., Wang, L., & Zhu, F. (2015). Cultural intelligence trajectories in new international students: Implications for the development of cross-cultural competence. International Perspectives in Psychology, 4(1), 51-65.
20. Research in Innovative Intercultural Learning Environments
Paper
Exploring Factors Affecting and Outcomes of International Educational Mobility: A Systematic Literature Review
Prasun Sharma
Eötvös Loránd University, Hungary
Presenting Author: Sharma, Prasun
As the effect of internationalization, getting international educational experience is a current trend among many developing countries. Studies have shown positive association between international education and employment, career choices and competency development. This systematic literature review is synthesizing the findings of empirical and survey based studies on various factors influencing international educational experience of international alumni. Web of Science and Scopus research database will be used for selecting the benchmark studies. Studies will be selected based on PRISMA parameters to enhance the quality of filtration. Selected studies will report the key factors, motivations and effects found among international alumni regarding their international mobility experiences. Previous studies confirm that, the factors affecting the experience of international mobility are from four themes: academic, socio-cultural, psychological and personal developmental. Which is why this study is aimed at investigating individual and contextual factors having significant impact on the quality of international educational experience among alumni.
Theoratical Framework:
Internationalization is defined as the process of incorporating international dimensions in the academics, research and functionality of academia (Knight, 1994). Studies conducted on international mobility and internationalization of higher education have arisen as a distinct area in the recent past. Research shows that students’ networks, cost of living and quality of international universities have stimulated international mobility (Beine et al., 2014). Geuna (2015) presented conclusive evidence about the significant positive impact of international educational mobility on knowledge production, academic throughput, enhanced skills, and bringing better intercultural competence in students. Consequently, enhanced capability to get a better carrier option with international mobility has been conveyed by a survey study conducted on Australian graduate students (Potts, 2015). Contemporary literature shows employment, competence development and foreign language proficiency have a strong association with international mobility (Gumus et al., 2019; Verbik and Lasanowski 2007; Safipour et al., 2017; Roy et al., 2019 and Weibel, 2019; Beine et al. 2014). There is a lack of work done to categorize of the factors affecting international educational mobility (Knight, 2012, Ergun & Kondakci, 2021, Byrne, 2022). This shouldn’t be ignored in order to best utilize the opportunities created by international mobility. Therefore, with the help of this systematic literature review research would like to understand factors, effects, and motivations for international educational mobility.
Methodology, Methods, Research Instruments or Sources UsedThis study is a systematic literature review of the studies taken from Web of Science and Scopus research databases. Studies for review are selected using PRISMA parameters, which enhance the quality of filtration as well as the relevance of research to be reviewed (Page et al., 2021). The benchmark parameters used for filtration are: (1) Year of research published 2015-2022, (2) Minimum citations of study should be 20, (3) Subject area- educational science, (4) Published in peer-reviewed journal, and (5) Relevance of literature.
Filtered studies are considered for the next step, which is synthesizing the outcomes reported in the existing literature. Studies are reviewed for: (a) finding factors affecting international mobility, (b) identifying the motivation of students to join international mobility programs, and (c) exploring the impact of international mobility programs on students.
Implication gives deep insight and robust clarity about how international mobility influences international networks, productivity, career choices, employability, cultural competence and adoption and personal development etc.
Conclusions, Expected Outcomes or FindingsInternationalization of Higher Education (IHE) was reportedly found as one of the motives for bringing quality in education, the exchange of knowledge, skills, and experiences (Knight, 2012; Qiang., 2003). With the effect of IHE, international educational mobility is flourishing (Winslade 2016). International mobility programs have a significant effect on students’ personal and professional development which involves intercultural competence, language learning, self-motivation, courage to embrace challenges and employability etc. (De Tovar et al., 2017; Bryla 2015).
The findings of the present study provide a systematic overview of the outcomes of international educational mobility reported in the novel research conducted in the respective scenarios. This will also highlight the specific characteristics which are changing the trends in international educational mobility. This study also reports the motivation of international students which encourages them to go for international educational mobility (Hennebry & Fordyce, 2018). Based on the surveys and empirical research on international educational mobility, this study delivers an organized and synthesized meta-report (Sanderson, 2011; Tucker King et al., 2021; Kudo et al., 2018).
ReferencesBeine, M., Noël, R., & Ragot, L. (2014). Determinants of the international mobility of students. Economics of Education review, 41, 40-54.
