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<p>The (non)contribution of schools towards cross-border integration in the divided town of Těšín/Cieszyn, located on the Czech-Polish border, is analysed in this article. The pandemic-related border closures revealed a substantial level of togetherness in this town, manifested by various social activities. Moreover, a part of these (during the pandemic restricted) cross-border social practices were those in education. We applied a mix of quantitative and qualitative methods to diagnose the directions of cross-border educational flows, the approach of schools towards the identified joint cross-border social practices, and the possible level of togetherness. As a result, one-sidedness (Polish pupils attending schools in the Czech Republic) of cross-border flows was identified – which also follows the direction of a cross-border workforce. Except for the schools with Polish as the instruction language, located in the Czech part of the town, primarily serving Polish speakers living in the Czech Republic, we can mention hardly any mutually shared feeling of togetherness and an actual place-based approach towards educational governance in this divided town. We observe some ties in education between the autochthonous Polish minority in the Czech Republic and the Poles in Poland, without the involvement of pupils or teachers of Czech ethnicity, who do not reflect opportunities behind the border.</p>
</abstract>

The (non)contribution of schools towards cross-border integration in the divided town of Těšín/Cieszyn, located on the Czech-Polish border, is analysed in this article. The pandemic-related border closures revealed a substantial level of togetherness in this town, manifested by various social activities. Moreover, a part of these (during the pandemic restricted) cross-border social practices were those in education. We applied a mix of quantitative and qualitative methods to diagnose the directions of cross-border educational flows, the approach of schools towards the identified joint cross-border social practices, and the possible level of togetherness. As a result, one-sidedness (Polish pupils attending schools in the Czech Republic) of cross-border flows was identified – which also follows the direction of a cross-border workforce. Except for the schools with Polish as the instruction language, located in the Czech part of the town, primarily serving Polish speakers living in the Czech Republic, we can mention hardly any mutually shared feeling of togetherness and an actual place-based approach towards educational governance in this divided town. We observe some ties in education between the autochthonous Polish minority in the Czech Republic and the Poles in Poland, without the involvement of pupils or teachers of Czech ethnicity, who do not reflect opportunities behind the border.

The divided town of Český Těšín/Cieszyn as the most integrated part of the Czech-Polish borderland: A life in the cross-border educational togetherness or side by side?

Department of Geography, Faculty of Science, Humanities and Education

Moravian Geographical Reports

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

The (non)contribution of schools towards cross-border integration in the divided town of Těšín/Cieszyn, located on the Czech-Polish border, is analysed in this...

The divided town of Český Těšín/Cieszyn as the most integrated part of the Czech-Polish borderland: A life in the cross-border educational togetherness or side by side?

Pubblicato online: 26 dic 2023

Pagine: 194 - 202

Ricevuto: 23 lug 2023

Accettato: 01 dic 2023

DOI: https://doi.org/10.2478/mgr-2023-0018

Parole chiave
cross-border integration, schools, Těšín/Cieszyn, barriers, functional integration, Poland, Czech Republic

© 2023 Hynek Böhm et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

The divided town of Český Těšín/Cieszyn as the most integrated part of the Czech-Polish borderland: A life in the cross-border educational togetherness or side by side?

Pubblicato online: 26 dic 2023

Pagine: 194 - 202

Ricevuto: 23 lug 2023

Accettato: 01 dic 2023

DOI: https://doi.org/10.2478/mgr-2023-0018

Parole chiavecross-border integration, schools, Těšín/Cieszyn, barriers, functional integration, Poland, Czech Republic

© 2023 Hynek Böhm et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Parole chiave
cross-border integration, schools, Těšín/Cieszyn, barriers, functional integration, Poland, Czech Republic