Editorial

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The aim of the article was to describe the strategies used by refugee students from Ukraine and teachers in upper secondary schools after Russia’s aggression against Ukraine. Under these extraordinary conditions, students were enrolled in a school that differed in structure, organization, curricula, assessment system and culture. The article is based on qualitative research in an interactionist perspective, which was conducted by means of interviews among teachers of various upper secondary schools. Teachers had to face previously unknown challenges related to the implementation of the teaching process with students who do not speak Polish. The article describes the strategies of students and teachers that were created to cope with this situation and their functions in the context of the educational process. The identified strategies of students include: the strategy of distancing, avoiding engagement and the strategy of not learning Polish. The article also contains a description of the strategies implemented by teachers who had to face the problem of teaching refugee students. In their everyday educational practices, they developed and applied the following strategies: bracketing students, minimizing expectations, and the strategy of double standards. As a result, these strategies have led to the production of façade education and practices that exclude students from the educational process.
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Sham Education? Survival Strategies for Ukrainian Refugee Students and Teachers (Based on Feedback from General Education Teachers)

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The aim of the article is to confront the knowledge about the specificity of the functioning of the family system in the situation of exposure of its members to traumatic phenomena, which are undoubtedly the hostilities in Ukraine. The wave of war refugees, that we have been encountering in our country for two years, requires developing ways of helping to contain traumatic experiences, rebuilding a sense of security and restoring homeostatic mechanisms natural to the family system. Knowledge of the mechanisms that govern, regulate and order the family system can be helpful in developing a methodical approach. What can potentially hinder this type of work is, on the one hand, the accumulation of a large number of traumatic stimuli (m.in. war, refugeeism, cultural and linguistic differences, different levels of social and personal capital), and on the other hand, the fact that methods of working with post-traumatic disorders are used to work with this type of families, in a situation where trauma is an ongoing experience.
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War Trauma and the Family System— “Contagion” Processes <italic>vs</italic> Homeostatic Processes

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Teaching Polish as a foreign language to refugees from Ukraine is an experience at the intersection of intercultural education and glottodidactics. The specificity of the social situation—refugeeism—generates special needs of learners and special learning strategies. The need for integration behind language learning is primarily the ability to communicate in a new language as soon as possible. The record of the experience of working with refugees shows that building on cultural difference and the strategy of developing a “rich point” provides opportunities for motivating work on language learning in a difficult refugee situation.
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Integration and Language. Teaching Polish to Refugees from Ukraine— a Motivating Perspective

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With the outbreak of the war in Ukraine, the lives of a huge number of families have irrevocably changed, forcing them to leave everything behind and flee their country. Juxtaposing this with the fact of raising a child for whom constancy and repetition are the most important framework for functioning, makes an already difficult experience much deeper and more traumatic. The aim of the article is to analyze the situation of parents of children with autism in the context of refugeeism and war trauma. As numerous studies show, these parents experience high stress and their well-being is reduced. Juxtaposing this with the perspective of war and refugeeism may be the basis for better listening to the needs of this group and reviewing the forms of support available in our country.
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The Situation of Parents of Children with Autism in the Context of Refugeeism and War Trauma

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The article combines the medium of theatre with the experience of war, analysing its therapeutic role in the context of working with both cultural and individual trauma. By citing examples of theatrical activities, the article considers the importance of stage work in the process of taming trauma and in social education about its long-term consequences. The discussion is contextualized by theoretical considerations on memory and trauma, both on a cultural and individual level, with particular emphasis on the therapeutic role of theatre.
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Theatre and War: The Creative Process as a Form of Working with Trauma

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The aim of the article is the attempt to implement solutions of a new model of child and family support for aid activities addressed to children and families of war refugees from Ukraine. Such a model would have to take into account the main effect of hostilities in their country, which is usually trauma, and the fact that the sense of security associated with the necessity to migrate, being a refugee, is lowered. The text contains both an analysis of research on the experience of war trauma and proposals for the selection of effective, adequate work tools as part of the project to support such families. The new model of early support for children and families assumes the revitalization of the existing systemic solutions, broadening the spectrum of diagnosis and taking into account the entire family system as a support entity, using all its resources. Therefore, it is a new space in the area of helping children with special needs, and refugee children can be considered as such.
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War Trauma of Young Children as a Pedagogical Challenge in the New Model of Early Childhood Development and Family Support

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“The Song” is about the crisis on the Polish-Belarusian border, which began in the second half of 2021 and has been going on to this day. It is related to the unexpected appearance of newcomers from the Middle East and Africa (mainly Muslims) on the border. They tried (and are still trying) to cross the Polish border on their way to the West or to stay in Poland. There were thousands of them. Their appearance on the eastern border has triggered a crisis that we have known so far only from previous media reports on the southern border of the European Union. Due to the introduction of a state of emergency by the Polish authorities, it was also possible to follow their fate only through the media. However, these messages did not allow the recipient to obtain an integrated picture of the situation. Rather, they created quite contradictory narratives, different “melodies” about the crisis. In the text, I present the messages of two antagonistic television stations, i.e. TVP and TVN. On their example, I outline the rather schizophrenic social reality in which Polish citizens currently find themselves, its interpretations and proposals for overcoming the impasse. David Altheide’s Ethnographic Content Analysis is used as a theoretical framework for the analysis. It emphasizes the interaction of the researcher with the collected research material, thus classifying such analysis as fieldwork. At that time, it was the only opportunity for a fieldwork.
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The Same Song, Different Melodies —A Comparative Analysis of TV Coverage of the Crisis on the Polish-Belarusian Border

