ACTA SZEKSZARDIENSIUM - Pécsi Tudományegyetem Illyés Gyula ...

HOW DO CULTURES COMMUNICATE THEIR VALUES ?
– SCHOOLS OF THOUGHT ON CULTURE AND THEIR INTERPETATIONS OF CULTURAL VALUES
Ex. 13.
R: How have your children become such excellent students?
F11: I don’t exactly know. It is probably because she [the eldest] had classmates she
had to compete with. Her siblings just followed her. But we used to tell them as well, that
they have to study. Now they schedule when and who gets the room first to be on their own
to study, because they don’t have their own rooms. They are very good children.
As it has been shown, there are families in which the children are successful at school.
These parents have not had a superior education to the others, but demonstrate more trust
in the system. This finding is supported by examining how the parents, whose children
do not do well at school, interpret the causes of their children’s failures. Their “attribution
theories” root in perceived discrimination and distrust. In terms the use of frequency of
certain expressions, it is very interesting to note that parents often mention the word “kiemel”
which implies not only being rebuked, but also of being discriminated against and excluded.
The issue of perceived discrimination appears with high intensity, and particularly amongst
families where there are a lot of problems with the child’s behaviour or where there are
children with special needs.
Ex. 14.
F2: once they shut my son in the toilet in the kindergarten because he
misbehaved. It wasn’t just him, but they punished only him. He is always singled out
[mindig őt emelik ki].
Ex. 15.
F3: It is not only him who is mischievous. He is always singled out [kiemelik]
in front of the others, then of course he refuses to give in. The psychologist didn’t
understand why the child was sent to him.
Analysis has detected contrary views on the values of the education system on the part
of parents and teachers. The most striking finding is that although teachers tend to blame
parents for the child’s negative attitude to school which consequently manifests in behaviour
problems, teachers are the ones who have the least belief in the worth of education.
Ex. 16.
T2: They [the Roma families] can’t find an aim. This what the system should help
with. I had a conversation with a roma father during a consultation hour [fogadó óra]
last year, and for example we talked about a lot of things, and he is a miner, and he works.
And we talked about- he has older children too- and he can’t persuade his child [the one
who goes to the school] to study. I told him, that I believe it, because if the two of us
now discussed what perspectives he can offer the child, what to study, what he should say…
What should the child study? Let’s list some work places and trades in this country…
Ex. 17.
R: How are these good learners received by the society later?
T1: We have students with extension [kitűnő tanuló]. They will not be accepted
[by society]. Somebody can be an excellent student here. These 34 years have taught
me… They are not accepted. or s/he won’t succeed later. I don’t think they ever will….
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