Refugees at school - Polska Akcja Humanitarna

10
2009
E n g l i s h
E D i t i o n
ISSN 1896-3048
Dear Readers,
S
eptember 1 is coming. That date still reminds some Poles of the German troops invading the Polish territory in 1939. Those events going
back 70 years marked the outbreak of World War Two. This year,
we will be celebrating a number of anniversaries that are important
to Poles. Sixty-five years ago the Warsaw Uprising began on August 1, 1944
and 20 years ago the first democratic elections were held in our country.
Today, the children and their parents can peacefully go about preparing
their handbooks and copybooks before going to school on September 1.
For children of the refugees, school may be a major step towards
integration. It is here that they learn the language the quickest, they find
out about the Polish culture and, first of all, they interact with their peers.
If the school is capable of building upon the valuable input from its foreign
pupils, it will be the best lesson in history, knowledge about the world and
tolerance for the Polish pupils and a unique personal development and
pedagogical experience for teachers.
n this issue, we are writing about the ways of taking advantage of such
opportunities: how to enrol your child at school and how to get money
for the school starter kit. We describe projects that have rendered the
Polish school more multi-cultural and we also give a brief overview of
the schooling system in Chechnya.
Everybody deserves some rest after the classes. Polish cities offer
their residents and tourists a lot, very often for little or no money. We will
advise you how to make the most of that offer based on the examples of
Białystok and Warsaw.
Finally, we remember two major events held during the International
Refugee Day.
The editorial team of REFUGEE.PL is made up of volunteers. We are
committed to ensuring that this paper truly is the Refugees’ Newspaper.
Therefore, we invite and encourage you, the Readers of REFUGEE.PL, to
contribute. We look forward to getting your opinions, feedback and texts.
photo: archive FET
I
[email protected]
The editorial team wishes to acknowledge the contribution
made by Bogna Różyczka from Polish Humanitarian Organization
in preparing this issue.
Refugees at school
The refugees find their way around the Polish schools with mixed fortunes. Younger children often see their
dreams come true – they find friends and toys and learn to write their names. Older ones usually require more
attention from teachers and supervisors. How do they manage? Read the stories about two of them.
Kajetan Prochyra
Umar
Around the World in Eighty Days, Anne
of Green Gables, The Adventures of Tom
Sawyer, says Umar when asked about
the Polish obligatory readings. An Angle
on Alcibiade! This one is Polish! Umar is
starting the lower secondary school a year
from now. He should not have any problem doing that: he has mastered the Polish
language to perfection and can be a very
diligent pupil if he wants to. At school, he is
most interested in mathematics but martial
arts are his true passion. It suffices to find
a sponsor and fight for a place in K1 (elite
martial law organisation: a combination
of boxing and karate techniques – editor’s
note) – Umar is planning his future – Mum
would rather see me become a doctor but
I cannot sit still in one place, the boy is adamant.
In the beginning, Umar went to the
third grade class, along with his peers.
I could not understand anything. I only completed the first grade in Ingushetia. The war
broke out when I was in the second grade.
Following the intervention of the manager
of the refugee centre, Umar was transferred
to the first grade class.
It is no good when a pupil sits through the
classes without understanding a word, does
not go to school afterwards and in the end
gets a graduation certificate. Nonetheless,
this is a common practice. The school enters
the pupil in the grade book and collects the
subsidy and if the person in question plays
truant, the problem is solved, says Izabela
Majewska from PAH’s Centre for Refugees
and Repatriates.
When Umar joined the new class, he
was lucky to come across a class supervisor who was able not only to find common
ground with the boy but also to hold oneto-one tutor classes with him.
I had not liked school until I came to Poland. In Ingushetia, teachers sometimes beat
their charges. In Poland, this seems unlikely.
A good teacher must be demanding but also
capable of explaining things. He or she cannot just say ‘It is your problem if you do not
understand this or that’.
Aslan
Aslan is 16 and has been living in Poland for five years. Before he arrived from
Chechnya, his family was looking for refuge in Azerbaijan and Austria.
We were fine in Austria. I went to school
with mum and the following day I could
come for classes. I found my peers in the
class. The school was located in a small
town. I was the only Chechen there. Other
children were very nice – they wanted to
help me and shared school accessories with
me. Teachers were friendly and good at explaining things. After six months, we were
deported to Poland and found ourselves in
Lublin. At school, I had to take an exam
first. I did not understand anything. What
refugee hardly speaking the language would
have been capable of successfully completing
such test? I was assigned to the fourth grade
together with younger children. They were
so little and so cruel at the same time. They
told me “You stink”, “Wash yourself ” and
I do not stink at all. I wash myself and I take
care of my appearance. When I look good,
I feel good. Only the nature teacher was
friendly. She was the one who cared that
I learned something. She explained things to
me instead of giving orders like the others.
Some teachers seem not to enjoy their work.
There are teachers who say: “We have
just one refugee here and luckily he is about
to graduate” but there are also those who
go, after work, to the centre for refugees and
teach Polish to the parents of their pupils,
says Bogna Różyczka from Polish Humanitarian Organization. The refugee’s
situation at school is determined by many
factors: the type of the school, size of the
city where it is located, the number of foreign children attending it, the headmaster’s
attitude, and collaboration with the nearby
centre for refugees. Under the “Refugees to
school” programme, workshops are organised for teachers on working with multicultural classes. In the course of a two-day
session, teachers learn who the refugees
are and what their situation is in Poland.
The key presentations are about Chechnya. By learning even a small fraction about
the culture, history, politics or music from
the pupils’ country of origin, teachers gain
a considerably better understanding of
their charges and their behaviour.
There are more applicants than places
available, says Bogna Różyczka. However,
teachers lack substantive support and handbooks when working with a multicultural
class. This should be part of the curriculum
of pedagogy university classes rather than
a gap to be filled by non-governmental organisations.
In September, Aslan is set to start education at the lower secondary school. We
have found another school even though the
headmistress told us that we would not succeed. The lady at the lower secondary school
asked me how old I was. She was very surprised to learn that an almost adult pupil attends a fifth grade class. The lower secondary school will certainly be tougher but I can
learn anything if I try hard.
The First School Bell in Poland
Taking A-levels in Poland?
Dorota Głowacka
You hesitate whether to send your child to a Polish school?
You do not know whether your child will manage? –
Remember that command of the Polish language is not
a necessary condition for using the education system at any
stage of learning. School attendance and interaction with
peers is one of the best ways of integration. How to enrol
your child at the right school grade? Who to turn to for assistance? How to overcome the language barrier the quickest? Here are a few pieces of advice to parents: what to do
and where to go as September 1 is looming.
Schooling – Right or Obligation?
Each child staying within the Polish territory is entitled
to free tuition until he or she turns 181. Consequently, that
right is also vested in the children of the aliens, both those
who have been granted the refugee status, tolerated residence permit and those who are still waiting for the decision to be issued by the Office for Foreigners (UDSC) and
even reside in Poland illegally. The right to education is
vested in the foreigners on the same principles as in the
Polish citizens. Under the School Education Act2 (hereinafter the Act), no child can be denied the right to education on the grounds of lack of knowledge of the language
or absence of the documented educational background. In
the meantime, it is worthwhile to mention that the Act, on
the one hand, grants the children the right to free education and, on the other hand, imposes the so-called schooling duty on them. This means that the parents are obliged
to send their child to school at the beginning of the school
year commencing in the calendar year in which the child
turns or has turned 7 (6 – as of September 20113). The
schooling duty lasts until the pupil’s graduation from the
lower secondary school; however, not longer than until the
age of 18 (Article 15 of the Act). The pupil’s parents are
responsible for the fulfilment of that duty. In extreme cases,
they may even be held liable for failing to comply with the
child’s schooling duty before a family court (Article 19 and
Article 20 of the Act).
