In this article I will attempt to answer the question of why systemic solutions to (social) problems of Polish economic migrants fail to be instituted in Poland by means of social negotiations. Therefore, while emphasising the social dimension of Polish migration, I briefly present its specificity and point to some associated threats. Referring to the category labelled as social problem, I demonstrate the nature of obstacles which prevent a debate on Polish migration in the area of social negotiations from taking root on public ground in Poland. I also refer to the mechanisms of degradation of the public sphere as those which are preventing the development of systemic solutions to the problems of Polish migrant workers by means of social negotiations.
The public character of school has recently been called into question more often. I examine the question given in the title in terms of three different aspects (juridical, institutional and performative), each of which is linked with a number of disturbing transformations of public schools (privatization of that which is public, re-feudalization, and commodification of education). By virtue of such an analysis and with reference to research on the essence of what is public, I make an attempt to formulate the key meanings of the public character of school.
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.