Jak lépe rozpoznat bariéry ve vzdělávání u samotných sociálně znevýhodněných dětí aneb Psychosémantické metody jako alternativní psychologicko-pedagogické diagnostické metody
|Title in English
|How to better recognize obstacles in education of children from social diasadvantaged environment
|Year of publication
|Chapter of a book
|MU Faculty or unit
|The subject of the article are barriers to Romany children education. The aim of the research is in particular to reach better structuration and operacionalisation of the term and to formulate what in the concrete inhibit Romany children from successful education. By means of Meaning constitution anaylsis (MCA), the method appearing from phenomenological psychology, we examinated free statements themed SCHOOL among Romany and non-Romany children from 6th and 7th class of elementary school. We showed meaning differences between both groups of children and offered first keys to interpretation of these differences in relation to above-mentioned barriers to education.