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Counteracting Threats to Societal Security at School: A Polish Way Towards Multicultural Education

Domalewska Dorota

Safety & Defense

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2020

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1

31--47

EN

As Poland is becoming a more attractive destination for immigrants, Polish schools need to develop relevant solutions that can assist the integration of immigrant students into Polish society. The objective of this study is threefold. Firstly, the paper aims to discuss the role of schools in counteracting threats to societal security resulting from increased migration. Secondly, the study investigates immigration policy and educational solutions in Poland. Finally, we evaluate educational solutions implemented in schools to facilitate the integration of immigrant children, their safety, as well as discuss the difficulties and advantages resulting from the presence of foreign students in Polish schools. The study shows that schools play a special role in educating young people about societal values, personal safety and societal security. Educational solutions aiming at immigrant integration need to be investigated in the context of multidimensional legislation on immigration. The findings of the quantitative analysis relate to the solutions adopted by Polish schools that assist the integration of foreign students. They also shed light on the problems and benefits of having heterogeneous classes. Most schools in Poland offer foreign students a number of educational opportunities related to Polish language acquisition, academic performance (e.g. remedial lessons) and social integration. Inability to speak Polish is the greatest problem at schools, which is the root cause of other complex problems, such as foreign students’ falling behind with schoolwork, slower pace of the lesson, and discipline problems.

2

Students’ opinions about the subject of Security Education in upper secondary schools

Drapikowska B.

Security and Defence Quarterly

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2018

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Vol. 21, No. 4

108--123

EN

The article is empirical and constitutes a qualitative analysis of students’ attitudes towards the implementation of the subject of Security Education in upper secondary schools to which they attended. The research attention was focused on the form of conducting classes, issues raised on the subject, assessment of their usefulness and proposals for improvements presented by students. The self-assessment of self-attitude towards the subject and level involved in the acquisition of the core curriculum was also presented.

3

Security education in dangerous times

Pieczywok A.

Security and Defence Quarterly

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2018

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Vol. 21, No. 4

7--22

EN

The article is concerned with the problems of Security Education in the context of threats to man`s existence. The aim of the article is to present the possibilities of Security Education from processual and technical (educational) aspects to prevent threats. The main research objective adopted by the author is: What are the main threats to mankind and how are they prevented by Security Education? The main focus is on the problems of education and threats to mankind. The article consists of an introduction outlining the signifi cance of the subject. The most typical threats to man`s security and how Security Education could prevent them are described later.

4

Approaches to studying across culturally contrasting groups: implications for security education

Domalewska D.

Security and Defence Quarterly

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2017

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Vol. 16, No. 3

3--19

EN

The problem of increased migration and integration of migrant children in schools has become a serious challenge for Security Education, especially the question of how to teach increasingly varied groups of students and whether students that come from culturally contrasting groups differ in their preferred learning style. Th is study sets out to analyse how students of various cultural backgrounds approach learning tasks, which is of utmost importance nowadays given that modern schools face the challenge of educating culturally diverse students. To this end, the Approaches and Study Skills Inventory for Students (ASSIST) was administered to 450 Thai students in a Thai university. The correlation between the learning approaches and individual diff erences (age, GPA and major) was assessed. Th en, the results of the study were compared with the results of similar studies carried out in diff erent cultures. Th e results show that the students scoring higher on the deep approach have the highest academic performance, whereas the students who approach the learning material strategically achieve the lowest learning outcomes. Furthermore, the Th ai students did not diff er signifi cantly from their western peers (Norwegian, Egyptian, Portuguese and British); however, their results diff ered from the students from China, who generally scored lower on all subscales of the ASSIST scores. Thus, the fi ndings of the study prove that the integration of migrant children can be highly successful because both migrant and host society students adopt similar approaches and strategies that strive for academic excellence.