This thesis is focused on the issue of children coming from socially and culturally disadvantaged environment before their entry to the compulsory education from a socially- pedagogical point of view. It describes the influence of the environment the child lives in, its family, the community, and the living conditions affecting its readiness for admission to an elementary school. The nature of work is theoretical work and research. The theoretical part of the thesis in quires into such terms as socialization, family, social and cultural disadvantage, the Roma, preschool education, and their interdependence. It describes the current methods used for recognizing the school maturity and preparedness for an entry to the compulsory education of children in the Czech Republic. It compares the most common institutional forms of preparation for the compulsory education, i.e. nursery school and preliminary classes at elementary schools that are designated especially to the children of socially and culturally disadvantaged background. The practical part of the thesis uses qualitative research methods and through document analysis, observation, and interviews it gathers information for creating three case studies, in which it thoroughly describes the family environment and the lifestyle of socially and culturally...

The topic of this diploma thesis is education of two ethnic minorities living in different majority societies and in different parts of the world - Czech Roma population and Australian Aboriginal and Torres Strait Islander people. The author presents relevant sociological critical theories of education and outlines the history of the examined minorities and the development of the approach of the majority society towards these minorities. She focuses on the consequences of discrimination of minorities in the area of education. She identifies similarities between the life conditions of the examined minorities, as well as certain differences arising from different social conditions. One of the common features of both minorities is a low standard of education, which has a negative impact on all spheres of their life (for example, employment, housing conditions, health, and life expectancy). Two case studies presented by the author suggest that the low level of education of minority population is a consequence of wrong education policies in the countries under examination. The main cause of the failure of Roma children in Czech schools and of the children of Aboriginal and Torres Strait Islander people in Australian schools is not their incapability but rather the low expectations of their teachers, who put on...

The master thesis addresses the alteration of Roma discourse and changes of relational patterns between Roma and the wider society during the 1930s and 1940s (more precisely 1927-1950). It focuses on the features attributed to the notion of "a Gypsy" by majority group members. Subsequently, it also attempts to reconstruct, using various levels of discursive practice, the position of Roma in the Slovak society. The main emphasis was laid on the wartime period, which was framed by the interwar and postwar context. In close connection with this anchoring, it tries to trace possible roots of wartime discursive and physical violence. It inquires various continuities and discontinuities of particular policies observing the individuals fulfilling these features attributed to the notion of a "Gypsy" or "an antisocial person" and their limits of agency. Apart from that it scrutinizes different means of categorization and their influence on attitude towards Roma.

This diploma thesis is mainly focused on term racism, especially how the term racism is used in government documents. The author's point of view is based on social constructivism. Author focuses on way of understanding constructions of the term racism made by relevant policy- makers. The goals of this thesis are descriptive (the description of a discourse in government documents and its broader context) and explanatory (an explanation of an interaction of the discourse and its context). The broader context is found by the event history analysis and by an analysis of stakeholders. The discourse analysis is based on texts found in government documents. The results of these analyses show racism as a complex problem including a wider category of social phenomena related to the disadvantaged situation of ethnic minority groups. Nevertheless we are able to identify several competing approaches to this problem delimitation. Two of them consider racism in context of various social problems having different views on causality between these two levels. Two other approaches link racism with security policy and differ with emphasis on preventive and repressive tools.

The topic of this thesis is the role of non-profit organizations in supporting the education of socially disadvantaged Roma students. The thesis provides the analysis of the involvement of non-profit organizations in the process education support. The theoretical part of the thesis defines essential concepts in the area of education of socially disadvantaged students including support strategies with the emphasis on Roma students. The thesis provides an overview of the impact of social disadvantage on the education process, the affirmative processes utilized in school environment and the available support from the non-profit organizations. The research part of the thesis analyzes the data obtained through interviews with the employees of four selected non-profit organizations providing the support in the education of socially disadvantaged Roma students. The interviews are focused on identification of main forms of education support provided by non-profit organizations, their benefits in the education process of a socially disadvantaged student and the limits and opportunities presented in this process by the cooperation of non-profit organizations and schools. Through the analysis of information, experiences and opinions collected through the interviews, the research attempts to provide a complex...