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Return migrations are a special type of migration experience. Children from migrant families returning to their home country face many challenges when they start their education in a new education system, which often also concern foreign students. The aim of the article is to present the functioning of children from families of return migrants in Polish schools in terms of linguistic and (inter)cultural challenges, especially important during the first period of adaptation to the new school environment. The text is theoretical in nature and is based on the analysis of the available literature on the subject. The two types of challenges required to focus on the linguistic perspective, especially the glottodidactic one, and the pedagogical perspective based on the approach and research in the field of intercultural pedagogy. The analysis will allow to formulate conclusions important for the educational practice of children from families of return migrants, taking into account the specificity of this group.
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Cardinal Stefan Wyszyński University in Warsaw

Children of Return Migrants in a Polish School. Linguistic and (Inter)cultural Challenges

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Day care centres provide families with assistance in the care and upbringing of their children. Various forms of classes, from pedagogy of play to specialist therapeutic help, planned in the annual calendar of the institutions constitute a great support for families. Classes, free time activities, trips are free of charge, which is important in the case of families struggling with life and financial difficulties. Specialist day-care centres are a bridge between educational institutions and the family house.
Such places constituted a mainstay for children coming to Białystok from a war-torn country, from Ukraine. This article is a summary of methodological activities that took place in specialized day care facilities with the participation and great commitment of students of the Faculty of Education of the University of Bialystok. The article presents good practices that can also be promoted in other institutions in the country.
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Support for children and families, including those arriving in the face of the war from Ukraine, offered in specialist day care facilities in Bialystok

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The aim of the article is to theoretically consider the adaptation of refugee children in relation to the stress and trauma they experience. The adaptation of children from refugee families is not easy, as they have experienced traumatic events, and the situation of forced migration results in the occurrence of many stressors. Children coming to Poland face many difficulties that arise as a result of their experiences. Trauma, stress and its effects affect the child, who can often feel lost in a new situation. Therefore, the Polish education system creates opportunities to learn Polish and organizes psychological and pedagogical support. Working with children from refugee families is challenging, so learning about the problems that affect refugee children is crucial to help them effectively.
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Adaptation of Children From Refugee Families in the Context of Their Experience of Stress and Trauma

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On February 24th, 2022, the situation in Ukraine changed dynamically due to political events that had a significant impact on the lives of many people. Among the most affected groups are women and children who, forced to flee the threat, have found shelter in Poland. Since then, many countries neighbouring Ukraine, including Poland, have faced the unique task of providing organised assistance and integration to these people. In this article, I present the situation of women and children of refugees from Ukraine, highlighting the challenges they face, as well as the hopes and initiatives that can help them rebuild their lives in a new environment. The role of Polish society, institutions and NGOs is becoming a key element of this process, which requires cooperation on many levels. In this article, I present an attempt to define the concept of autonomy and a sense of personal effectiveness, as well as the tasks that Polish education faced in order to help refugees create autonomy and agency in the new reality in two directions: the individual experiences of refugee women and the educational situation of their children.
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Autonomy of Refugees from Ukraine —Tasks for Education in Poland

AHEAD OF PRINT

Volume 75 (2023): Issue 1 (December 2023)

Volume 74 (2022): Issue 1 (December 2022)

Volume 73 (2021): Issue 1 (December 2021)

Volume 72 (2019): Issue 1 (January 2019)

Volume 71 (2019): Issue 1 (January 2019)

Polish Journal of Educational  Studies

 Currently known as the Polish Journal of Educational Studies Formerly known as Studia Pedagogiczne (1954 – 2017)  The Polish Journal of Educational Studies is an open access, international, peer-reviewed, issued annually, journal that publishes original, high-quality empirical, theoretical and conceptual articles covering a wide range of topics in the field of education. The journal also welcomes book reviews, reports on seminars and reviews of other published material.　  The journal was founded as Studia Pedagogiczne in 1954 by the Polish Academy of Sciences (Committee on Education Studies). Since that time, it has been a leading Polish academic journal publishing high-level original research and theoretical studies in education.  The Polish Journal of Educational Studies welcomes submissions from scholars around the world who locate their interests in education. Manuscripts with implications for ongoing educational studies, policy making and practice in Poland as well as those which present Polish education in international contexts are particularly welcome.  All articles submitted to this journal have undergone a rigorous double-blind peer review process, based on initial editors screening and anonymous review by at least two reviewers (one from Poland and one from abroad).  Archiving  Sciendo archives the contents of this journal in Portico - digital long-term preservation service of scholarly books, journals and collections.  Plagiarism Policy  The editorial board is participating in a growing community of Similarity Check System's users in order to ensure that the content published is original and trustworthy. Similarity Check is a medium that allows for comprehensive manuscripts screening, aimed to eliminate plagiarism and provide a high standard and quality peer-review process. 

Polish Journal of Educational Studies