Project information
Inclusion or Exclusion? Narrative Frameworks in Teachers’ Attitudes toward Migrant Students

This project investigates the complex relationship between primary school teachers' attitudes and their adoption of specific narrative frameworks regarding Ukrainian migration in the Czech Republic. While current discourse often prioritizes the structural and logistical capacities of the education system, this research focuses on the "human factor" as a decisive element of successful integration. Using a typology of four distinct narrative frames—inclusive (solidarity and victimization) and exclusive (crisis and xenophobia)—the study aims to identify how the affective, cognitive, and behavioral components of teachers' attitudes predict their framing of Ukrainian refugees.

Methodologically, the project moves beyond descriptive statistics by employing advanced quantitative techniques, including Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM). These methods allow for rigorous verification of the "ABC model" of attitudes and its predictive power regarding educators' interpretative patterns. By analyzing a broad sample of pedagogical stakeholders, the research fills a significant gap in the current domestic literature, which has thus far lacked robust quantitative evidence on the subjective determinants of inclusive school environments. The final findings, presented in English, are intended to provide both theoretical insights for the academic community and practical evidence for the development of functional inclusive policies in the Central European context.