Byrne, D. (2022). A worked example of Braun and Clarke’s approach to reflexive thematic analysis. Quality & quantity, 56(3), 1391-1412.
De Tovar, I. C. A, Lorenzo, M. T. C., & Alvarado, Y. S. (2017). Erasmus+ student profile in the development of intercultural competence: A case study. Revista Electrónica de Lingüística Aplicada, 16(1), 103-117.
Ergun, A., & Kondakci, Y. (2021). The internationalisation of higher education and identity construction in Azerbaijan. Europe-Asia Studies, 73(7), 1330-1354.
Gümüş, S., Gök, E., & Esen, M. (2020). A review of research on international student mobility: Science mapping the existing knowledge base. Journal of Studies in International Education, 24(5), 495-517.
Hennebry, M. L., & Fordyce, K. (2018). Cooperative learning on an international master. Higher Education Research & Development, 37(2), 270-284.
Knight J (1994) Internationalization: elements and checkpoints (7).Ottawa: Canadian Bureau for International Education.
Knight, J. (2012). Concepts, rationales, and interpretive frameworks in the internationalization of higher education. The SAGE handbook of international higher education, 27-42.
Kudo, T., & Richardson, J. (2018). Sentencepiece: A simple and language independent subword tokenizer and detokenizer for neural text processing. arXiv preprint arXiv:1808.06226.
Page, M. J., Moher, D., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D.,. & McKenzie, J. E. (2021). PRISMA 2020 explanation and elaboration: updated guidance and exemplars for reporting systematic reviews. bmj, 372.
Potts, D. (2015). Understanding the early career benefits of learning abroad programs. Journal for Studies in International Education, 19(5), 441-459
Qiang, Z. (2003). Internationalization of higher education: Towards a conceptual framework. Policy futures in education, 1(2), 248-270.
Roy, Y., Banville, H., Albuquerque, I., Gramfort, A., Falk, T. H., & Faubert, J. (2019). Deep learning-based electroencephalography analysis: a systematic review. Journal of neural engineering, 16(5), 051001.
Safipour, J., Wenneberg, S., & Hadziabdic, E. (2017). Experience of Education in the International Classroom-A Systematic Literature Review. Journal of International Students, 7(3), 806-824.
Van Mol, C., Caarls, K., & Souto-Otero, M. (2021). International student mobility and labour market outcomes: an investigation of the role of level of study, type of mobility, and international prestige hierarchies. Higher Education, 82(6), 1145-1171.
Verbik, L., & Lasanowski, V. (2007). International student mobility: Patterns and trends. World Education News and Reviews, 20(10), 1-16.
Waibel, S., Rüger, H., Ette, A., & Sauer, L. (2017). Career consequences of transnational educational mobility: A systematic literature review. Educational Research Review, 20, 81-98.
20. Research in Innovative Intercultural Learning Environments
Paper
Language and stigmatization: the case of Russian-speaking minority group in the Czech Republic and Ukraine
Dana Moree, Anastasia Yevdokimova
Charles University, Czech Republic
Presenting Author: Moree, Dana;
Yevdokimova, Anastasia
Language difference can become stigma and became also one of features of nowadays conflicts. Processes of stigmatisation were described and researched relatively sufficiently. We know a lot about stigmatised persons and their self-concept (Crocker & Major, 1989), concept of internalised oppression (Derthick, 2016; Pyke 2010) as well as strategies, how to cope with stigma (Crocker & Major, 1989; Derthick, 2016; Pyke, 2010).
Stigma can influence life also for several generations. Open conflicts bring psychological consequences for many generations (Wohl & Branscombe, 2004). Its main feature is assigning guilt to identity groups without individuals bearing any personal responsibility for the wrong doing (Wohl & Branscombe, 2004). It pays very often for visible difference (Allport, 1954; Samovar et al, 2013) but in present we also face a situation, where stigma linked to language became one of the root causes of the biggest war in Europe region in last decades.