When you are a mother or father
of a 3- to 6-year-old…
…you can send your child to a nursery school,
regardless of his or her citizenship and level of
command of the Polish language, on the same
principles as the Polish nationals4. No payment
for the child’s stay at a state nursery school is
required unless the fee is paid by the parents
of the pupils born in Poland. Under the act
amending the School Education Act
of March 19, 2009, five-year-olds
are entitled to one-year pre-nursery school preparatory classes as
of September 2009. From September 1, 2011, one-year pre-nursery
school preparatory classes will become compulsory for each five-year-old.
When your child is aged 6 to 16…
…sign him or her up for the primary or lower secondary school. As already mentioned, there are no special
rules of admission of aliens to the state schools. Parents
may seek a place for their child in a selected institution in
compliance with the school’s regulations applicable to the
same extent to the aliens as to the Polish nationals5. Prior
to signing up your child, the best idea would be to go to the
school in person to learn about the required documents,
speak to the teachers and to the headmaster. The main
criterion determining the child’s class grading is his or her
age. Young aliens may, however, undergo the applicable
eligibility procedure if they do not possess the documents
certifying completion of a specific grade abroad. The headmaster conducts the eligibility procedure to assess the
child’s knowledgeability, emotional development, etc.6 On
that basis, the person-specific level of education is selected.
Pupils do not necessarily have to be allocated to the classes
with their peers. However, it is unacceptable for a child not
to be admitted to the school once the eligibility procedure
has been completed.
The Polish education
system foresees that 7-yearolds, on a regular basis, but
also 6-year-olds will be able to
sign up for primary schools in
September 2009. The decision
whether or not to send their sixyear-old children to school will
be up to the parents. If the child
did not previously go to a nursery school, the opinion from
a psychological and pedagogical
clinic will be additionally required. That change was introduced by
the Act amending the School Education Act of March 19,
2009. From September 2012 onwards, the schooling duty
will extend to all 6-year-olds7. The primary school counts 6
class grades. Hence, pupils aged around 13 are admitted to
the three-year-long lower secondary school.
The school year usually begins on September 1 and lasts
until the end of June. If, for various reasons, the parents fail
to sign up their child before that date, they may also do so
during the year under exceptional circumstances.
Assistants for alien pupils and leg-up programme8
Under the Act amending the
School Education Act of 2009,
the Ministry of National Education
has proposed solutions facilitating the
integration of immigrant children in the
school environment. The introduction
of so-called teacher’s assistants at schools
by 2010 is to fulfil that purpose. The assistant will speak the language of the alien pupils
attending the school. On the one hand, he or
she will be retained to assist the immigrants’
children in the learning process, including
learning of the Polish language while, on the
other hand, he or she is meant to provide
substantial support to the teachers. Additionally, if the need arises, aliens’ children will have
the right to follow a leg-up programme for a period of 12 months covering the subjects taught at school.
To date, children of only some categories of aliens (for
instance, children of refugees, holders of tolerated residence
permits, etc.) were entitled to free tuition at upper secondary school level. The remaining children could only attend,
for instance, higher secondary schools subject to payment
of a tuition fee. Starting from September 2009, the Ministry
of National Education (MEN) introduces revised regulations with regard to exemption from payment
of the tuition fee at the upper secondary
school level of people other than Polish nationals (amended Article 94 a Clause 1a of
the Act). Thus, the circle of graduates
of lower secondary schools eligible for
further free tuition has been expanded to
include all aliens. Of course, this does not
release the immigrants’ children from fulfillment of the usual recruitment requirements in force at upper secondary schools
applicable to Poles such as, for instance, completion of a specific level of education in their
country of origin or taking relevant exams. The
education system does not foresee any additional privileges in this case.
Free Polish language tuition
Education of the aliens’ children with no knowledge of
the Polish language would be ineffective in Polish schools
in the long run. Fortunately, children learn foreign languages rapidly. Very young aliens, who are subject to the
schooling duty, have the right to attend a free Polish language course. These are extra classes that are held in addition to the regular classes. Hence, they do not release the
child from the obligation to go to school on the standard
basis. The timetable of such classes shall be agreed on by
the headmaster in consultation with the commune. The
course shall last one year and take at least 2 hours of classes
a week (preferably 6 hours). If it transpires after one year
that the course was not long enough, it may be extended.
Children of the refugees may also take paid Polish language classes outside the school, for instance, in the form
of one-to-one tutorials. Assistance in financing such private courses may be sought from the county family assistance centres (powiatowe centrum pomocy rodzinie).
The centres are under the obligation to provide allowances,
also towards language tuition, within the framework of individual integration programmes. Thus, children are free
to learn the Polish language simultaneously both at school
and outside it.
il. Beata Olszewska
1. Article 70 of the Constitutional Act of the Republic of Poland
2. The Act on School Education System of September 7,
1991 (Dz.U.04.256.2572). Please note: Numerous subsequent amendments to that Act should be considered, especially the last one of 2009 referred to below.
3. The Act of March 19, 2009 amending the Act on School
Education System and amending Some Other Acts (Dz.U.09.56.458).
4. Article 14 and Article 14a of the Act on School Education System and Paragraph 2 of the Order of the Minister of National Education of October 4, 2001 concerning admission of persons other than Polish nationals to
state nursery schools, schools, teacher training centres
and institutions (Dz.U.01.131.1458).
5. Article 94a Clause 1. of the Act on School Education
System, Paragraph 2 of the Order of the Minister of National Education of October 4, 2001.
6. Clause 2 and Clause 3 of Paragraph 2 of the Order of
the Minister of National Education of October 4, 2001.
7. Amendment of Article 15 of the Act on School Education System introduced pursuant to the Act amending the Act on School Education System of March 19,
2009.
8. Clause 4a and Clause 4c of Article 94a of the Act on
School Education System – added pursuant to the Act
amending the Act of March 19, 2009.
What experiences do they bring to Poland and what was their education in Chechnya like?
Chechen pupils in our classroom
Bogna Różyczka
N
asza-klasa.pl, an on-line portal,
profiles of Zarema, Akhmed, Islam
and other Chechen refugees who
go to Polish schools – over one
hundred friends (most of them Poles), photographs and comments: cool picture, my
mate’s elegant picture, Hey man, what have
you got on your head, take care :-). A series
of birthday greetings. It seems that young
Chechens are doing exceptionally well in
the Polish reality or, at least, some of them.
Chechen children have been attending
Polish schools, currently over 70 throughout Poland, for a long time. They have
come and keep coming to Poland because
of war, terror, economic hardship and
lack of prospects for the future. Although
the war is officially over, the recent assassination of Natalya Estemirova, a human
rights activist in Chechnya, suggests that
not everything is back to normal in that
part of the world.
Of course, not only Chechens seek international protection in Poland but they
make up the largest group of people applying for the refugee status (over 90%) and
they tend to come to Poland in families,
frequently accompanied by many children.
