Postrzeganie szkolnej dyskryminacji przez nauczycielki i nauczycieli

Abstrakt

The article presents a part of a research report entitled “School discrimination – unjustified presence. On building of anti-discrimination education in the formal education system in Poland” (eds Gawlicz K., Rudnicki P., Starnawski M.), published by The Anti-Discrimination Education Association (TEA), concerning teachers’ perception of school discrimination. Two
research areas that have been defined are: 1. Discriminatory situations and structures as well as phenomena related to discrimination (e.g. prejudices, hate speech, hate-motivated violence) in Polish schools; 2. The analysis of pathways of implementing, realising and improving anti-discrimination measures (including anti-discrimination education) and also difficulties and barriers in schools that accompany them (in the context of the Ministry of Education ordinance; May 2003, requirement of realisation of anti-discrimination measures in schools). Data was gathered from individual interviews with teachers, who are “equality leaders” in their schools, as well as from group focus interviews with teachers, realised as part of the School Evaluation System.
Main conclusions: there are significant differences between teachers concerning anti-discrimination awareness and competences. The system of teachers’ education and training does not give opportunity to improve these competences. The level of anti-discrimination awareness influences school discrimination perception and discrimination-response skills.