University of Silesia in Katowice

‘Unorthodox’ Teachers

| Olimpia Orządała |

In 36 countries scattered around 4 continents, there are 74 diplomatic posts where teachers teach children and adults the Polish language and promote the Polish culture. Apart from that, there are over 1,200 Polonia schools worldwide[1]. Anna Szafrańska, PhD, DLitt, Assoc. Prof., Faculty of Arts and Educational Science, managed to carry out our research on teachers outside the borders of Poland – in Czechia, Romania and Lithuania, all within the ‘Freedom of Research’ by the Research Excellence Initiative.

Mission: Polishness

Initially, the scientist had yet to deal with the field of intercultural education. When she started her work at the University of Silesia, her main research interest was education policy. It was sheer serendipity that she joined the team of Prof. Tadeusz Lewowicki, holder of the USil honorary doctorate degree, whose research scope focused on culturally diverse communities. ‘I’ll be honest – it has fascinated me,’ admits the researcher.

It was then Prof. Anna Szafrańska started her research among teachers of Polish schools in the area of Trans-Olza Silesia and initiated collaboration with employees of the Pedagogical Centre for Polish National Education in Český Těšín. Apart from that, the scientist took part in a project carried out at School Consultation Points[2] (in Austria, Czechia and France) and a large international project involving month-long research internships in Australia, Ukraine and Russia, using that time to immerse herself in Polish communities and explore the education for Polish children in these countries.

The role of teachers in culturally diverse communities is incredibly complex. Polish facilities are not only to educate but also provide space for social gatherings and integration of Polish minorities.

‘Teachers feel a sense of mission; they believe they are doing something important. And maintaining and fostering Polishness is a big deal to them. Many of them feel excited about their work when a child learns how to read Polish or comes and tells a story of how they were able to talk in Polish with their grandma on Skype and how happy the grandma actually was,’ admits the scientist.

The USil researcher notices that the Polish minority in Romania we are proud of may soon become merely an element of folklore.

‘I was pretty much convinced that I would encounter entire Polish-speaking communities in the villages scattered around Bukovina[3]. The reality proved me wrong. Even the home where I stayed, where the youngest generation spoke only Romanian, despite the fact that the grandma and parents were ambassadors of Polishness and spoke Polish,’ admits the winner of the ‘Freedom of Research’ call for proposals.

Prof. Anna Szafrańska draws attention to the act of balancing between two worlds, that of the majority and that of the minority. Some teachers feel connected to their country of residence while identifying with Poland; it’s their second world.

‘It was a nice surprise to discover that often the entire administration of Romanian schools that offer Polish classes are of Romanian origin and—although they do not know our language—they are very much involved in taking action so that as many children as possible attend Polish classes. The headteacher of Henryk Sienkiewicz Primary School in Nowy Solonec is a lady with no Polish roots, but she is committed to promoting Polishness. For instance, when organising meetings with parents and classes, she invites graduates who attended Polish courses, all so that they can tell and show how these classes have helped them in their future careers. I have met someone who represents the majority and understands the problems of the minority at the same time,’ says the scientist.

Ordinary Life of ‘Extraordinary’ Teachers

As the USil scientist believes, Polish teachers abroad are often ‘extraordinary’ ones. Some schools, e.g. those operating at or by diplomatic posts, associations or parishes, provide classes in a different mode than the typical ones, e.g. only on weekends.

‘Parents’ attitude towards learning Polish has been more and more often very pragmatic. They believe that children are already overburdened by extracurricular classes. They attend classes at their standard school throughout the week, only to attend Polish classes on Sundays. It seems quite a sacrifice for pupils and students as they have to let go of many fun activities on weekends,’ says Prof. Anna Szafrańska.

Teaching abroad from Poland brings more challenges. People working at different types of schools require different forms of support. Naturally, everything depends on the country. At some facilities, teachers may count on extensive and methodical support.

‘For instance, there is a Pedagogy Centre for the Polish National Education at Zaolzie, a territory also known as Trans-Olza Silesia. It implements numerous cross-border projects addressed to teachers, as well as other initiatives supporting their growth. Teachers follow all education-related novelties, and they invite experts in this field to carry out workshops and trainings. The teachers working in schools in Czechia I interviewed were glad about the support received. I do want methodical centres to operate in the same way in Poland,’ says the researcher.

Other places lack the very basic things – books and other educational materials that are attractive to children.

‘I carried out research at a Polish facility in Perth, Australia, once. Perth is considered the most isolated city in the world. The school I ended up at made an impression of the most isolated place I have ever been at.  What I’ve experienced was astonishing; it was not exactly how I had imagined it,’ she says. ‘There was this library filled with mostly very old books, dating back to as late the 50s of the 21st century, and they were used by teachers and children. The staff had not been aware that they may use educational support. The school in Perth works entirely differently now, all thanks to the involvement of one of the teachers.

Some have a negative opinion of the measures taken by politicians dealing with education. One such example may be the complicated situation in Lithuania, where a tendency emerged that is often described by the local community of the Polish as a pursuit to liquidate education for minorities. Therefore, political decisions often become an obstacle in allowing the youth to discover the Polish language.

‘The local teachers cope with a somewhat threat,’ claims the winner of the Freedom of Research call for proposals. ‘The authorities introduce regulations thanks to which it is easier to enrol in attractive studies after you graduate from a Lithuanian school, and Polish facilities are being closed. The local governments justify their actions with a lack of money.

Prof. Anna Szafrańska will continue her research in Romania and Lithuania. ‘I believe we should show that bilingualism is attractive. It is worth talking to children in the language of their ancestors because it brings lots of benefits. And the key role in this process is played by the teachers,’ sums up the researcher.

[1] Data by the Centre for the Development of Polish Education Abroad (ORPEG): www.orpeg.pl [as of 19 July 2023].

[2] Since 2019, called Polish Schools.

[3] A region in Romania, where the Polish settled in the late 18th century. The area is famous for the Polish villages within, e.g. Nowy Soloniec.