Hence the idea to hold workshops on
Chechnya’s history and culture as well as to
arrange a meeting with a Chechen teacher
who will talk about the Chechen education system and school practices within
the framework of training sessions for the
teachers of refugee children organised by
the Centre for Refugees and Repatriates
of Polish Humanitarian Organization. It is
a good idea to learn about the Chechen
children’s abilities and habits, as well as
their parents’ expectations.
There is no division into primary
school, lower secondary school and upper
secondary school in Chechnya. Pupils tend
to go to the same school for a period of 11
years. They may complete their education
after 9 years (under the statutory schooling
duty), thus acquiring the so-called incomplete secondary school education. At that
point, they may further pursue their education at vocational schools. If, however,
someone wishes to go to university, they
must complete all 11 grades. Final exams
are taken after the 9th or 11th grade and it
is not until passing the exam that the child
obtains the only school certificate.
The working language at Chechen
schools is Russian. In 1998, attempts
were made to commence teaching in the
Chechen language but the task proved
too challenging at the time. Translation of
handbooks and introduction of terminology (technical and scientific terms) in the
Chechen language seemed overly complex
an operation. Anyway, the second Chechen
war broke out soon after and people were
not thinking of reforms any longer.
Chechen children commence their education at the age of 7. In the first grade,
they learn to write in two languages and
two alphabets (Chechen language is cur-
rently written in a modified version of the
Russian Cyrylic alphabet). The other subjects include mathematics, painting/drawing and sports activities. In the fifth grade,
biology, geography, history (first that of
Russia and, in due course, that of Chechnya and other countries), foreign language
(English, in most cases) and music (tuition of Chechen songs and dances as well
as playing different instruments) classes
are added. Starting from 1998, five graders have also begun to learn the basic facts
about Islam (those classes are taught in the
Chechen language).
Physics, chemistry, biology and computer science (where PCs are available
– which is rarely the case in rural schools)
are added in the subsequent grades.
And so it goes every year from September 1 until the end of May over four semesters, followed by long 3-month summer
holidays. In return, only Sundays are free
during the school year.
During the vacation, one does not have
to worry about handbooks for the following year as pupils borrow them from
schools. Decisions about the content of
handbooks and school curriculum reforms are made in Moscow. Since the outbreak of the war in 1994, the school curriculum has been slightly modified but the
Chechens had no major say in the process.
Subsequent Chechen leaders showed little
interest in the school system. At the time
of presidency of Aslan Maschadov, the previously mentioned concept of switching to
the Chechen language at schools was advanced. For some time, boys and girls also
went to separate classes. Since 2007, as proposed by the current government of Ramzan Kadyrov, school headmasters and rectors of universities are given the discretion
to decide whether girls and women must
wear scarves and long skirts when on the
premises.
Except for compulsory wearing of
scarves and teaching in a foreign language,
theoretically, there are no major differences between the Polish and Chechen
schools. It seems that the transfer from one
system to another could proceed smoothly
(save for the need to learn the Polish language). Both in Chechnya and in Poland
– says Malika, a young Chechen teacher
– showing up late for classes, making no
progress at school, displaying bad manners and playing truant are not welcomed.
Apparently, the Chechen school is stricter
than Polish when it comes to discipline.
Malika also claims that most Chechen parents have grown to appreciate the importance of education.
Many Polish teachers would probably
have hard time agreeing with that opinion.
They sometimes get the impression that
Chechen parents are not at all interested
in the progress made by their children at
school and that they do not care about their
education and upbringing. The Chechen
parents very seldom become actively involved in the life of Polish schools.
The other problems encountered by
Polish teachers include skipping classes,
failing to comply with the school regulations and lack of motivation to learn. According to Malika, those problems are also
present in Chechnya. She estimates that
they affect some 20% of pupils and are primarily attributable to breaks in the education process due to war and hostilities. In
Poland, those are additionally compounded by stress accompanying migration and
overall sense of insecurity and instability felt by people awaiting the decision to
award them the refugee status. Malika justifies the parents’ lack of motivation to encourage children to learn by, among other
things, that feeling of instability, both institutional arising from dependence on the
decision issued by the Office for Foreigners
and private associated with lack of security
and indecision whether to stay in Poland
for longer, go back to Chechnya or attempt
migration further to the west.
Also, not all twenty-or-so-year-olds (or
today’s young parents) were as lucky as
Malika (born in 1986). Her village was not
destroyed during either of the two wars and
the school she attended suspended classes
for no more than six months during the second Chechen war. Things were much worse
in other regions of Chechnya where many
schools were bombarded, fired at or occupied by the Russian troops. Many teachers
fled to safer places. Many families lived for
a number of years in refugee camps where
school classes were held on a very temporary basis. Many children stopped their
education for a number of months or years.
Even if the nearby schools did function, the
children went to classes irregularly being
busy taking care of their younger siblings
or looking for food or water. Some older
boys preferred to engage in fighting instead
of attending classes. The parents of younger
boys were scared to let them go to school
as sometimes the Russian ethnic cleansing
operations called zatchystky extended also
to the 13-year-olds.
In Grozny, more than 60 schools and
teaching facilities had operated before
1994 whereas in May 2004 only four of
those were left. Schools resumed their activities fairly quickly but in 2001 still 30%
of children from Grozny and its surroundings did not go to school. The beginnings
were difficult – half-ruined school buildings without heating and running water
with foil spread in window frames instead
of glass panes. No tables or chairs, teaching
aids, handbooks or copybooks. A constant
shortage of teachers. Nonetheless, classes
were held to the extent possible. School
No. 34 in Grozny where Polish Humanitarian Organization ran a community centre
for children in the summer of 2000 operated for a number of years in rickety facilities, one wing of the building completely
demolished.
Among today’s twenty-some year olds,
there are people who went to school only
for a number of years or never. This means
a return to illiteracy. Such parents may
have hard time understanding the need for
educating the children.
The Chechen government seems not
to acknowledge the lost years and generations. No leg-up programmes are in place
at Chechen schools. The parents who have
relevant financial means pay private tutors
or take evening classes. Some teaching institutions organised extra courses right after the second war. In 2000, psychologists
also showed up at schools. Malika maintains that psychology and pedagogics are
the most coveted areas of study nowadays.
Finally, a few dates to remember.
The first Chechen war lasted from 1994
to 1996 whereas the second took place between 1999 and 2002.
The current Chechen pupils of Polish
primary schools were born either immediately before the second war or right after it.
The war may not have affected those children directly but it definitely affected their
parents.
The present lower secondary school pupils born during the first Chechen war or
right after it were 5 to 8 years old towards
the end of the second war.
Today’s higher secondary school pupils
born immediately before the first war were
aged 9 to 12 towards the end of the second
one.
It is worthwhile to keep that in mind
whenever Chechen refugees join our class.
When writing this article, I have relied
on the reports found on the website of the
Institute for Democracy in Eastern Europe,
www.idee.org, and in the archives of the
PAH mission in Chechnya operating between 2000 and 2007.
I also wish to acknowledge Malika’s input.
photo archive PAH
Białystok and Warsaw, two voivodship capitals situated less than 200 km
characters. Fairly small Białystok seduces visitors with its calm
Both have a lot to offer very
We hope that our brief guide will help you discover their appeal.
Co Jest Grane Friday cultural news bulletin of
BIAŁYSTOK
Culture
Cinema lovers may take a look at the
offer of five Białystok-based cinemas.
