Current researches 

Identity at the crossroads of cultures

Dr. habil. Nguyen Luu Lan Anh

Our study aims to investigate the development of European, national and ethno-cultural identities of the majority and ethnic minorities and immigrant adolescents in Hungary in a broader societal, intercultural and socializational context. Among the main questions of our investigation are inquires about how ethnic minorities and immigrants construct their ethno-cultural identities, how these identities relate to their national and European identities, how these groups perceive larger society, in their view how majority group supports, tolerates, or on the contrary, ignores or discriminates against them on the basis of their ethno-cultural identities. Majority adolescents are also asked about their identities and acculturation orientations. The research seeks for the association between acculturation and age, success in school, quality of peer relationships and ethnic identity.

Teachers intercultural views and their influence on classroom management

Dr. Győri János

In line with constructivist pedagogy and sociocognitive psychology cognition traditions of teachers’ cognition research, and taking into consideration the shift towards multiculturality in school, our research aims at studying Hungarian school teachers’ interculturality-related attitudes and beliefs. Using quantitative and qualitative methods, with the participation of 300-350 teachers we plan to unveil teachers’ beliefs and expectations concerning immigrant and other sociocultural minority (e.g. Roma) students. Teachers’ concepts about gifted students of these groups as well as teachers’ interpretations of differences between female and male students in these groups and in general are also to be examined. A smaller group of teachers will be selected on the basis of specific criteria to participate in a classroom observation study – a less wide-spread method in research in Hungary. Its target is to show whether teachers’ interculturality-related beliefs are reflected, and if yes, how are these beliefs manifested in their classroom practices. We hypothezise that in the current situation teachers’ thinking in Hungary is more strongly characterized by the monocultural concept and much less by the realization of sociocultural diversity, as a consequence, the earlier will dominate the beliefs and classroom practices of school teachers. We also expect that variability in teachers’ belief system and classroom practices in some cases can be accounted for the different educational level of the teachers, the school atmosphere or for the fact that they do have or do not have minority students.