Neighbouring as a type of social interchange and multi-dimensional social phenomenon is of funda-mental importance in the social sciences and problems associated with intercultural and interethnic neighbouring are currently on the increase. Contemporary migration processes and ethnic diversity in Poland are relatively new issues that are reflected in the experiences of both migrants and representa-tives of the host society. The aim of this article is to analyse intercultural neighbourly contacts be-tween Poles and migrants in Warsaw in the context of Erving Goffman’s sociology of interaction. These contacts and the social processes they involve are of great importance when it comes to mi-grants’ integration in their new place of residence. The article considers how glances, gestures and behaviours are interpreted, leading to the formation of specific opinions and attitudes between mi-grants and Poles. Both ‘unfocused’ and ‘focused’ interactions are analysed, with an emphasis on ex-pectations and definitions of tactful behaviour in intercultural neighbourly encounters and the concept of ‘polite indifference.’ Conclusions are based on semi-structured interviews conducted with Poles and migrants from Vietnam, Turkey and African countries living in Warsaw, Poland.

This paper examines migratory movements into Poland with a special emphasis on refugee mobility. In the past twenty years, almost 90 000 Chechen refugees have come to Poland, as it was the first safe country they reached. According to the Office for Foreigners data they constituted approximately 90 per cent of applicants for refugee status, 38 per cent of persons granted refugee status, 90 per cent of persons granted ‘tolerated status’ and 93 per cent of persons granted ‘subsidiary protection status’. However, a peculiarity of the Polish situation, confirmed by official statistics and research, is that ref-ugees treat Poland mainly as a transit country. The author focuses on the issue of integrating Chechen refugee children into the Polish education system, as well as Chechen children granted international protection or waiting to be granted such protection. The results of the study suggest that Polish immi-gration policy has no impact on the choice of destination of the refugees that were interviewed. None of the interviewees wanted to return to Chechnya, nor did they perceive Poland as a destination country. Children with refugee status, which enables them to stay legally in the Schengen area, ‘disappear’ not only from the Polish educational system but from Poland as a whole as well. This phenomenon hampers the possibility of achieving educational success when working with foreign children, and it challenges the immense efforts by Polish institutions to integrate refugee children into the school and the local community. Both official statistical data and research results were used in this paper.

The article analyses Brygida Helbig’s novel Niebko (2013) and its German translation (Kleine Himmel, 2019). The author of the paper discovers numerous inconsistencies in the two language versions. The adopted perspective is of an interdisciplinary nature, it combines linguistic and literary elements. The conclusions of the analysis contribute to reflections regarding the translation of intercultural literature, the phenomenon of self-translation, and the redefinition of the term “translation”.

Confronted with a natural tendency of marginalization national/ethnic minorities and immigrant communities respond by adopting two diverse strategies of showing their presence in the public sphere of the host country. Depending on the level of their integration and the goals they want to achieve, they can either stress their links (affinity) with the majority culture or the differences that mark them out. However, some minority communities succeed in achieving a distinctive presence in the public sphere already at the stage of launching its own media.

The article presents Model Integration of Immigrants in Gdańsk in the field of education, based on two years of experience of schools, local government institutions and social organizations involved in the creation of conditions for the education of immigrants. & e foreign pupils, defined as “someone else”, not belonging to the community of “our”, are not the subject of educational policy, but immediately a} er crossing the threshold of schools become its object. The law and school practices define their place in the system, that becomes a huge challenge for both teachers and for students themselves and their parents. Gdańsk way to develop urban educational policy for immigrants led from intervention by the diagnosis of problems and learning from others, to seek their own innovative solutions.

Axiological chaos and unsustainable man’s acting in a contemporary world has led him to a total confusion. He constantly acts toward environmental and cultural degradation. Also in social dimension a permanent and “general” crisis dominates. The crisis is rooted on multi-category stratification and based on post-truth models of interpersonal communication in traditional and virtual realities. Neoliberal model of economical conquest, in turn, effects unsustainability in economic sphere. Thus, in common reception – for the most people in the world – such situation has become unbearable. So, it is the educators’ duty to look for – with the intention to put into practise – such concepts and pedagogies, which could prepare the whole global society to real – not declaratory false – co-creation of its life in the world, understood as an actual and common home. Taking such perspective, the theory of Argentinian philosopher – Ernesto Laclau becomes an interesting proposition. The time of mono-dimensional – protestant and neoliberal – interpretation of values comes to the end. Now the time has come to accept the equality of different – having their roots in various cultures – value understanding. Possibility of local and particular interpretation of values – along with maintaining the rule of common good – gives the chance to update the education according to real, thus multidimensional humanistic ideal. Such a standpoint presents a way to cure/reform intercultural education, which nowadays is at an impasse. Mainly it uses stiff schemes and repeated patterns, so it has become imitative and conservative. In its contemporary formula intercultural education is not able to respond to present challenges of multicultural and global society. The need to implant into its structure the concept of sustainable development emerges as a must.