20.500.12556/DKUM-80332 Počutje romskih otrok v osnovni šoli in njihove zaznave odnosov z vrstniki in učitelji Well-Being of roma children in primary school and their perception of relationships with peers and teachers Namen magistrskega dela je raziskati, kako se romski učenci počutijo v slovenskih osnovnih šolah ter kako zaznavajo svoje odnose z vrstniki in učitelji, pri čemer posebno pozornost namenjamo tudi pojavu medvrstniškega nasilja v šoli. V teoretičnem delu magistrskega dela se najprej osredotočimo na Rome kot posebno etnično skupnost in romske otroke v šoli. Nato opisujemo šolo kot socialni prostor. Pozornost posvetimo počutju in socialnim odnosom v šoli, ki pomembno vplivajo na učno uspešnost otrok. Empirični del magistrskega dela temelji na kvalitativnem pristopu, podatki so pridobljeni s pomočjo delno strukturiranih intervjujev z romskimi učenci in starši, ki živijo v romskih naseljih v Prekmurju in na Dolenjskem. Izsledki raziskave kažejo, da na počutje romskih učencev, ki obiskujejo tretje vzgojno-izobraževalno obdobje osnovne šole, pomembno vplivajo njihovi odnosi z vrstniki in učitelji. Čeprav romski učenci ter starši večinoma pripovedujejo o dobrem počutju romskih učencev v šoli ter odnose z vrstniki in učitelji zaznavajo pozitivno, pa raziskava vseeno osvetli negativne odnose slovenskih vrstnikov ter učiteljev do romskih učencev v osnovni šoli. Romski učenci se v šoli soočajo z diskriminacijo na podlagi etnične pripadnosti s strani slovenskih vrstnikov in učiteljev, pogosto pa so tudi žrtve medvrstniškega nasilja, ki prav tako temelji na njihovi etnični pripadnosti. This thesis' aim is to investigate, with a special focus on peer violence, how Roma pupils feel in Slovenian primary schools and how they perceive their relations with peers and teachers. The theoretical part focuses firstly on the Roma people as a special ethnic community and Roma pupils in school. Secondly, it describes school as a social space. Attention is paid to the well-being and social relations in school, which heavily influence children’s learning success. The empirical part is based on the qualitative approach, the information being gathered with the aid of partially structured interviews with Roma pupils and parents who live in Roma settlements in the Prekmurje and Dolenjska region. Results indicate that peer and teacher relations significantly impact the well-being of Roma pupils in the third cycle of primary education. Despite the fact that Roma pupils and their parents often talk about how Roma pupils feel well in school and how they perceive peer and teacher relations as positive, this research highlights Slovenian peers and teachers’ negative relations with respect to Roma pupils in primary school. In school, Slovenian peers and teachers discriminate against Roma pupils on the basis of their ethnicity. Furthermore, Roma pupils, due to their ethnicity, are often the victims of peer violence, too. romski učenci počutje v šoli socialni odnosi v šoli medvrstniško nasilje Roma pupils school well-being social relations in school peer violence true true false [L. Kovač] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2021-09-07 18:26:34 2021-09-28 13:38:01 2022-08-09 22:47:50 0000-00-00 00:00:00 2021 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.3:376-054.57(497.4=214.58)(043.2) 77702147 MAG_Kovac_Laura_2021.pdf MAG_Kovac_Laura_2021.pdf 1 390EA8B40F82069010C434DDF019F127 9ccc196a5b642716d064588cc30813cd3c674b9b76a554043ff4224ed1e69a76 2d239b09-0ff9-11ec-b934-00155d581298 20.500.12556/dkum/9f9a85d1-dec8-4bd3-b46a-97ae8de97332 https://dk.um.si/Dokument.php?lang=slv&id=153303 Filozofska fakulteta 0 0 0