Hidden actors in education: civil society organizations in Hungarian education abroad
Abstract
This study explores the role of Hungarian minority teachers’ civil organizations in supporting professional development and minority education. The research analyzed the operation of seven organizations across Romania, Slovakia, Serbia, Ukraine, Slovenia, and Croatia. Employing a mixed-methods approach—document analysis, semi-structured interviews, and a questionnaire survey—we examined the organizations’ goals, activities, and networking practices. The study argues that these organizations not only serve as preservers of identity and
community builders but also function as complements to state education systems. However, the specific context of minority education, alongside differing educational policies and social frameworks in each country, has led to distinct developmental trajectories. The organizations’ goals were classified into three main categories: (1) preservation of identity and language, (2) support for professional development, and (3) advocacy and educational policy engagement. Their activities include professional training, student competitions, summer academies, outreach programs for dispersed communities, and the establishment of professional networks. The operation of the organizations was analyzed based on the Chapman–Fullan collaboration model. The results show that, for most of the examined organizations, the level of collaboration ranges between association and cooperation, while collaboration in the strict sense and especially collegiality are characteristic only of those with greater resources, more stable organizational structures, and stronger political embeddedness. Key factors influencing organizational activity and the quality of collaboration include the size of the organization, the availability of resources, and the social and educational policy context of the respective country.
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