kvmolurОбразование и саморазвитиеEducation and Self-Development1991-7740Казанский (Приволжский) федеральный университет10.26907/esd.19.4.03HEYWEGkvmolur-75Research ArticleСтатьиВоспринимаемая дискриминация и самооценка учителей в словацких этнических школах в ВенгрииPerceived Discrimination and Self-assessment of Teachers in Slovak Ethnic Schools in Hungaryhttps://orcid.org/0000-0001-8134-6721ДурковскаМ.ĎurkovskáM.

Мария Дурковска

Кошице

Mária Ďurkovská

Košice

durkovska@saske.skhttps://orcid.org/0000-0002-3176-5829ГельдаковаЛ.HeldákováL.

Лусиа Гельдакова

Кошице

Lucia Heldáková

Košice

heldakova@saske.skИнститут социальных наук, Центр социальных и психологических наук Словацкой академии наукСловакияInstitute of Social Sciences, Centre of Social and Psychological Sciences SASSlovakia2024031020251942336Copyright © Дурковска М., Гельдакова Л., 20252025Дурковска М., Гельдакова Л.Ďurkovská M., Heldáková L.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://kvmolur.elpub.ru/jour/article/view/75

Образование на родном языке является одним из ключевых направлений поддержания и развития собственного языка и этнической идентичности словацкого меньшинства в Венгрии. Цель статьи – выяснить степень воспринимаемой учителями дискриминации в связи с их работой в этнической школе, проанализировать последующую оценку учителями данной ситуации не только с точки зрения их самих, но и с точки зрения их социального окружения. Статья основана на данных анкетного опроса, проведенного в 2019 году в словацких этнических школах в Венгрии на выборке из 139 учителей этнических школ.С точки зрения восприятия дискриминации можно утверждать, что примерно треть учителей словацких этнических школ в той или иной степени сталкивалась с дискриминацией. Распределение результатов показывает, что учителя сталкиваются с дискриминацией как в городских, так и в сельских районах, причём в отношении возрастных педагогов это негативное явление усиливается. Тем не менее, в контексте социального сравнения мы наблюдали и весьма позитивные оценки как со стороны других учителей, так и в самооценке респондентов. Опосредованно характер взаимоотношений учителей отражает и более широкий исторический и социальный контекст, и текущую ситуацию в словацкой системе этнического образования, и индивидуальные особенности респондентов.

Education in one’s own mother tongue is one of the key areas for maintaining and developing one's own language and ethnic identity of the Slovak minority in Hungary. The aim of the paper is to find out the degree of perceived discrimination of teachers in respect of their work in an ethnic school and the consequent assessment of the teachers' relationships not only from the point of view of themselves, but also from the point of view of their social environment. The paper is based on data from a questionnaire survey conducted in Slovak ethnic schools in Hungary in 2019 on a sample of 139 ethnic school teachers.In terms of perceptions of discrimination, it can be stated that approximately one-third of the teachers at Slovak ethnic schools have experienced varying degrees of discrimination. The distribution of the results also shows that teachers face discrimination in both urban and rural areas and that discrimination against teachers increases with age. In the context of social comparison, we observed highly positive evaluations of teachers. Slightly more positive evaluations were observed for self-evaluation. The reflected form of teachers’ relations reflects both the broader historical and social context, the current situation in the Slovak ethnic education system and the individual-specific characteristics of the respondents.

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The authors declare that there are no conflicts of interest present.