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As a result of the full-scale war in Ukraine (February 2022), several hundred thousand Ukrainian pupils arrived in Poland, revealing the absence of formal and social inclusion mechanisms. In response, the non-formal Independence School was established by refugee-teachers, following the Ukrainian curriculum. This study draws on 22 in-depth interviews, document analysis, and participant observation (July 2024–January 2025) to show how Independence School operates as a “Ukrainian island” (Ostriv Ukraїna), preserving cultural identity while fostering multilingualism and interregional integration. Findings demonstrate that the Ukrainian language serves as an emotional anchor, whereas daily school practices facilitate Polish language acquisition and access to local support programs (e.g., the “500+” benefit). Pedagogical autonomy enabled interdisciplinary classes combining Ukrainian culture, reflection on war trauma, and intercultural competence development. Grounded in theories of super-diversity (Vertovec in Ethnic and Racial Studies 30:1024–1054, 2007), pedagogy of place (Mendel in Pedagogika miejsca wspólnego. Miasto i szkoła. Wydawnictwo Akademickie Katedra, 2017), and educational islands of resistance (Śliwerski in Wyspy oporu edukacyjnego (Wyd. 2 uzup. i popr). Oficyna Wydawnicza “Impuls,” 2008), Independence School exemplifies the role of grassroots initiatives in filling systemic gaps and preventing refugee pupil marginalization.

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A Ukrainian Island: The Independence School as an Example of Ukrainian Diversity

  • 章节

  • 发表日期：

    2026年

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  • Paweł Rudnicki,
  • Kateryna Buchko,
  • Kristina Kocyba

摘要

As a result of the full-scale war in Ukraine (February 2022), several hundred thousand Ukrainian pupils arrived in Poland, revealing the absence of formal and social inclusion mechanisms. In response, the non-formal Independence School was established by refugee-teachers, following the Ukrainian curriculum. This study draws on 22 in-depth interviews, document analysis, and participant observation (July 2024–January 2025) to show how Independence School operates as a “Ukrainian island” (Ostriv Ukraїna), preserving cultural identity while fostering multilingualism and interregional integration. Findings demonstrate that the Ukrainian language serves as an emotional anchor, whereas daily school practices facilitate Polish language acquisition and access to local support programs (e.g., the “500+” benefit). Pedagogical autonomy enabled interdisciplinary classes combining Ukrainian culture, reflection on war trauma, and intercultural competence development. Grounded in theories of super-diversity (Vertovec in Ethnic and Racial Studies 30:1024–1054, 2007), pedagogy of place (Mendel in Pedagogika miejsca wspólnego. Miasto i szkoła. Wydawnictwo Akademickie Katedra, 2017), and educational islands of resistance (Śliwerski in Wyspy oporu edukacyjnego (Wyd. 2 uzup. i popr). Oficyna Wydawnicza “Impuls,” 2008), Independence School exemplifies the role of grassroots initiatives in filling systemic gaps and preventing refugee pupil marginalization.