Conference Program

The 2022 refugee crisis acted as a catalyst that exposed the deep-seated structural characteristics of the Czech education system. This presentation uses the integration of Ukrainian pupils as a case study to explore the broader sociological dimensions of inclusion within a historically homogeneous environment. Using Bronfenbrenner’s ecological systems theory, the contribution analyzes the friction between high-level policy expectations (the macrosystem) and the lived reality of the classroom (the microsystem). We argue that in the absence of robust external scaffolding, the responsibility for complex social integration has been transferred almost entirely to individual actors within the school.

Through the lens of Norwich’s framework of pedagogical dilemmas, the presentation examines the shifting professional identity of teachers who find themselves navigating the gap between traditional academic roles and the immediate necessity of crisis intervention. We focus on how educators negotiate these conflicting demands in an environment where professional boundaries are being redefined on the fly. Consistent with the conference theme, the core of the contribution lies in the thesis that current inclusive practices represent a form of “fragile improvisation.”

Specifically, we discuss the friction between the rigid “institutional logic” of the school and the precarious “survival logic” of refugee families. By framing these challenges as sociological phenomena rather than mere administrative hurdles, the analysis questions the limits of a system that relies on individual teacher dedication instead of intentional structural design. The findings suggest that without addressing this systemic vacuum, the Czech education system remains in a state of managed emergency rather than moving toward genuine inclusion.