Použitá literatura:

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• Berry, J. W. (1997). Immigration, acculturation, and adaptation. Applied Psychology, 46, 5-34.
• Berry, J. W. (2006). Contexts of acculturation. In SAM, D. L., BERRY J. W. (Eds.). University Press. The Cambridge handbook of acculturation psychology (s. 27 – 42). New York: Cambridge
• BROWN, J., MILLER, J., MITCHELL, J. (2006). Interrupted schooling and the acquisition of literacy: Experiences of Sudanese refugees in Victorian secondary schools. Australian Journal of Language and Literacy, 29 (2), 150 -162.
• International Data. (2020). Migration Data Portal. Získáno 28. říjen 2021, z http://www.migrationdataportal.org/international-data
• Cizinci: Počet cizinců. (2020). Český statistický úřad. Získáno 28. říjen 2021, z https://www.czso.cz/csu/czso/cizinci-pocet-cizincu
• Cowden, C., Seaman, P., Copeland, S. & Gao, L. (2021). Teaching with Intent: Applying Culturally Responsive Teaching to Library Instruction. Libraries and the Academy, 21(2), 231–251.
• Cummins, J. (1979). Cognitive/academic language proficiency; linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, 19, 121-129.
• Flechsig, K., H. (2000). Transkulturelles Lernen (internet Arbeitspapier). Dostupný z: http://www.gwdg.de/~kflechs//iikdiaps2-00.htm
• Gutman, D.B., Hickson, F. (1996) Development of racial prejudice in children. Educational practice and theory, 18, vol 1, s. 3 – 14.
• Hartmann, B., Lange, M. (2008) Mutismus v dětství, mládí a dospělosti: rádce pro rodinné příslušníky, postižené, terapeuty a pedagogy.Praha: Triton.
• Hofstede, G. (1991). Cultures and Organizations: Software of the mind. London: McGraw-Hill Book Company.
• Igoa. C. (1995). The inner world of migrant child, New York: Routletge
• Ispa, J. M. (1994). Child rearing ideas and feelings of Russian and American mothers and early childhood teachers: some comparisons. Advanced in early childhood education and day care, 6, 235 – 257.
• Kurowski, M. (2016). Vybrané oblasti edukace žáků-uprchlíků v České republice. Available here: https://is.muni.cz/auth/th/56187/pedf_d/.
• Kurowski, M, Denglerová D. a R. Šíp. (2019) Communication as a Means of Development in a School with a High Percentage of Foreign Pupils. Orbis Scholae, Praha: Karolinum, roč. 13, č. 3, s. 39-58.
• Lim, L., Tan, M. & Saito, E. (2019). Culturally relevant pedagogy: Developing principles of description and analysis. Teaching and Teacher Education, 77, 43–52.
• Moore, D. (2008). Než začneme s multikulturní výchovou: od skupinových konceptu k osobnostnímu přístupu. Praha: Člověk v tísni, o.p.s.
• Samuels, A. J. (2018). Exploring Culturally Responsive Pedagogy: Teachers’ Perspectives on Fostering Equitable and Inclusive Classrooms. SRATE Journal, 27(1), 22–30.
• Šimon, M., Křížková, I., & Klusák, A. (2020). Migranti ve vybraných městech Česka 2008–2015: analýza změny prostorového rozmístění s využitím populačního rastru. Geografie, 125 (3), 343–374.
• OECD (2021). Foreign-born population (indicator). doi: 10.1787/5a368e1b-en (Accessed on 09 June 2021).
• Tervalon, M., & Murray-García, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved, 9(2), 117–125. https://doi.org/10.1353/hpu.2010.0233