The sense of isolation and even rejection is well known to people from minority groups, including ethnic minorities. When it comes to children from ethnic minorities, the quick identification of the problem by teachers is of great importance. Anyway the problem must be realised not only by the educators and parents of the children of the minority, but also by the parents representing the cultural majority. The presented approach to the problem of ethnic minorities is not only oriented towards the social exclusion of the ethnic minorities, but tries to create a comprehensive strategy for dealing with «new faces of exclusion». The authors describe ethnic minorities in the countries of the Visegrád Group and try to define their cultural and national identity from the perspective of intercultural psychology.

We live in a world of phenomena created by the human mind and by human experience, namely conflict, aggression, aggressiveness and violence. These phenomena are viewed as constructs of the mind, types of behaviour, particular experiences and emotional states, specific social interactions or even historical and political categories such as social movements, wars, angry social protests etc. The study explores the notions of aggression and violence and from an individual and a social perspective analyses their determinants in various environments in childhood, adolescence and adulthood. It is an attempt to join the global discussion on reaction conditions and key points that are connected with the risk of pathologization of the personality and its behaviour.

The volume is an important contribution to the scholarship on childhood and education in globalised contexts. It is marked by conceptual depth, theoretical pluralism, and a commitment to social justice. The authors challenge prevailing assumptions, raise critical voices and foreground the child as an epistemic subject living in complex and contested realities. The volume shows the child not only as a passive recipient of adult interventions, but as a subject constructed by and within dynamic global technological, economic, cultural and political forces. They provide a valuable resource for scholars in the fields of educational theory, childhood studies and globalization studies.

The authors analyse macro-level political decisions across various societies as well as individual actions and experiences to advocate for a more inclusive and effective education system capable of driving social change. They consider relationships between politics, education and social change – in various contexts and dimensions. The macro level of educational policy (and politics) is confronted with the micro realities of human biographies. However, the authors do not consider people who are influenced by political decisions as incapacitated “mass”. Thus, social change always results from these macro-micro connections. This interdisciplinary book includes themes related to political sciences, education, and sociology, which resulted from the authors’ study of contemporary social and education phenomena. It gives insight into interesting paradoxes and controversies.

The sense of isolation and even rejection is well known to people from minority groups, including ethnic minorities. When it comes to children from ethnic minorities, the quick identification of the problem by teachers is of great importance. Anyway the problem must be realised not only by the educators and parents of the children of the minority, but also by the parents representing the cultural majority. The presented approach to the problem of ethnic minorities is not only oriented towards the social exclusion of the ethnic minorities, but tries to create a comprehensive strategy for dealing with «new faces of exclusion». The authors describe ethnic minorities in the countries of the Visegrád Group and try to define their cultural and national identity from the perspective of intercultural psychology.

We live in a world of phenomena created by the human mind and by human experience, namely conflict, aggression, aggressiveness and violence. These phenomena are viewed as constructs of the mind, types of behaviour, particular experiences and emotional states, specific social interactions or even historical and political categories such as social movements, wars, angry social protests etc. The study explores the notions of aggression and violence and from an individual and a social perspective analyses their determinants in various environments in childhood, adolescence and adulthood. It is an attempt to join the global discussion on reaction conditions and key points that are connected with the risk of pathologization of the personality and its behaviour.

The volume is an important contribution to the scholarship on childhood and education in globalised contexts. It is marked by conceptual depth, theoretical pluralism, and a commitment to social justice. The authors challenge prevailing assumptions, raise critical voices and foreground the child as an epistemic subject living in complex and contested realities. The volume shows the child not only as a passive recipient of adult interventions, but as a subject constructed by and within dynamic global technological, economic, cultural and political forces. They provide a valuable resource for scholars in the fields of educational theory, childhood studies and globalization studies.

The authors analyse macro-level political decisions across various societies as well as individual actions and experiences to advocate for a more inclusive and effective education system capable of driving social change. They consider relationships between politics, education and social change – in various contexts and dimensions. The macro level of educational policy (and politics) is confronted with the micro realities of human biographies. However, the authors do not consider people who are influenced by political decisions as incapacitated “mass”. Thus, social change always results from these macro-micro connections. This interdisciplinary book includes themes related to political sciences, education, and sociology, which resulted from the authors’ study of contemporary social and education phenomena. It gives insight into interesting paradoxes and controversies.