Helios chain (Galeria Biała, ul. Miłosza 2
and Galeria Alfa, ul. Świętojańska 15) offers promotional cinema tickets at a cost
of PLN 13 for films shown until 01:00PM,
Monday to Friday.
Teatr Dramatyczny im. A. Węgierki (ul.
Elektryczna 12) offers the unemployed
(registered with the County Job Centre,
Powiatowy Urząd Pracy) cinema tickets for
PLN 4 for plays shown on the main stage
(for details, contact the theatre’s ticket office). Diploma plays by the students of the
Theatre Academy (ul. Sienkiewicza 14) can
be seen free of charge or at symbolic prices
(free admission tickets need to be collected
beforehand). In particular, we recommend
the plays staged by the famous Teatr Wierszalin based in the nearby Supraśl. The
tickets are usually sold at PLN 25 but because of high demand we recommend
booking them in advance (for details, visit
www.wierszalin.pl).
On Sundays, you can see free of charge
the permanent exhibitions at the following museums: Ratusz [Town Hall], Muzeum Historyczne [Historic Museum] (ul.
Warszawska 37), Muzeum Rzeźby Alfonsa
Karnego [Alfons Karny Sculpture Museum] (ul. Świętojańska 17), Muzeum Wojska [Military Museum] (ul. Kilińskiego 7).
Białystok-based cultural centres where
children and youth may engage in multiple activities in return for a small fee boast
an extensive offer. The largest and best
equipped is Młodzieżowy Dom Kultury
located in ul. Warszawska 79. The full list
of cultural centres can be found on www.
bialystok.pl in the Kultura tab.
With children
Parents will find a number of interesting
ways of passing time with their children in
Białystok. Lovers of green areas and peaceful surroundings will certainly appreciate
Białostok’s Planty, a public park featuring
flower beds and fountains illuminated with
colourful lights during summer nights, and
the Branicki Palace. Nearby Zwierzyniec
park, located at ul. 11 Listopada, houses
Akcent mini-ZOO. Although slightly run
down, the place certainly offers a lot of
amusement to small children. Admission
is free but you need to hurry as the ZOO is
scheduled for closure some time later this
year. Opposite the entrance to the ZOO,
a modern all-year-round skating rink can
be found together with the skate rental office. In the green space of Białystok, the
youngest ones will also find a number
of generally accessible playgrounds. The renowned Białostocki Teatr Lalek welcomes
children during the day for puppet shows
and offers plays for adults in the evenings.
It is also located in the city centre (ul. Kalinowskiego 1). Here, one can hardly miss
Kawiarnia Lalek, the café housed in the
theatre building, the nicest place in town
although not necessarily designed with
children in mind.
rooms. Free book rental offices are located
in each housing estate. To use their services, all you need to do is produce a valid
identity document. You can borrow a book
and take it home if you are domiciled within the voivodship’s territory.
Internet
Free Internet is available at Centrum
Pomocy Migrantom i Uchodźcom Caritas
Archidiecezji Białostockiej [the Centre for
Migrants and Refugees of Caritas of the
Białystok Archidiocese] at ul. Warszawska
47, on Tuesdays from 01:00PM to 03:00PM.
In case of an emergency, you may turn
to the Centre for Integration of Refugees
of Education and Creativity Foundation
(Centrum Integracji Uchodźców Fundacji
Edukacji i Twórczości) at ul. Św. Mikołaja 9,
Mondays and Wednesdays from 12:00AM
till 03:00PM, Tuesdays from 09:00AM till
01:00PM. Wireless Internet hotspots can
be found in the city Centre and in numerous public locations (all you need is your
hardware).
Religion
In addition to numerous, as in the
whole of Poland, Catholic churches, there
are roughly 10 Russian Orthodox churches
in the city and adjacent towns and villages. Owing to the Tatars’ presence in
the territory of the Podlaskie voivodship,
two historic mosques in Kruszyniany and
Bohoniki active for over 300 years as well
as Muslim cemeteries can be found in the
vicinity of Białystok at a distance of approx. 60km. One mosque can be found in
the city itself at ulica Hetmańska 63 where
the Białystok Islamic Centre (Bałostockie
Centrum Islamskie) is also based.
More information on Białystok, its sightseeing attractions, cultural events and
promotions can be obtained from the Tourist Information Desk at the Main Railway Station (Dworzec PKP) and at ul.
Malmeda 6 as well as on Internet websites
such as, for instance, www.bialystokonline.
pl, www.bstok.pl.
Sports
Białystok’s best known sports facility
is, without doubt, Aeroklub Podlaski (ul.
Ciołkowskiego 2/2) where aviation and
ballooning lovers fulfil their passions. Also,
Białystok has its own football team, Jagiellonia Białystok, whose matches played at
the city’s stadium at ul. Świętokrzyska attract fairly large audiences. The city offers
other sports lovers tennis courts (among
other places, at ul. 11 listopada 28), a skating rink, sport halls and football pitches
as well as swimming pools. The city’s
largest swimming pool is situated at ul.
Włókiennicza 4. The others can be found
in various housing estates. For details, visit
the city’s official website at www.bialystok.
pl in the Sport/Obiekty Sportowe tab.
Books and
foreign press
Publications in foreign languages can
be found in foreign language bookshops
(e.g. Multi at ul. Św. Rocha 8, Szawal at ul.
Boh. Getta 3), and sometimes also in general bookshops. The shops selling secondhand books should also be checked (e.g.
Dom Książki at ul. Lipowa 18) as well as
numerous libraries located within the city’s
boundaries. Foreign language press is on
sale, among other places, at Empik press
photo Katarzyna Potoniec
photo Katarzyna Potoniec
Katarzyna Potoniec
apart, one of the smallest and the largest one, have completely differing
charm while dynamic Warsaw boosts people’s desire to act.
often for little or no money.
Special sections of local daily newspapers and, for instance,
Gazeta Wyborcza are excellent regular extra reads.
Natalia KLOREK
Some cinemas have prepared a special
offer – you can watch interesting films at
a low cost. On Mondays, Kino Luna (ul.
Marszałkowska 28) and Kino Rejs (ul.
Krakowskie Przedmieście 21/23) offer
tickets for PLN 5. Also, on Tuesdays you
can watch films for PLN 4.99 in Kino Alchemia (ul. Jezuicka 4).
Museums and some art galleries can be
seen free of charge on once a week (different days for different venues). Exhibitions at Centrum Sztuki Współczesnej
(zamek Ujazdowski, ul. Jazdów 2) and
Galeria Zachęta (pl. Małachowskiego 3)
can be seen free of charge every Thursday. They present the works of contemporary artists from Poland and abroad.
Muzeum Powstania Warszawskiego (ul.
Grzybowska 79) welcomes visitors free
of charge on Sundays. It tells, in no banal
terms, the story of the 1944 armed uprising against the German troops occupying Warsaw. We recommend visiting that
museum to all those who would appreciate the fact that museums do not have to
be boring. Also, no admission is charged
on Saturdays at the newly renovated Muzeum Etnograficzne (ul. Kredytowa 1).
Almost every district in the capital
operates its own cultural centre. Activities for children and adults are held there
(such as painting/drawing workshops,
theatre groups). Foreigners can also engage in such activities. Taking regular
classes usually entails settlement of some
kind of fee whose level may vary from
one cultural centre to another. Under
exceptional circumstances, centres offer
exemptions from payment of tuition fees.