Language, being a part of a cultural context, is one of the major variables, which define culture (Hamers and Blanc, 2003, p.8). In the context of Ukraine, it is rather two languages — Ukrainian and Russian that were since the time Ukraine gained its independence in 1991 used relatively equally in all spheres — education, media, health, trade, different areas of social life, etc. Conflicted Ukrainian bilingualism is a destabilizing factor, but the problem is not bilingualism per se; rather a forced tendency to build a national identity on exclusive instead of inclusive principles. The topic of bilingualism stays controversial, with political tension continuing to gather momentum on ethnic grounds and language being a resourceful fuel to keep the tension vital and viral. Language dwells at the core of any type of group identification: “The language is perceived as a group attribute and thus activates stereotypes and value judgments attributed to the speakers of this language” (Hamers and Blanc, 2003, p. 222). This approach allows to raise an argument that in bilingual societies in a state of inner conflict, such as nowadays Ukraine, bilingualism is a major conundrum. In a given situation, one language is stigmatized, evoking a general air of malaise, along with desirable yet, never achievable disdain. The Russian language has earned its adverse status in Ukraine due to political stands of Russia.
On a greater scale, beyond the boarders in Ukraine, it is not simply a language of the enemy; for many, the Russian language becomes the enemy itself, representing the voice of the oppressor, no matter who operates it. This approach results in:
- Stigmatisation of Russian speaking Ukrainians
- Stigmatisation of Russian speakers
- Stigmatisation of other Eastern Europeans in Western Europe if they speak Russian (or Ukrainian/Belarusian — the language is usually labeled as Russian by non-speakers).
Based on experiences from schools and from outside schools we formulated following research questions:
What role does language play in inter-ethnic relations?
How is langue issue linked to educational context in the war times?
Methodology, Methods, Research Instruments or Sources UsedMethodology is based on two samples of data from mixed Ukrainian – Russia contexts, which were gathered at the beginning of the war conflict in 2022 and 2023: Ukrainian – Russian group of non-actress prepared performance by means of theatre of the oppressed methodology in 2021/2022. The performance main topic zoomed in on personal experience of each participant speaking with an accent, which is perceived as Russian (applies both to citizens of Russia and Ukraine living abroad) in a post-totalitarian regime. The performance was also staged in schools. After the beginning of a full-scale invasion on 24.2.2022, the play was performed as planned around schools. We have collected video records of 4 plays performed for about 120 students in the age 12 – 15 in four schools. Their interventions were transcribed and coded.
Another set of data is derived from typed or spoken narratives collected from Ukrainian activists coming from a Russian-Ukrainian bilingual background.
This research question will be elaborated by means of an interdisciplinary qualitative research based on a combination of methods from several disciplines like anthropology, micro-sociology, and education.
Conclusions, Expected Outcomes or FindingsAnalysis of data might bring answer to question what is the role of stigma based on language. We would like to be concentrated also on strategies, how to overcome process of stigmatization, which are consequence of collective guilt, from the perspective of stigmatized person.
Comparatively, we will analyze data harvested during interviews with Ukrainian activists coming from a Russian-Ukrainian bilingual background, who grew up using predominantly Russian language during early stages of socialization and education.
And data based on reactions of Czech pupils during theatre of the oppressed performances played by Russia and Ukrainian activists after invasion in 2022.
ReferencesAllport, G. (1954). The nature of prejudice. Garden City, NY: Doubleday Anchor Books.
Crocker, Jennifer & Major, Brenda. (1989). Social Stigma and Slef-Esteem: The Self-protective Properties of Stigma. Psychological Review, 96, 4.
E.J.R. David and Annie Derthick (2016). What is internalized oppression, and so what? In: Internalized Oppression: The Psychology of Marginalized Groups, Edition: 1, Chapter: What is internalized oppression, and so what? Publisher: Springer Publishing Company, Editors: E. J. R. David, pp.1-30
Hamers, Josiane F., and Michel Blanc. Bilinguality and Bilingualism. 2nd ed. Cambridge: Cambridge University Press, 2003.
Pyke, Karen, D. (2010). What is Internalized Racial Oppression and Why do not We Study it? Acknowlidging Racism´s Hidden Injuries. Sociological Perspetives, 53, 4. P. 551 – 572. ISSN 0731-1214, electronic ISSN 1533-8673.
Samovar, L.,A.; Porter, R., E.; McDaniel, E., R. & Roy, C., S. (2013). Communication between cultures. Wadsworth: Cengage Learning.
Wohl, M. J. A., & Branscombe, N. R. (2005). Forgiveness and Collective Guilt Assignment to Historical Perpetrator Groups Depend on Level of Social Category Inclusiveness. Journal of Personality and Social Psychology, 88(2), 288-303.
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