School as an Entrepreneurial Enclave

Studies of ethnic entrepreneurship usually concentrate on the ethnic economy in the global north to argue the importance of structural and cultural factors. Based on previous studies and the author’s own work in Dongguan and Jakarta, this article explains how entrepreneurial culture of Taiwanese enterprises, often referred to as Taishang culture, is partially sustained and reproduced through the activities of two ethnic schools in these two cities. The overlapping membership of schools and Taishang chambers of commerce means that ethnic schools are also designed and operated to support the development of Taiwanese enterprises. These ethnic schools are not only institutions for educating Taiwanese children but also the de-facto ethnic enclave for consolidating and reproducing Taishang culture. The two schools also reflect differences in Taishang culture, which are shaped by how Taiwanese enterprises survive and thrive in different contexts.

Socio-Demographic Factors and the Level of Teachers’ Motivation in Slovak National Schools in Hungary

Introduction. The research paper seeks to identify the level of motivation of Slovak educators teaching in Hungary in the context of a low level of teachers’ motivation in Central and Eastern Europe. The aim of the paper is to show the relationship between socio-demographic factors (age, gender, type of school) and the degree of teachers’ motivation at Slovak national schools in Hungary. The results of research on motivation in relation to gender, age and type of school are shown to be inconsistent and yield varying findings. Materials and Methods. This paper is based on the data collected in the survey conducted in 10 Hungarian counties between January and April 2019, using a sample of 139 teachers of ethnic schools (monolingual, bilingual and schools teaching the ethnic language as a separate subject). We processed the obtained research results using methods of descriptive statistics and methods of inferential statistics (Pearson correlation coefficient; Mann-Whitney U test; Kruskal-Wallis H test). Results. The results showed that there was no correlation between the teacher’s age and teaching motivation (p > 0.05). No statistically significant differences were found between gender and teaching motivation when using the Mann-Whitney test. Using a non-parametric Kruskal-Wallis test, the existence of significant differences in the level of motivation of teachers working at various types of schools was confirmed. The research showed that teachers of bilingual schools were the most positive in relation to motivation, and the lowest average scores were achieved by teachers in schools where Slovak is taught as a subject. The age and gender of teachers were not significant in relation to the evaluation of the degree of motivation for teaching Slovak. Discussion and Conclusion. The results presented in the article will be beneficial not only for pedagogical researchers, but especially for Slovak teachers in Hungary, as research of this kind was conducted for the first time.

Children's Books for Minorities in Poland

The paper consists of three parts: Parts one and two analyze and describe the communicative and therapeutic functions that concern children and adolescents in multicultural settings in Poland. Publishing activities of/for ethnic minority groups are presented: books and periodicals specialty addressed to young readers; libraries (both public and those created by national associations) collecting publications and serving ethnic users. The role and situation of ethnic schools and their libraries are also discussed. Part three presents a picture of ethnic and national minorities in Polish literature for children and the youth. Special attention is paid to Gypsies, Germans, and Jews.

Part Of Professor In Advocate Conscience And Attitude In Insignificant Improvement

This paper looks at the function of educators in both multi-culture and multi-ethnic schools of A.P. Private Schools and single-culture schools, for example, Backward, plan class and Schedule clan government assistance schools. One of the objectives to grant esteem based instruction is to feed a responsibility towards comprehensive turn of events. To achieve this, it is basic that educators instruct appropriately, both in what they educate and by they way they instruct. This article investigates that, the thought by analyzing the key terms: 'training', 'morals in instruction', 'esteem based instruction', and 'social change'. To begin with, meanings of "instruction" are analyzed, and it is contended that how training is advancing moral qualities among the understudies through the function of educator and instructor training. This prompts a conversation of the idea of comprehensive development, which is introduced regarding three issues: incorporation and human instinct, liberated from discipline and provocation of auxiliary brutality on understudies, and individual pledge to morals. At long last, the idea of social change is inspected in its relationship to the thought of intensity, acculturation of instructor nature and character, to the significance of imagining a superior world, and to the significance of gathering activity. At last, study hall models are given that delineate manners by which both substance and instructional method can add to the objective of training for comprehensive turn of events and positive social change.

Rozpowszechnianie, zachowywanie i nauczanie języka polskiego w świecie w latach 1918–2018. Część I: Polszczyzna i Polacy w świecie w latach 1918–1939.

On the occasion of Poland’s regaining its independence in 1918, several papers have been written to depict the development and transformations of the Polish language over the period 1918–2018. However, none of the studies covered popularising Polish by emigrant communities in various countries around the world, preserving it and passing it down to new generations in a bilingual environment, and its teaching not only in ethnic schools but also in higher education institutions. This paper addresses the abovementioned issues by presenting relations between the Polish state and emigration communities in the period 1918–1939 fi rst. A characteristic typical of this period was the fact that governmental authorities treated emigrants and their descendants as Poles around the world who may pursue the objectives of the Polish foreign policy. With this in mind, the World Union of Poles (Światpol) was established in 1934, which was opposed by representatives of the Polish American community. A further part of the paper presents the organisation of summer school of the Polish language and culture at the University of Warsaw and the Jagiellonian University in Kraków beginning from 1931, teaching of the Polish language in Polish schools abroad and aid provided to them by Poland, and fi nally, courses of Polish and programmes in Polish Studies offered at foreign universities.

Event-driven approach to teaching Russian to schoolchildren of the Russian Ministry of Foreign Affairs

The article is devoted to teaching the Russian language to the pupils of schools at the embassies of the Russian Federation and the necessity of using the event-based approach for forming and improving communicative universal educational activities (hereinafter UEA). In modern educational reality, when children become pupils of multi-ethnic classes in Foreign Ministry schools regardless of their proficiency in the Russian language, it is necessary to create conditions allowing to form their communicative competence not only at Russian language lessons, but also in extracurricular time. One of conditions of learning Russian is the use of event-based approach to organizing language education, in particular, participation in network projects of Russian Foreign Ministry foreign schools’ interaction. The theoretical significance of the article lies in the fact that due to the conceptual properties of the event approach, its necessity and effectiveness for improving communicative UEA in a multi-ethnic school are justified. The practical significance of the article is that within the framework of the event approach, a model of a network project for Foreign Ministry foreign schools with rhetorical competencebased tasks has been developed. The model allows to achieve a synergetic educational effect in Russian language learning. The described educational event for pupils results in discovering personal and subject meanings through communication, as well as understanding the value of their own speech experience in Russian. The authors conclude about the need to use the event-based approach in a multi-ethnic school, which allows to create an open communicative situation in the Russian language. The directions of further scientific and methodological work could be expanding the list of communicative educational events implemented within this approach, creating the guidelines and their implementation in the practice of multi-ethnic schools.

Ethnocultural Empathy in A Pluralistic Society: Inter-ethnic Relationships of Javanese and Chinese Children in Surakarta

Objective:The present qualitative research described the ethnocultural empathy existing between Javanese and Chinese children in a pluralistic population.Materials and Methods:Data was collected using focus group discussions and oral interviews. Sixteen students (boys and girls) of multi-ethnic schools in Surakarta of Indonesia participated in the present study.Results:Results indicated that (1) participants acknowledged that they had to feel what other people felt, and it is the beginning of ethnocultural empathy; (2) participants who had interaction-experiences with those from different backgrounds seemed to have high levels of ethnocultural empathy; and (3) at school, both ethnic groups were taught to respect each other’s culture.Conclusion:The present study indicated that empathy had a strategic role in building social strength. Using empathy, each group understood and felt conditions of other groups.