Such issues should be agreed on individually with the director of the institution.
Permanent cultural offers are prepared at
Mazowieckie Centrum Kultury i Sztuki
(www.mckis.waw.pl). The list of cultural
institutions in Warsaw can be found on
the website of the Warsaw municipality
at www.um.warszawa.pl in the Kultura
i Sztuka tab.
With children
Warsaw has multiple playgrounds and
sports grounds. Many of those are located in parks. The best equipped one is in
Park Żeromskiego near Plac Wilsona in
the Żoliborz district. Nearby you can find
a very nice cafe for children by the name
of Kofifi as well as Kalimba, a shop selling
hand-made toys. The list of playgrounds
and tips on how to spend time interestingly
with children in Warsaw can be found at
www.miastodzieci.pl (use of Wszystko dla
dzieci browser is recommended). Warsaw
parks also attract adults. In summer, visi-
tors strolling along shaded alleys, in the
company of peacocks, may listen to Chopin
concerts in one of the oldest of Warsaw’s
parks, Łazienki Królewskie. The concerts
are held every Sunday under the Chopin
monument. Those who wish to take a walk
among unique plant species are invited to
visit the Botanical Gardens of the Warsaw
University neighbouring on Łazienki (Al.
Ujazdowskie 4) (regular ticket at PLN 5
and special ticket at PLN 2.5).
Sports
There are the so-called Sports and
Recreation Centres in virtually all districts of Warsaw where people can use
sports facilities and engage in sports
activities. Among other things, you can
play table tennis or indoor soccer, swim
in the pool, go to the gym or a bowling
alley there (e.g. OSiR Praga Południe, ul.
Angorska 2). Most activities and attractions are payable, with prices varying
from one centre to another. Swimming
pools are also located in some sports and
recreation centres (OSiR), e.g. Pływalnia
Wodnik in the Praga Południe district,
OSiR and in the Ochota district. Water
installations such as slides are also available in the aqua park at ul. Merliniego 4.
Many soccer pitches that can be used free
of charge are found in the capital. One of
them – featuring also a running tartan
– is located in Park Skaryszewski on the
borderline between the Saska Kępa and
Grochów districts.
Press and books
Newspapers with special cultural sections can be browsed through free of
Warsaw
charge in the Empik press room chain.
Empik as well as Traffic in ul. Bracka 25
are bookshops where books (also those
in foreign languages) are displayed on
the shelves and can be viewed on the
spot. Those who wish to purchase books
are recommended to go to specialist foreign language bookshops in addition to
the aforementioned outlets, for instance
Rusałka, a small but very-well stocked
Russian-language bookshop located in
Warsaw’s city centre. There, you can
sometimes find fairly inexpensive dictionaries, literature and professional
publications. Books in Russian, English
and French can also be bought in the
Akademia foreign language bookshop
chain (e.g. in ul. Kopernika 32). We also
recommend using the libraries where
both children and youth can borrow
books. Each district of Warsaw has at
least one of these. To use a reading room,
you need only to produce a valid identity document. To be able to take a book
home, you must be domiciled in the territory of the voivodship. PCs offering Internet access can also be found in many
libraries.
photo wikipedia
photo wikipedia
Culture
Internet
If you have a PC equipped with a WiFi receiver, you may use the Internet free
of charge in virtually all large cafes. Internet cafes can be found in the shopping
centres and underground metro stations
such as Centrum or Świętokrzyska (approx. PLN 6 per hour). Free Internet is
offered, for instance, in the community
centre of the Centre for Refugees and
Repatriates of Polish Humanitarian
Organization (ul Szpitalna 5/18, from
09:15AM to 04:30PM) or in the Internet
Café of Fu Shenfu Migrant Centre (Ostrobramska 98, Monday to Friday, from
10:00AM to 07:00PM and on Saturdays
from 10:00AM to 01:00PM).
Religion
In Warsaw, services are held at Catholic churches in foreign languages; for instance, there are English masses on Sundays at 11:30AM at ul. Radna 14 and on
Saturdays at 07:00PM in the Blessed Edmund Bojanowski Church (ul. Kokosowa
12). There are also services celebrated
in Spanish, French, German, Italian,
Lithuanian, Korean and Vietnamese.
You will even find some held according
to the Armenian order. Moreover, there
are six Russian churches, five of them
orthodox and one, the oldest one still in
operation in Warsaw, Greek-Catholic (ul.
Miodowa 16, erected in 1784). A mosque
is located at ul. Wiertnicza 103. A synagogue can be found in the same street at
no. 113. There are two more in the capital – Małżonków Nożyków Synagogue at
ul. Twarda 6 and one at ul. Słomińskiego
19. For details visit the Warsaw Archdiocese website at http://www.archidiecezja.
warszawa.pl/
More information on Warsaw, cultural events taking place in the capital as
well as maps can be found at Tourist Information Desks (e.g. Main Hall of the
Central Railway Station [Dworzec PKP
Warszawa Centralna, Hala Główna]
or ul. Krakowskie Przedmieście 65),
whereas many useful tips about free
events in the capital are published at
www.warszawagratis.wikidot.com.
At school with an assistant
Joanna Kramek
I
n an attempt to support the process of
integration of the aliens’ children in
Polish schools, the Ministry of National
Education has proposed, within the
scope of amendment of the School Education System Act, for the schools to employ
teachers’ assistants who speak the languages of the immigrant children attending such schools. In the Mazowsze voivodship alone, the amended act will cover 64
schools where the refugees’ children currently pursue their education.
The Legal Intervention Association
[Stowarzyszenie Interwencji Prawnej
or SIP) has developed a pilot programme
of a similar nature under the name of Multicultural School. It was implemented with
the funding from the Education Department of the capital city of Warsaw at Aleksander Landa Primary School No. 273 in
the Bielany district where many children
of Chechen refugees go to classes.
According to Aleksandra Chrzanowska
from Stowarzyszenie Interwencji Prawnej,
a Chechen assistant is not a cure for all the
problems involved in the integration of the
refugees in Polish schools but it significantly
contributes towards their mitigation and,
more importantly, provides an incentive to the
parents impaired by lack of Polish language
skills. Under the project, a female assistant
acted as an interpreter during meetings
with parents and teachers’ councils. She was
also responsible for contacts with parents of
the immigrant pupils, especially those experiencing learning diffulties. When on duty,
the Chechen assistant helped all pupils,
both foreigners and Poles seeking information or clarifications on the cultural differences. Polish and Chechen children opened
up one to another during weekly meetings
of the Caucasus Enthusiasts Club.
Should a need arise, an assistant may
also take part in the classes, which helps
avoid the situation where some pupils follow the curriculum while others, the refugee students, are bored and lag behind the
rest because of the language berrier, for
instance. Obviously, one assistant per school
can hardly resolve all the problems arising in
the institutions where the refugees represent
a significant part of the pupil community.
In such case, teacher’s assistants would have
to work on a permanent basis within each
class where the refugees make up one-third
ABC of the
school starter kit
Joanna Kramek
T
he school starter kit is the first test
for the parents before the beginning
of the school year. The purchase of
school accessories, notebooks, handbooks and a rucksack is an expense of a few
hundred Polish zlotys. Before the children
start the new school year, it is worthwhile
to learn where foreigners may seek assistance and support and what programmes
they may use. This will spare them and
their children the stress involved in commencing education in a Polish school.
