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The introduction outlines the structure and motivation of the study, which examines how education reforms in Poland have influenced teachers’ and educators’ professional self-perception and identity in Upper Silesia. It situates the research within the context of nationalism, multilingualism, and regional identity, highlighting the significance of the 1999 education reform and the 2017 education reforms under the PiS government in Poland. The introduction explains the qualitative, biographical approach based on twelve autobiographical narrative interviews and describes how the study is organized, namely into six chapters covering historical, theoretical, methodological, and empirical dimensions.

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Introduction

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  • 发表日期：

    2025年

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  • Stephanie Cebulla

摘要

The introduction outlines the structure and motivation of the study, which examines how education reforms in Poland have influenced teachers’ and educators’ professional self-perception and identity in Upper Silesia. It situates the research within the context of nationalism, multilingualism, and regional identity, highlighting the significance of the 1999 education reform and the 2017 education reforms under the PiS government in Poland. The introduction explains the qualitative, biographical approach based on twelve autobiographical narrative interviews and describes how the study is organized, namely into six chapters covering historical, theoretical, methodological, and empirical dimensions.