Please use this identifier to cite or link to this item:
http://hdl.handle.net/20.500.12128/15756
Title: | The culturalization process of learners in the Polish-German borderland |
Authors: | Ogrodzka-Mazur, Ewa |
Keywords: | Polish-German borderland; cultural identity; national identifications; culturalization strategies; longitudinal studies |
Issue Date: | 2019 |
Citation: | "Kultura i Edukacja" nr 4 (2019), s. 23-43 |
Abstract: | The issues explored in the article concern experiencing acculturation stress by
children inhabiting Gubin (on the Polish-German borderland) whose parents
decided to educate and fulfill school duties in the German cultural environment
in the neighbouring Guben. It was assumed that methodical education in German
school of Polish children who live with their parents in their homeland:
(a) contributes to the children’s applying different culturalization strategies in
different areas of life – these differences are visible mostly in the public and
private sphere and they change with growing up; (b) becomes the source of
permanent and/or recurrent enculturation stress, which children at primary education
age are not prepared to manage in the psycho-physical (individual) and
social dimension as they lack family support and the support from the receiving
environment (culture).
What became the basis for the undertaken discussion were the results of some
studies conducted in the Polish-German borderland in 2004. They concerned
the axiological preferences of I–III class children living in culturally diversified
environments as well as some new phenomena, not observed in other regions.
They encouraged the author of this study to provide a broader view upon the
issues of the culturalization process and to repeat the studies in 2007 and 2017
in order to capture the relative dynamics of this phenomenon. |
URI: | http://hdl.handle.net/20.500.12128/15756 |
DOI: | 10.15804/kie.2019.04.02 |
ISSN: | 1230-266X |
Appears in Collections: | Artykuły (WSiNoE)
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