Context and Paradoxes of Educational Inclusion of Ukrainian Refugees in Poland

Dorota Bazuń

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Chapter 2 Context and Paradoxes of Educational Inclusion of Ukrainian Refugees in Poland

In: Inclusive Educational Ethics, Facing the Facts

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Dorota Bazuń

Dorota Bazuń
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Type:: Chapter

Pages:: 26–41

DOI:: https://doi.org/10.1163/9789004705968_003

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Abstract

The chapter deals with the educational situation of the pupils who are war refugees from Ukraine in Poland and will outline the paradoxes of including them in the Polish education system.

The empirical material comes from the Polish Ministry of Education documents and interviews with parents, teachers, and representatives of educational institutions.

In the paper, a few more fundamental problems related to this situation are called paradoxes because, on the one hand, there is a general assumption about accepting students from the war-affected country, but on the other hand, there are severe obstacles to their full inclusion in the educational process in Poland. Thus, this is a situation of declarative inclusion not being implemented.

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Inclusive Educational Ethics, Facing the Facts

Series: ISATT Conference Series, Volume: 2

E-Book ISBN:: 9789004705968

Publisher:: Brill

Print Publication Date:: 27 Aug 2024

Subjects
- Education
  - Inclusive Education

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Chapter 2 Context and Paradoxes of Educational Inclusion of Ukrainian Refugees in Poland

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Inclusive Educational Ethics, Facing the Facts

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