Full Description
This book presents research into inclusive education in Central and Eastern Europe (CEE), written by scholars based in CEE. Inclusive education has become a framework for understanding and embracing diversity but most of the research in this area has been carried out in intercultural or culturally diverse settings within a relatively inclusive and open framework of democratic/liberal and multicultural Western societies. Unlike many Western societies, the realities of CEE countries are often much less diverse and connected with different fragile historical and political processes, which puts tackling sensitive topics in a different context. The editors and contributors address the dominant Western ways of looking at inclusive and global education in CEE. They argue that Western leveraged pedagogy has been imposed on CEE and outline the context-specific problems of teaching global education in CEE. Collectively, the chapters offer critical responses to the issues of exclusion and exclusionary practices of 'silenced' minorities in CEE. Written by academics based in Czech Republic, Germany, Hungary Poland, Romania and Russia, the book cover topics including Roma genocide in Poland, teaching about Islam and teaching about LGBTQ+ issues. The book includes a preface written by Jacqueline Bhabha, Professor of the Practice of Health and Human Rights at Harvard University, USA.
Contents
Preface, Jaqueline Bhabha (Harvard University, USA)
Introduction, Katarzyna Górak-Sosnowska (SGH Warsaw School of Economics, Poland) and Urszula Markowska-Manista (University of Warsaw, Poland)
1. Intercultural Teaching in a 'Monocultural' Country: Why do we need a Decolonial Approach to Teaching about Diversity? Urszula Markowska-Manista (University of Warsaw, Poland)
2. A Cultural History of the Other in Curriculum Design Transformation and Practice, Rafael Forteza Fernández (Ural Federal University, Russia)
3. The Pluralist Paradigm in the Czech Educational Process: Teaching about Collective Identities and Democracy in the Constructivist Educational Project, Jan Kvetina (Czech Academy of Sciences, Czech Republic)
4. Preparedness of Estonian Teachers to Tackle Extremism in a Classroom: a Systematic Review of Empirical Studies Published in Estonian Journal of Education (2013-2021), Alar Kilp (University of Tartu, Estonia) and Heidi Maiberg (Royal Holloway, University of London, UK)
5. Are Muslims Scared of Pork? Teaching about Islam in Polish Schools, Katarzyna Górak-Sosnowska (SGH Warsaw School of Economics, Poland)
6. Representations of Islam in the Romanian History Textbooks in the Post-1990 Period, Adriana Cupcea (Romanian Institute for Research on National Minorities, Romania)
7. Othering Through Textbooks: Teaching about Roma in Contemporary Hungary, Jekatyerina Dunajeva (Hungarian Academy of Sciences, Hungary)
8. Social Exclusion and the Construction of the Other in Czech Primary School, Radek Vorlícek (University of Hradec Králové, Czech Republic)
9. Present But Absent: Education About the Roma Genocide in Poland, Joanna Talewicz-Kwiatkowska (University of Warsaw, Poland)
10. Polish-Jewish Rivalry for Memory, Lech Nijakowski (University of Warsaw, Poland)
11. Teaching Queer/Kvir Post-Soviet Perspectives: Intersectional Pedagogy and Global Knowledge Inequalities, Masha Beketova (Humboldt University Berlin, Germany)
12. Teaching Gender and Queer Studies at Polish Universities: Challenges, Limitations, Perspectives, Magdalena Stoch (Pedagogical University of Krakow, Poland)
Index
