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Author(s): Hoření, Karina
Date: 2018
Abstract: Stereotypy o Romech a Židech v české společnosti. Jaké jsou a jak s nimi pracovat?

Jak funguje vzdělávání proti předsudkům v českých školách a jaké jsou příklady dobré praxe?

Tým ze Sociologického ústavu Akademie věd na datech z posledních let ukázal, jak jsou v české společnosti rozšířené stereotypy o Romech a Židech. Jedním ze zjištění je, že menší předsudky vůči Romům mají lidé, kteří se s nějakými Romy osobně znají.

Škola je jedním z nejdůležitějších míst, kde je možné pozitivně ovlivnit postoje mladých lidí. Tým Ústavu pro studium totalitních režimů se proto ptal učitelů a lektorů, jaké jsou jejich zkušenosti se vzděláváním k toleranci. Nabízíme doporučení, jak pomoci školám efektivně oslabovat předsudky.

Zjistili jsme, že předpokladem úspěchu je spolupráce celé školy. Další úspěšnou strategií je podpora setkávání žáků z různých sociálních skupin. Je rovněž třeba podporovat vzdělávání učitelů tak, aby dokázali ve třídě zvládat debatu o kontroverzních tématech.

Výsledky výzkumu jsme shrnuli do závěrečné zprávy, v níž najdete:

Kvalitativní i kvantitativní shrnutí současné praxe vzdělávání pro toleranci, realizovaných programů a jejich podpory.
Naše doporučení pro donory, jak efektivněji nastavit projektovou podporu, a pro školy a pedagogy, jak s předsudky ve škole lépe pracovat.
Rozsáhlou studii o postojích české společnosti vůči Romům a Židům.

Author(s): Schmack, Yvonne Joy
Date: 2015
Abstract: The thesis examines the relationship between the teaching of Judaism and secondary school pupils’ perceptions of and attitudes to Jews. The study has two distinct contexts. The first is the perpetuation of negative attitudes towards Jews in England, and the second is the study of Judaism within Religious Education (‘curriculum Judaism’). Following an introductory chapter Chapters 2 and 3 analyse attitudinal development and the impact of strategies to challenge misconceptions. Particular reference is made to negative attitudes and behaviours to Jews in contemporary England and the impact of characteristics traditionally attributed to Jews. In Chapter 4 and 5 the context of curriculum Judaism is examined. Through a review of scholarly literature and policy documentation it is argued that the history of curriculum Judaism is unique and has been shaped by factors not conducive to presenting the tradition accurately. It maintains that teachers’ confidence in selecting appropriate content and teaching methods, and in challenging misconceptions, is pivotal for positive attitudinal development. Through a mixed methods approach, qualitative data is gathered from the three sources closest to curriculum Judaism - pupils, teachers and class textbooks. The data analysis in Chapter 7 and 8 contends that teachers often lack both confidence and appropriate knowledge to reflect the integrity of contemporary Judaism. Discussion of the selection and presentation of curriculum content and resources leads on to a consideration of the impact on pupils’ attitudes to Jews, with particular reference to the teaching of the Holocaust as a part of curriculum Judaism. The thesis argues that to meet the demands described above new approaches need to be established which develop teachers’ knowledge, discernment and confidence regarding appropriate content selection; effective learning experiences and strategies to effectively challenge misconceptions and stereotypes which inevitably develop into antisemitism.
Author(s): Hart, Rona
Date: 2004
Abstract: This ethnographic study delineates the experiences of immigrant families
living in London as they engage with local schools. The findings chapters of
the dissertation explore issues of access, by following the parents as they
enter London's educational marketplace and as they choose a school for
their children. The study portrays the process of educational choice from
their perspective as newcomers, highlighting their positioning in the
educational marketplace and the significance of their skills and resources as
educational consumers.
The findings reveal eight types of capitals that these families draw on as
they engage with the education market. These are: cultural properties, social
resources, identities, symbolic assets, psychological empowerment,
cognitive capacities, economic means and statutory positioning. The
analyses highlight the development that occurred in the choosers'
consumerist skills over time, suggesting that there may be a way to
empower disadvantaged choosers to obtain improved positions as
educational consumers.
A central theme in this study is the occurrence of a communal pattern of
schooling among this group of families. Searching for the factors that
occasion segregation in education, the focus of the research shifted to
explore the role of the choosers' networks. The findings suggest that by
using various control mechanisms, these networks engendered a continual
pattern of schooling resulting in segregation and closure.
'Choosing schools - choosing idenbties' stands for the main argument of this
study which states that the choice of school, as an act of consumerism,
represents the choosers' collective identities, and at the same time plays a
significant role in reinventing these identities.
Date: 2010
Abstract: The United Kingdom first submitted its Holocaust Education Country Report to the Task Force for 
International Cooperation on Holocaust Education, Remembrance and Research (ITF) in March 2006. At 
that point, the report reflected the best available information on teaching and learning about the 
Holocaust in UK universities and schools. However, in September 2009 an extensive empirical 
investigation of Holocaust education in England’s state maintained secondary schools was published by 
the Institute of Education (IOE), University of London. The publication of the report – which drew upon 
survey responses from 2,108 teachers across England and interview accounts from 68 teachers visited at 
24 different schools – offered an invaluable opportunity to build upon and, where appropriate, revise 
the UK’s original submission. Consultations were held with representatives from each of the key 
Holocaust education organisations currently working in the UK (as detailed in Appendix 1) and additional 
research exercises were conducted as referred to throughout the report.
This revision is not intended as the final say on Holocaust education in the UK. On the contrary, we 
recognise that practice in our schools and universities, and the popular understandings and policy 
landscapes which frame practice, are constantly changing. As we write at the close of 2010, the 
Government’s plans for education reform are a lot clearer after the recent publication of the White 
Paper, The Importance of Teaching, but there still remains some uncertainty about the impact of the 
recent change in national government at Westminster. For example, the English National Curriculum will 
be reviewed. The Government intend to restore the National Curriculum to its original purpose - a core 
national entitlement organised around subject disciplines. The development of subject knowledge will 
be central to the revised curriculum, and details of the review will be announced in the near future. The 
Government have stated that they would certainly expect any future programme of study for history to 
continue to include Holocaust education. Our resubmission is intended therefore to reflect the UK 
delegation’s commitment to critical reflection and reporting to the international community as an 
ongoing activity.
 
Date: 2009
Abstract: This research was commissioned by The Pears Foundation and the Department for Children, 
Schools and Families (DCSF). The aims were to examine when, where, how and why the 
Holocaust is taught in state-maintained secondary schools in England, and to inform the 
design and delivery of a continuing professional development (CPD) programme for teachers 
who teach about the Holocaust. A two-phase mixed methodology was employed. This 
comprised an online survey which was completed by 2,108 respondents and follow-up 
interviews with 68 teachers in 24 different schools throughout England. 
The research reveals that teachers adopt a diverse set of approaches to this challenging and 
complex subject. In the report, teachers’ perceptions, perspectives and practice are presented 
and a range of challenges and issues encountered by teachers across the country are explicitly 
identified. The research shows that, although most teachers believe that it is important to 
teach about the Holocaust, very few have received specialist professional development in this 
area. It also shows that many teachers find it a difficult and complicated subject to teach, and 
that they both want and need support to better equip them to teach about the Holocaust 
effectively. 
The report is the largest endeavour of its kind in the UK in both scope and scale. The authors 
hope it will be of considerable value to all those concerned with the advancement and 
understanding of Holocaust education both in the UK and internationally