The new article by Attila Papp Z., Eszter Kovács and András Kováts is now published online in Diaspora, Indigenous, and Minority Education, and is available at HERE.

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.

TThe project „Post-WWII Migration Flows in the V4 States in the Context of Propaganda Studies” (No. 22030354) coordinated by Dr. Lucia Heldáková (Institute of Social Sciences, Centre of Social and Psychological Sciences, Slovak Academy of Sciences) was realized with the support of the International Visegrad Fund. The Centre for Social Sciences Institute for Minority Studies from Budapest was represented in the project by Dr. András Morauszki. In the framework of this project, the research results of our two colleagues, Dr. Ágnes Tóth and Dr. Réka Marchut were published.You can find more details about the project on this webpage: https://postww2migration.com/

The co-authored article by Csilla Fedinec and István Csernicskó was published in the latest issue (2022/5) of the Forum Social Sciences Review, and is available at HERE.

The open access chapter by Balázs Dobos was published in the volume titled Realising Linguistic, Cultural and Educational Rights Through Non-Territorial Autonomy (Cham: Springer), edited by David J. Smith, Ivan Dodovski, and Flavia Ghencea. The open access book is available at HERE.

The chapter by Balázs Vizi was published in the volume titled Minority Recognition and the Diversity Deficit. Comparative Perspectives edited by Jessika Eichler and Kyriaki Topidi (Oxford: Hart Publishing). The table of contents is available at HERE.