Uczniowie z doświadczeniem uchodźczym a szkolne sytuacje dydaktyczno-wychowawcze

Abstract

STUDENTS WITH REFUGEE EXPERIENCE AND SCHOOL TEACHING AND LEARNING SITUATIONS

The situation of the war in Ukraine has significantly changed the image of Polish education. Shortly after the outbreak of this armed conflict, a large group of people experiencing the effects of refugees appeared in our country, and among them – children and adolescents subject to compulsory education. The appearance of these pupils and students was associated with the need for a significant reorganization of the teaching-learning process. Currently, it is becoming significant to think about how the presence of war refugees can change the course of school teaching-learning situations. These situations have a multidirectional potential for development, risky, ambiguous character; they are a construct composed of nine interacting elements (students, teacher, goals, results, content, didactic means and methods, forms and conditions of work) (Łukawska 1986). The object of this article is to show the description of these categories, known from the pedagogical literature, enriched by the multicultural context, marked by the situation of war, and the needs of students with refugee experience. What becomes crucial here is the reflection on the importance of committed and responsible construction of didactic and educational situations with concern for the subjective participation of all learners in them.