Bariéry v edukaci romských žáků : Fenomenologický přístup v sociálně-pedagogickém výzkumu

Title in English Educational barriers experienced by Roma children : The phenomenological approach in social-pedagogy research


Year of publication 2012
Type Chapter of a book
MU Faculty or unit

Faculty of Education

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Description The aim of Barbora Strobachová chapter "Educational barriers experienced by Roma children (The phenomenological approach in social-pedagogy research)" was to introduce a relatively new phenomenological methodology as a useful tool for the social studies research purposes. It was the methodology falling behind the practice which was according to the author the cause of controversial research results in social studies in comparison to positivist traditions. This proposition was analysed in the next part of this chapter dealing with research of barriers in Roma pupils education. The author also explained the phenomenological methodology asset in this area by introducing its principles: the research of objective reality is replaced by phenomena as objects of human experience. Thus the phenomenological research is concentrated on the direct testimony of an individual person experience analysis. The details of this technique using the mentioned principles and research implementation were in details shown later in the text showing the description of Meaning constitution analysis (MCA), which is a method of text analysis influenced by the founder of phenomenology E. Husserl. The author also summarized the results of Educational barriers in Roma children education research study she has done so far using this method.
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