School
When enrolling your child at a school,
it is good idea to ask about the school’s
pedagogist and the supervisor of your
child’s future class. Those people are
authorised to apply for various forms of
assistance – free meals for the child, subsidies for handbook purchases or their
photocopied versions. If necessary, the
school should arrange 2 additional hours
of Polish classes for a refugee child.
The School Starter Kit government
programme targets pupils of grades 1-3
of primary schools and the first grade
of lower secondary schools. Under the
programme, the parents of such pupils
who experience financial hardship or
life problems are entitled to subsidies
for handbook purchases in the school
year 2009/2010. Subsidies are awarded at
the request of the pupil’s parents (or his
or her legal carers or foster parents), as
well as teachers, social workers or other
authorised people. The request shall be
submitted to the school’s headmaster.
Welfare centres
Aliens’ children with the refugee
status, children who have been granted
complementary protection and children
holding tolerated residence permits are
entitled to all forms of social support
offered to children in need, on the same
principles as Polish citizens.
Requests for subsidies may be submitted with regard to handbook purchases,
meals for the child or fees payable, for the
nursery school, for instance. Everything
depends on the child’s individual needs,
age and family situation. The centres also
assist in enrolling children at schools and
nurseries, translation and, if necessary,
provide the necessary information or
material assistance.
Requests for financial aid should be
submitted at welfare centres operating in
the applicant’s place of residence. In the
case of Warsaw, there are 18 centres scattered across all of the city’s districts.
Once the request has been submitted,
a welfare employee conducts a background
check that enables adjusting the assistance
to the actual needs of a given family.
At the welfare centre in Bielany, the
subsidy for the commencement of the
school year 2008/2009 varied between
approx. PLN 150.00 and PLN 200.00.
or half of the total number of pupils. Sometimes, the teachers think that formation of
a separate class for the refugees would solve
the problem. Fortunately, the law does not
foresee such an option. This would lead to
separation of some children from others and
prevent any integration, stresses the SIP representative. Meanwhile, the legislator should
envisage a possibility for the establishment
of a preparatory class where the aliens’ children could take a crash course in the local
language and, after a few months or one year
depending on their individual needs, would
join the grade most appropriate in terms
of their age and level of knowledge.
Assistants will be recruited primarily
from the immigrant community. They
must, however, possess enough charisma to
become some sort of spokespeople for the
refugee pupils while being accepted by the
Polish community. Working knowledge of
Polish and good interpersonal skills are
a must.
There are also concerns that the concept
of introducing a Chechen assistant may
face strong opposition or even hostility
from the refugees’ parents who, for various
reasons, are not willing to accept a given
person as the teacher of their children,
as demonstrated in the case of another
Article 94 Clause 4. Persons other than
Polish nationals subject to the schooling
duty or the duty to learn who possess no
knowledge of Polish or whose command
of Polish is insufficient for them to engage
in the learning process are entitled to
additional free Polish language classes.
The authority operating the school shall
arrange additional Polish language classes
for such persons.
4a. The persons referred to in Clause 4
shall have the right to assistance provided
by a person speaking the language of their
country of origin employed in the capacity of a teacher’s assistant by the school’s
headmaster. Such assistance shall be provided for a maximum period of 12 months.
Please note:
The provision of Clause 4 takes effect
on January 1, 2010.
Polish teaching institution. Let us hope that
the assistants who come to schools next
year will be welcomed by the children’s parents as partners.
The Amendment of the School Education Act is a very useful initiative. As shown
by the previous projects, schools are open
and ready to welcome the refugees and wish
to build, jointly with them, school space
where there will be enough room for cultural diversity and various mother tongues.
Accepting and respecting all symptoms of
an immigrant child’s culture would probably represent the best encouragement for
them to take full advantage of their right to
receive education in Poland. For whom?
For pupils of the first and second grade classes of primary schools, general music schools of the first grade
For pupils of the third grade classes of primary schools, general music
schools of the first grade
For pupils of the first grade classes of lower secondary schools, first
grade classes of general music schools of second grade, first grade
classes of general schools of fine arts and fourth grade classes of general ballet schools
The subsidies obtained need to be accounted for by producing named invoices
issued for the purchased handbooks, notebooks, school accessories, etc.
The Act on Family Allowances provides for an allowance for the commencement of the school year in the amount of
PLN 100.00. To obtain such allowance,
a request shall first be submitted for
determination of eligibility for the general family allowance as the benefit in
question constitutes an addition hereto. Within the boundaries of the city of
Warsaw, such requests shall be submitted
in accordance with the applicant’s place
of residence at the District Office.
Centres for refugees
Children awaiting the decision to
award them international protection in
the territory of the Republic of Poland
and residing in the centre for refugees
may claim assistance from the relevant
centres for refugees. The Act obliges the
centres for refugees to purchase teaching
aids for the children residing therein.
Such aids constitute the property of the
centre and, hence, must be returned after
the end of the school year. Handbooks
and notebooks are purchased once a year.
If the child has to to change the school
during the school year, such change entailing a transfer from the centre, the cost
of the purchase of new handbooks shall
be covered by the child’s parents.
How much?
Up to PLN 150
Up to PLN 170
Up to PLN 280
The centre offers one-time financial
support in the amount of PLN 50 for the
purchase of school accessories and clothing for physical education classes. The
aforementioned amount is reimbursed
on the basis of the invoice constituting
the proof of purchase, following prior
submission of the relevant request.
A per diem in the amount of PLN 9 is
awarded for one school semester on the
basis of a certificate of the child’s school
attendance. The financial support may
be extended for the subsequent school semester. The per diem is allocated primarily towards school lunches. There is also
a possibiIity of the child being exempted
from school lunch charges with the consent of the school’s headmaster.
Admissions to the cinema, theatre or
swimming pool must be financed from
the pocket money awarded on a monthly
basis in the amount of PLN 70.
This assistance is not offered to pupils
who claim benefits outside the centre.
In such case, assistance may be sought
from non-governmental organisations.
(Contact details of some organisations
are provided on page 7).
FORM AND AMOUNT OF BENEFITS DESCRIBED HEREIN MAY VARY
DEPENDING ON RESOLUTIONS AND
DECISIONS ADOPTED LOCALLY BY
THE COMPETENT AUTHORITIES.
Michał Gąsior
Y
ou Chechen girl!, a fourth grade
Polish pupil heard from her peer.
Barbara Tłoczek, a Polish language
teacher, found the tearful girl a moment later in the locker room. That was how
it started, recalls Ms. Tłoczek who decided
to put an end to intolerance at her school.
Children of Chechen refugees had
been attending Primary School No. 225
in ul. Brożka in Warsaw for a number of
years. They had often stayed there just
for a while as Poland was not the final
destination for many aliens forced to flee
their homelands. It happened that a child
attended the school for a month or two
and disappears without a trace. Its family probably continued the journey further to the west. No one had previously
noticed that the presence of Chechens at
school posed a problem. When it transpired, however, that the pupil’s ethnicity might be perceived negatively and his
or her nationality became an insult in the
mouth of another child, the decision was
made to counteract ignorance and intolerance.
I am learning you as a person / I am
learning you slowly / And my heart rejoices and aches / In that difficult process,
those words from a poem by Jerzy Liebert inspired Barbara Tłoczek to develop
a project designed to “promote openness
to racial, ethnic and religious differences
and to counteract intolerance and discrimination”.
