Oświata polska w niepodległej Litwie, Łotwie i Estonii w latach 1991-2001
- Polish education in independent Lithuania, Latvia and Estonia in the years 1991-2001
- Lenkų švietimas nepriklausomoje Lietuvoje, Latvijoje ir Estijoje 1991-2001 metais
ENTo summarize the character of Polish education in Baltic countries (Lithuania, Latvia, Estonia), it is worth emphasizing that we are dealing with an increase in activity, and even with a process of national and religious rebirth among the Polish population inhabiting those countries. Because of diversity, not only in ethnic but also in cultural, lingual, economic and social terms, Baltic countries and the national minorities living there have few common traits. Considering the above, it appears crucial to analyze the development and assessment of Polish education in Baltic countries even more thoroughly. In the chapters of my book I presented complex matters pertaining not only to the educational process of minorities, but also to historical, sociological, socio- psychological and legal aspects of the Polish Diasporas in Baltic countries. Due to the fact that in the post-war period it was possible for the Polish minority in Lithuania to have better contact with Poland and be more active as a result, I thought it suitable to examine the condition of Polish education in Lithuania separately from that in Latvia and Estonia. The disintegration of the Soviet Union and the change in the socioeconomic system made it possible for the Association of Poles in Latvia and the Association of Poles in Estonia to be reborn. As a consequence, their divisions were established in both countries, their main objectives being to reactivate Polish education and to create numerous societies where Polish people would be united. Despite dramatically difficult accommodative conditions, Polish schools were opened in Riga, Daugavpils and Kraslav (Latvia) along with Saturday schools in Tallinn, Narva, Kothla-Järve (Estonia).Publishing Polish press proved to be a great achievement. After many years of persecution, the Roman- Catholic Church resumed its functioning. Parishes were established and Latin churches were rebuilt to immediately become places of gathering for Polish population living there. Along with the restitution of the independent republics of Latvia and Estonia came the establishment of Polish embassies in Riga and Estonia. Historical and political changes resulted in an improvement in Polish- Latvian and Polish-Estonian relations. It is important to notice, however, that even though all those beneficial changes have taken place, the living conditions of the Poles in Latvia and Estonia are difficult. The Polish minority in those countries meets with various material and organizational problems. One must bear in mind that Soviet occupation ruined the entire Polish legacy - not only spiritual, but also material - that had existed until WWII broke out. Summing up, one cannot overestimate the role and hitherto accomplishments of Poles living in Latvia, Estonia, the “Mother country” as well as the “Polish Community” which - regardless of limited possibilities - was extremely active in its involvement in supporting their countrymen living across the Eastern border and at the Baltic Sea shared alike by them all. Considering the development of Polish culture and education in Lithuania, it is vital to emphasize that it takes place in the compact area of Mid- Eastern Lithuania and that it has always had close relations with Poland. Therefore education in that area has survived through the period of the Soviet Lithuania. The activity of the Association of Poles and the Association of Teachers of Polish Schools “Motherland at School” has been playing a major role in this process.Praiseworthy is an example of a Polish secondary school in Lentvaris, Lithuania, which illustrates its mediatory role in the cooperation with Polish schools in Latvia as well as with the ethnic Polish in Estonia. It serves as an example of bidirectional contact. This thesis also calls attention to some “attacks” on Polish education in Lithuania which was often inspired by the policy of the government or other factors. Nevertheless, thanks to the activity of the Poles of Lithuania who took intensive action, this course of educational policy was gradually mitigated. That was also one of the reasons why relations between Polish minority and Lithuanian majority took different shape which could be described as satisfactory. Important and beneficial was the fact that after 1990 relations between Poland and Lithuania were very good. [...].
