Ar Laukiami Diasporos Vaikai Lietuvoje? Tėvų Ir Mokytojų Patirtys

Budginaitė, Irma; Mašidlauskaitė, Rūta

doi:10.15388/polit.2015.2.8242

Cited by 4 publications

(2 citation statements)

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“…In Spain (A lvarez de Sotomayor-Martí nez-Cousinou 2016), Luxembourg (Backes-Hadjar 2017; Tavares 2020) and Switzerland (Laganà et al 2014; Schnell-Fibbi 2016) findings similarly suggest that certain migrant groups perform worse in education than others, due to intersecting experiences stemming from their ethnic background, social status in society and other reasons (Benz et al 2021, p. 22). Some research considered the particular experience of returning migrants, which was relevant in the case of Lithuania (Budginaite-Masǐdlauskaitė 2015) and Germany (Kogan, 2011). In many cases the migration background overlapped with lower socio-economic status, generating inequalities that must be seen through an intersectional lens (Glauser 2018, Pit-Ten Cate-Krischler 2018).…”

Section: Intersectionality In Understanding Educational Inequalities ...mentioning

confidence: 99%

Intersectionality in Education Policy Documents

Dunajeva,

Siarova

2024

HISZ

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With educational inequalities intensively studied through empirical and academic research over the last few decades, there is now a growing recognition that an intersectionality perspective is necessary for a better understanding of vulnerabilities. This paper underlines the importance of intersectionality for policy analysis and policy making by using findings from PIONEERED, a project funded by the Horizon 2020 research and innovation program. The paper demonstrates that intersectionality is increasingly recognized in scholarship regarding educational inequalities of the nine PIONEERED countries, and slowly taking root among stakeholders in these countries. A review of education policies highlighted that while in all analysed countries the policy perceptions of educational vulnerability have become increasingly complex over time, acknowledging the multitude of disadvantages and vulnerabilities that contribute to education inequalities, nevertheless in most cases, policies do not explicitly incorporate the intersectional framework. Considering the limited inquiry into the topic, this study uniquely addresses the extent to which education policy documents are cognizant of different axes of inequalities and intersectionality in defining vulnerable groups.

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Section: Intersectionality In Understanding Educational Inequalities ...mentioning

confidence: 99%

Intersectionality in Education Policy Documents

Dunajeva,

Siarova

2024

HISZ

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“…Per pastaruosius dvidešimt metų Lietuvoje aprašytų tyrimų reemigracijos tematika taip pat padaugėjo (Ruškus, Kuzmickaitė, 2008;Ražanauskaitė, Brazienė, 2010;Budginaitė, Mašidlauskaitė, 2015;Kairė, 2019), tačiau nepaisant esamų tyrimų ši sritis Lietuvos nacionalinėse studijose dar visai nauja. Lietuvos moksliniuose tyrimuose tyrimo objektu dažniausiai pasirenkamos grįžusių vaikų ugdymo organizavimo problemos, o grįžusių šeimų situacija dažniausiai apžvelgiama iš grįžusių tėvų pozicijų, retai atsižvelgiant į kartu su jais migruojančius vaikus kaip į vieną iš labiausiai pažeidžiamų amžiaus grupių.…”

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Remigration in Lithuania in the 21st Century: Readiness of the Education System to Accept Students from Returning Families

Bagdonaitė

2020

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The article analyses the readiness of the Lithuanian education system to accept children from returning families. Moreover, it determines the problems and describes the factors hindering the effective integration of remigrant children. The summarised scientific literature is illustrated by empirical research data. Based on the aforementioned data of this study, it is concluded that the concept of education of remigrant children is ever-changing. The main obstacles that Lithuanian educational institutions are facing at the moment are Lithuanian language education and nurturing, a lack of tolerance and competencies of educators. The development and creation of a cooperative environment within the school is determined to be one of the most successful methods to facilitate the job of educators.

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School composition and academic achievement: The case of Russian-medium and Polish-medium schools in Lithuania

Dunajeva,

Kroezen,

Siarova

2024

International Journal of Comparative Sociology

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After Lithuania re-gained its independence, linguistic and cultural minority groups residing in the country had the right to be educated in non-Lithuanian-medium schools. Yet, the education of linguistic minority children has been a contentious topic in Lithuania for many years, and there is no conclusive evidence on how minority-language-medium schools in Lithuania perform academically, with national assessment suggesting that they perform worse than Lithuanian-speaking schools, and international assessment showing mixed results. Our research focuses on Russian- and Polish-medium schools and analyses the difference in academic performance among children attending Lithuanian-medium school and minority-language schools, as well as its reasons and social implications. Using the OECD Program for International Student Assessment (PISA) data, we find that minority-language children perform better when attending a school in which the language of instruction is the same as their home language.

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Ar Laukiami Diasporos Vaikai Lietuvoje? Tėvų Ir Mokytojų Patirtys

Cited by 4 publications

References 0 publications

Intersectionality in Education Policy Documents

Intersectionality in Education Policy Documents

Remigration in Lithuania in the 21st Century: Readiness of the Education System to Accept Students from Returning Families

School composition and academic achievement: The case of Russian-medium and Polish-medium schools in Lithuania

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