By no means is this the end of the
mission to promote tolerance at Primary School No. 225. A multitude of other
programmes have been prepared concurrently to that project which, according
to Ms. Tłoczek, aim to be the source of
intercultural education. Conflicts arose
among the peers out of stereotypical perception of the refugees as somewhat inferior individuals, says Ms. Tłoczek.
One of the key tasks tackled by the
teachers from Primary School No. 225
in Warsaw was the introduction of compulsory personal development classes on
discrimination. Children were eager to
engage in those activities.
During lessons in Polish, as an alternative to the obligatory curriculum,
Barbara Tłoczek discussed selected fairy
tales of the refugees’ nations with her pupils. At the same time, she made attempts
at making the Chechens more familiar
with the Polish culture and customs.
Competitions were held for a poster about intolerance (as many as sixty
works were submitted) and for a multimedia presentation on the culture of
Chechnya.
In May, the school was visited by
Mamed Khalidov, a Chechen MMA
(Mixed Martial Arts) fighter. The visit
by a hero and renowned sportsman from
Caucasus was especially memorable
for the children of Chechen refugees.
Here comes their countryman who has
made it, who has achieved huge success
continues to strongly believe that the
abroad.
project has its purpose.
A musical was also created. Children
The school has already submitted
from the third grade class performed
a request for a subsidy to Warsaw EduThe Little Blue Dog, a play written by Jan
cational Initiatives (Warszawskie Inicand Alina de Witt. They attended theatre
jatywy Edukacyjne or WIE) for a project
workshops at ZWPEK (Zespół Wolskich
which, if everything goes as planned,
Placówek Edukacji Kulturalnej), an orwill be launched as early as this Septemganisation of the Wola district’s cultural
ber. Salam marszaal means hello! will be
education institutions. The libretto tells
a follow-up of the I am learning you as
the story of a dog who was born blue,
a person initiative. The plans for the upwhich caused the animal a lot of trouble
coming school year (2009/2010) include a
in the animal kingdom. The play was
training course for teachers on the methgreatly
appreciated
ods of working with
not only by the general Jerzy Libert
Chechen pupils and
public but also by the I am learning you as a person
the refugees in genprofessionals. It was
eral, meeting with the
awarded the 2nd prize I am learning you as a person
parents of pupils from
at XV Mazowiecki I am learning you slowly
the classes attended by
Przegląd Dziecięcych i And my heart rejoices and aches
Chechen children on
Młodzieżowych Grup In that difficult process
Chechnya’s culture,
Teatralnych
Miniclasses on Chechnya’s
maks [Minimaks chil- It blossoms with hope at dusk
history and culture,
dren and youth thea- It believes nothing in the evening,
supplying the school’s
tre groups’ review]. Whether it doubts or trusts – alike – library with the readThe artists received a It belongs to you as a person.
ings necessary for the
statue of the SILVER
project’s implementaMINIMAKS, while I am learning you on and on
tion, preparation of
Jan Kossakowski im- And I still do not know you –
a special edition of
personating the Black But I understand your morning joy,
the school paper tiCat took the best actor Your evening concern
tled Salam marszaal
prize.
means hello, extendOnly two Chechen girls are currently
ing invitations to visit the school to variattending Primary School No. 225 (at the
ous guests such as Polish Humanitarian
start of the project, i.e. six month earlier,
Organization, painting/drawing compethere were eight Chechen pupils). Nonetitions relating to the refugees and, last
theless, the project’s implementation
but not least, evaluation of the extent to
continues taking into account the mere
which the pupils’ attitude to discriminafact that pupils interact with Chechens
tion has evolved – in other words, whethand Ingushetians on a daily basis within
er the project fulfils its purpose.
their housing estates as a sizeable group
One would have to wait until the fiof refugees lives in Wola. Before making
nal results of the evaluation before replytheir independent decisions, children
ing whether the problem of intolerance
tend to imitate indiscriminately the beamong the pupils has been mitigated
haviour of their parents. Unfortunately,
and the level of their knowledge about
copying the attitudes observed at home
the refugees and discrimination has infrequently is the source of discriminacreased. Many pupils have acquired some
tion among the young.
knowledge about the country of their
Although the school has not received
classmates, they are aware of the difficult
any subsidies and the resources for all
condition of the refugees and traumatic
initiatives related to the programme
experiences related to their flight from
come from the school’s own funds and
their homeland, says Barbara Tłoczek,
Ms. Tłoczek’s private money, the proHow will they behave in a group includgramme’s initiator, supported by Elżbieta
ing children from Chechnya? Will there be
Krużyńska, the school’s headmistress,
conflicts? I do not know. I hope not.
Are you being discriminated against?
Have you come across a dishonest employer?
Has a public official been unkind to you?
Write to us!
We will not solve all your problems
but we will certainly try to help you or at least warn the others.
Has anyone been particularly helpful to you?
Have they behaved honorably?
Do you wish to thank them?
Write to us! We want to promote good practices!
REFUGEE.pl Gazeta Uchodźców
ul. Szpitalna 5/18, 00-031 Warszawa
E-mail: [email protected]
Phone +48 (22) 828 88 82, Facsimile +48 (22) 831 99 38
The Office of the UN High Commissioner for
Refugees (UNHCR)
Al. Szucha 13/15 lok. 17
00-580 Warszawa
tel. (022) 628 69 30
www.unhcr-rrbp.org/poland
International Organisation for Migration (IOM)
ul. Mariensztat 8
00-302 Warszawa
tel. (022) 538 91 03
e-mail: [email protected]
www.iom.pl
2. Social assistance, guidance, information
Polish Humanitarian Organisation (PAH)
Centre for Refugees
ul. Szpitalna 5/18
00-031 Warszawa
tel. (022) 828 88 82
e-mail: [email protected]
www.pah.org.pl
Polish Migration Forum
www.forummigracyjne.org
“Ocalenie” Foundation
ul. Ordynacka 9/21
00-364 Warszawa
tel. (022) 828 50 54
e-mail: [email protected]
www.ocalenie.org.pl
Fu Shenfu Migrant Centre
ul. Ostrobramska 98
04-118 Warszawa
tel. (022) 610 02 52
e-mail: [email protected]
Education and Artistic Work Foundation
ul. Św. Mikołaja 9
15-419 Białystok
tel. (085) 742 40 90
Caritas Poland –
Centres of Support for Migrants and Refugees
www.migranci.caritas.pl
Lublin Diocese Caritas
ul. Prymasa Stefana Wyszyńskiego 2
20-950 Lublin;
tel./fax (081) 743 71 86 (tel. wew. 310)
e-mail: [email protected]
Zielona Góra and Gorzów Diocese Caritas
ul. Wojska Polskiego 140
69-100 Słubice
tel. (095) 737 40 06
fax (095) 737 40 07
Legnica Diocese Caritas
ul. Domańskiego 12
59-900 Zgorzelec
tel./fax (075) 77 16 561
Białystok Diocese Caritas
ul. Warszawska 32
15-077 Białystok
tel./fax (085) 732 55 53
Caritas Centre of Support
for Migrants and Refugees
ul. Warszawska 15
21-500 Biała Podlaska
tel./faks (083) 342 07 96
Organisations P ro v i d i n g a i d to re f u g ees
I am learning you as a person
1. International Organisations
3. Legal aid
The Halina Nieć Legal Aid Centre
ul. Krowoderska 11/7
31-141 Kraków
tel. (012) 633 72 23
e-mail: [email protected]
www.pomocprawna.org
Jagiellonian University Human Rights Centre
Al. Zygmunta Krasińskiego 18
30-101 Kraków
tel. (012) 427 24 80
www.opc.uj.edu.pl
The Rule of Law Foundation
ul. Chopina 14/84
20-023 Lublin
tel./fax (081) 743 68 05
tel./fax (081) 532 40 69
Legal Intervention Association (SIP)
ul. Al. 3-go Maja 12 lok. 510
00-391 Warszawa
tel. (022) 621 51 65
www.interwencjaprawna.pl
Helsinki Foundation for Human Rights
ul. Zgoda 11
00-018 Warszawa
tel. (022) 828 10 08
www.hfhrpol.waw.pl
Law and Administration Faculty of Warsaw
University
Law Advice Centre (Law Clinic)
ul. Krakowskie Przedmieście 26/28
00-325 Warszawa
tel./fax (022) 552 43 18
tel. (022) 552 08 11
e-mail: [email protected]
www.klinika.wpia.uw.edu.pl
2 0 0 9 I n t e r n at i o n a l
R e f u g e e Day
Joanna Sawicka
T
he fourth edition of the Refugee Film
Review was inaugurated in Warsaw,
this time in the Kinoteka cinema.