[pt] Desde os primeiros séculos de sua existência, o cristianismo convive com as heresias, que têm como principal característica a negação de uma verdade de fé, devidamente ensinada pela Igreja. A forma utilizada pelos Padres da Igreja, sobretudo nos primeiros séculos, para determinar se estavam ou não diante de uma heresia, consistia em confrontar a doutrina ensinada com a regra de fé. Esta consistia em uma medida que fundamentava-se na Sagrada Escritura e nos ensinamentos dos apóstolos. A doutrina que estivesse fora desta medida era considerada herética. A fim de evitar a proliferação de tais doutrinas e punir os que causavam desordens na comunidade, aos poucos foram se desenvolvendo na Igreja critérios de discernimento. Hipólito de Roma, no século III, utilizou a regra de fé no combate aos hereges. É um personagem polêmico, seja em razão da autoria de suas obras ou por sua forte personalidade, historicamente considerado o primeiro antipapa em virtude do cisma com o Papa Calisto. Este trabalho demonstra a forma como Hipólito combatia as heresias que ameaçavam o cristianismo nos primeiros três séculos e como suas obras foram importantes na defesa da ortodoxia da fé, sobretudo a partir da Philosophumena. Pretende-se também apresentar Hipólito de Roma muito mais como um guardião da fé do que um cismático, pois ao final da vida, morre no exílio reconciliado com a Igreja, combatendo o bom combate e, literalmente, guardando a fé. / [en] From the earliest centuries of its existence Christianity has lived with heresies, whose main characteristic is the denial of a truth of faith duly taught by the Catholic Church. The way bishops used, especially in the early centuries, to determine whether or not they were facing heresy, was to confront the doctrine taught with the rule of faith. This consisted in a measure that was based on the Sacred Scripture and the teachings of the apostles. Doctrine outside this measure was considered heretical. In order to prevent the proliferation of such doctrines and to punish those who caused disorder in the community, a code of laws was gradually developed in the Church. Hippolytus of Rome in the third century used the rule of faith in the fight against heretics. He is a controversial character, either because of the authorship of his works or for his strong personality, historically considered the first antipope because of the schism with Pope Callisto. This work demonstrates how Hippolytus fought the heresies that threatened Christianity in the first three centuries and how his works were important in defending the orthodoxy of faith, especially from the Philosophumena. It is also intended to present Hippolytus of Rome much more as a guardian of the faith than a schismatic, for at the end of his life he dies in exile reconciled to the Church, fighting the good fight and literally guarding the faith.

This thesis is a study of the spatial reconstruction of public space in the locality of Brno Bronx. The work includes several large urban and social problems. This is the solution of problems socially excluded areas, the issue of coexistence with ethnic minorities and on brownfields and solving the appropriate forms of gentrification problem area. The proposal addresses the biggest block permeability, which is lined streets of Bratislavská, Hvězdová, and Francouzská. It proposes a new structure of public spaces - squares, which are strung like beads on the newly proposed network of streets. Also engaged in the creation of public space in the vicinity of the former jail. The proposal by removing extensions provide a space for two new squares. Creative square and Square of Roma culture. With the completion of new buildings should be supported by a square and revealed the original appearance of the former jail.

Studiens syfte var att identifiera och jämföra diskurser om romer från svensk press åren 2006 och 2021. De tidningar som valdes ut var Aftonbladet och Expressen då det var tidningarna med störst spridning från respektive år. Diskursteori och teori om andrafiering utgjorde grunden för studiens analys och ett snävt diskursanalytiskt tillvägagångssätt användes för att kartlägga romers subjektpositioner ur skildringarna. De huvudsakliga resultaten visade på att romer framställdes som en homogen grupp bägge åren, samt som en grupp utsatta för diskriminering och utanförskap av olika slag. Skillnader som kunde identifieras mellan de olika åren var att synen på romer som hjälpbehövande tycktes ersättas av en syn om genombrott och framsteg där romer skildrades som banbrytande. Andrafiering av olika slag identifierades från båda åren, men med olika omfattning och grunder. I vissa fall var andrafieringen år 2021 mindre tydlig än år 2006 och i andra fall tydligare. / The purpose of the study was to identify and compare discourses about Roma in the Swedish press during the years 2006 and 2021. The chosen newspapers were Aftonbladet and Expressen since they had the largest distribution in both years. The discourse theory and theory about othering constituted the basis of the study’s analysis and a narrow approach to discourse analysis was used to map Roma’s subject positions from the papers’ depictions. The main results showed that the Roma were portrayed as a homogeneous group in both years, as well as a group exposed to discrimination and exclusion of various forms. Differences that could be identified between the different years were that the view of Roma as in need of help seemed to be replaced by a view of breakthroughs and progress where Roma were portrayed as mould-breaking. Othering of different kinds was identified from both years, although to different extents and with differing bases. In some cases, the othering was less noticeable in the year 2021 and in others it was more noticeable.

