It appears - and this is apparent from school documentation - that every school considers its duty to support career orientation. At the same time, it is obvious that guiding the process of making career choices exists only on the level of references. As we did not question teachers, we have only tiny fragments what is done for the sake of career choices. Such is like: letting students visit an open day; as the part of the head-teacher’s class they help students complete the admission form to high-schools; based on academic records they make the proper type of high schools, there was an elementary school that brought its students to trade gatherings in Budapest, where both on film and on the spot students were introduced to the master-strokes (on the other hand students did not remember these, even though they were present).
Qualitative Education for Roma Students: A Pedagogical Model for Sustainable Development
Inclusion of Roma students in general classrooms at an early age (5-7 years) is the focus of this research to study the impact of parent and Roma teacher-assistants' involvement on the learning process of Roma minority students. Though Roma people have inhabited Latvia for centuries, a deeply ingrained prejudice towards Roma is persisting among the population at large, resulting in direct and indirect social discrimination. One of the most odious forms of discrimination against Roma is the practice of consigning Roma students to special schools after ‘their failure’ in the first years of regular elementary schools. Schools, as the primary formal societal institutions that students encounter, have an enormous responsibility in helping to forge a culture of equality, pluralism, tolerance and unity in diversity. This study investigates the development of intercultural learning and anti-bias classroom organisation in order to prevent institutional discrimination and promote the benefits of a culturally heterogeneous society.
those affected by them" ( Brusten/Hohmeier 1975 : 2).
Stigmas and negative images have in common the ascribing of negative characteristics. However, the social consequences of stigmas are clearly greater than those of "branding" or "marketing". Stigmas differ from negative images in that the process of stigmatisation involves socialdiscrimination and the marginalisation of the affected individuals. Through the generalised ascription of negative characteristics a stigma becomes a master status that decisively determines the degraded position of a person in society
. For many social scientists, the Netherlands served as an empirical confirmation of the modernization theory, which predicted the diffusion of an ethos of individualism and instrumentalism, a procedural, universalist ethics, as well as the fading away of all kinds of socialdiscrimination. The expected result was a society, in which cultural differences would have become irrelevant, reduced to folklore, so that conflicts over substantial cultural and moral values would be a thing of the past. However, history has taken a quite different turn, smashing the image of