This year, the programme of the
Review was significantly expanded and
the event was held in Warsaw, Krakow,
Poznan, Lublin and Torun.
The celebration of the Refugee Day
started on June 20 with an official show
of Once You’re Born You Can No Longer
Hide by Marco Tullio Giordana, an Italian
film director. It’s a moving story of a boy
from a rich Italian family who accidentally
finds himself on a boat smuggling refugees
to Italy. This experience affects the main
character’s perception of his homeland. After the show, the viewers went on enjoying
the prevailing multicultural atmosphere by
exchanging impressions and views, glass of
wine in hand. Catering assured by Ganesh,
an Indian restaurant, was a nice addition to
this entertaining evening.
During the review, fiction and documentary films were shown presenting the
reasons for which people around the world
leave their homelands. Some of the most
important films shown during the review
included: Home Is Where You Find It directed by Christopher Zalla, Brick Lane by
Sarah Gavron, Sleepwalking Land by Teresa
Prata and the vintage Welcome to Sarajevo
by Michael Winterbottom, not shown for a
number of years.
The Ethiopian Teza directed by Haile
Gerim aroused a lively interest. Mr. Gerim
is one of the few film makers from Africa
who have gained international recognition. The film screened during the review
received, among other prizes, the best scenario award at the International Film Festival in Venice in 2008. It provides a shocking insight into the most recent history of
Ethiopia, from the collapse of Haile Selassie’s empire, through Communist terror, to
the African-style capitalist rule.
The event was accompanied by a photo
exhibition titled A Stop-over or the Final
Destination? referring to the slogan of the
awareness building campaign dedicated
that year to the celebration of the Refugee
Day. Is the symbolic railway station in Poland another stop or the final destination
on the refugees’ road? The exhibition featured, in very simplified terms, the road
taken by the refugees from the moment
they lost everything until their arrival in
Poland, the country that offered them
a refuge.
The review ended on July 12 in Torun.
The organisers hope that the event will become a permanent element of celebrating
the International Refugee Day in Poland
and will not only expand its programme
but also increase the number of cities in
which the films could be shown within the
scope of its subsequent editions.
photo archive Vivarto
photo Karolina Sucharska
Address of the editorial office:
ul. Szpitalna 5/3, 00-031 Warszawa
www.refugee.pl
[email protected]
Publisher:
Polish Humanitarian Organisation (PAH)
photo archive FET
A stop-over or the final destination?
A review of films on refugees
Polish and Chechen meetings
in Białystok
Katarzyna Potoniec
B
iałystok has traditionally been a multicultural area. After all, it is a borderland where the influences of various
nations and religions intermingle. In
the recent years, owing to the presence of
Chechen refugees, the city’s cultural mosaic
is even more varied. Many Białystok residents are not aware, however, that they have
such neighbours, few know anything about
the culture of the forced migrants or reasons
for which they come to live in Poland. There
are still too few initiatives that would contribute to mutual understanding.
Those very reflections were the inspiration for organising a few days’ cultural
event called Polish and Chechen Meetings
held between June 18–21, 2009 under the
auspices of the governor of the Podlaskie
voivodeship. The undertaking was organised by Fundacja Edukacji i Twórczości
[Education and Creativity Foundation],
in cooperation with Białostocki Ośrodek
Kultury [Białystok Community Centre],
Wojewódzki Ośrodek Animacji Kultury
[Voivodeship Community Centre], Centrum Pomocy Migrantom i Uchodźcom
Caritas Archidiecezji Białostockiej [Centre
for Migrants and Refugees of Caritas of
the Białystok Archdiocese], the Office for
Foreigners and the Youth in Action Programme. The whole event could not have
taken place if it had not been for the financial support of the President of the City of
Białystok and the organisational support
of the volunteers, both from Poland and
other European countries.
Head of the editorial office: Kajetan Prochyra
Editorial team: Dorota Głowacka, Natalia Klorek, Joanna Kramek, Joanna Pietruszka, Katarzyna Potoniec, Bogna Różyczka, Karolina Sucharska, Joanna Sawicka, Michał Gąsior
Proofreading: Olga Almert-Piotrowska
Illustrations: Beata Olszewska
Photographs: Katarzyna Potoniec, Karolina Sucharska, archives of Fundacja Edukacji i Twórczości, Polskia Akcja Humanitarna i Vivarto
Graphic design: Teresa Oleszczuk
Translation: Milena Hernik,
Viachaslau Zdanevich, Biuro tłumaczeń Kontekst
A lot happened over the period of four
days. The event’s agenda was prepared in
such a manner that everybody, regardless
of their age and interests, was able to find
something for themselves. The first day was
devoted to films. Dear Muslim was shown
and a meeting with Satcita Chumaidova,
who played the main character, was held. Attractions prepared for the following day were
meant mainly for children. Chechen poetry
was read aloud in the original version on day
three. An exhibition titled Chechen works...
was also organised as well as a meeting with
its author, Zbigniew Bury. Specialities of
the Chechen cuisine (very popular with the
guests) were tasted on each day and Lowzar
and Nohczo Dancing Groups presented their
shows All those events were accompanied by
an information exhibition on Chechnya. The
cycle of events ended with a show delivered
by Lowzar Children Dancing Group in the
Town Square during Saint John’s Fair. The
initiative was hugely successful. The turnout
was high and people watched in awe, took
pictures and kept asking where the excellent
dancers had come from...
Those four days marked a true cometogether party for Poles and Chechens.
They met at a table laid heavily with traditional Chechen dishes and during the
spontaneous performance of lezginka when
Chechens were joined by Poles seduced by
the music and the excellent dancers. We
grew convinced that such initiatives made
sense every day while watching smiles on
children’s faces , Białystok residents helping themselves to Chechen food specialities
and their disappointment that none could
be bought in their city or when listening to
the opinions expressed by people visiting
the information exhibition.
The project is co-financed from the European
Refugee Fund and the state budget.
The exclusive responsibility for all paragraphs or publications
published in the paper rests with their authors. The European
Commission shall not be responsible for the method in which
the information made available is used.
You are also invited to visit our portal devoted to refugees
and migrants – www.refugee.pl