No description available.

Sammanfattning Syftet med denna uppsats var att redogöra för fem romers erfarenheter av utbildning under perioden 1970–2000-talet. För att uppfylla detta syfte genomfördes en kvalitativ intervjustudie med fem romer som bor i Sverige och som har gått i skola någon gång under perioden 1970–2000-talet. Dessa fem respondenter gav svar på följande frågeställningar: Vilka erfarenheter har romer av skolan, vilka erfarenheter har respondentens föräldrar av skolan och hur anser romer att allas rätt till en likvärdig utbildning bättre kan omfatta alla? Respondenternas svar på dessa frågeställningar analyserades utifrån Pierre Bourdieus begreppsteori, vilken inkluderar habitus, fält, kapital och symboliskt våld. Därigenom gavs en tydligare bild av romers erfarenheter av utbildning under perioden 1970–2000-talet.Sammanfattningsvis framkom att de respondenter som hade haft bra förebilder och som fått stöd och hjälp från skolan, hade klarat skolan bättre och hade även genomgått en längre utbildning. De respondenter som saknade bra förebilder och som inte fick stöd och hjälp från skolan och hemifrån, klarade däremot inte skolan lika bra, vilket resulterade i att de avslutade grundskolan tidigare än de andra barnen. Det fanns dels skolor som försökte hjälpa respondenterna och ge dem det stöd de behövde, dels fanns det skolor som ignorerade respondenternas önskan om stöd och hjälp i skolan. För att förhindra den strukturella diskrimineringen som pågick – och fortfarande pågår – i såväl skolan som i samhället, behövs utbildning för både elever och föräldrar. Uppsatsens slutsatser var följande: ingen vill särskiljas och betraktas som annorlunda; alla behöver bli bekräftade, inklusive romer; det behövs utbildning för både barn och föräldrar för att förhindra strukturell diskriminering, och stöd och hjälp behöver ges till elever som inte får det hemifrån. Begrepp: nationell minoritetsgrupp, romer, diskriminering, respekt, bemötande, utbildning och acceptans. / Abstract The purpose of this paper was to account for Roma experiences of education during the period 1970–2000. Thus, a qualitative interview study was used with five Roma who live in Sweden and who have gone to school sometime during the period 1970–2000. These five respondents provided answers to the following questions: What experiences do Roma have of the school, what experiences did the parents have of the school and how can the education be more including and equal according to Romani people? The respondents answers to these questions were analyzed based on Pierre Bourdieu’s conceptual theory, wich includes concepts such as habitus, field, capital and symbolic violence. This gave a clearer picture of Roma experiences of education in relation to the formal reforms. In summary, the respondents who had good role models, support and help from the school, managed school better and also had a longer education. On the contrary, those repsondents who lacked good role models, support and help from school and from home, did not cope as well, which resulted in them finishing primary school earlier than other children. There were schools that tried to help the respondents and give them the support they needed. However, there were also schools that ignored respondents’ desire for support and help at school. Finally, education for both students and parents was needed to prevent the structural discrimination that was present – and is still present – in both school and in society. The conclusion of this essay was as follows: no one wants to be distinguished as and considered different; everyone needs to be affirmed, including Roma; education was needed for both children and parents to prevent structural discrimination; and support and assistance was also needed for students who did not get it from home. Concepts; national minority group: Roma, discrimination, respect, treatment, education and acceptance.