Unpacking the Functions of Institutions in an Emerging Diaspora: Hungarian Weekend Schools in the UK

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

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14

Foreign Countries; Hungarian; Day Schools; International Schools; Racial Identification; Native Language Instruction; Migrants; Sense of Community; Social Capital; Bilingualism; Educational Attitudes; Social Integration

10.1080/15595692.2022.2164271

1559-5692
1559-5706

The paper outlines the functioning of Hungarian weekend schools in the United Kingdom, which are key institutions in emerging diaspora communities. The paper interprets Hungarian weekend schools in two paradigms: it approaches them as diaspora institutions, and also as Anglo-Saxon supplementary schools. One of the paper's main conclusions is that, in addition to the manifest functions of Hungarian weekend schools (e.g., preservation of national identity, mother-tongue education, community engagement), latent functions are also essential, such as the psychological need of belonging to a community, the support of children's educational attitudes, the consciousness of bilingualism, the enhancement of social capital, and integration into the host community. Thus, weekend schools are not only sites for knowledge transfer, but they also provide space for the institutionalization of diaspora as cultural community-building institutions.

As Provided

2024

EJ1418171