Author: The Editors
Year of publication: 2020
Source: Show
Pages: 5-6
DOI Address: -
PDF: kie/130/kie130toc.pdf

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TABLE OF CONTENTS

SPIS TREŚCI

Publikacja “Kultura i Edukacja” w języku angielskim, udostępnienie wersji cyfrowej w wolnym dostępie i zabezpieczenie oryginalności publikacji zgodne ze standardem COPE – zadania finansowane w ramach umowy 853/P-DUNdem/2018 ze środków Ministra Nauki i Szkolnictwa Wyższego przeznaczonych na działalność upowszechniającą naukę.

Author: Arleta Suwalska
E-mail: arletasuwalska@o2.pl
Institution: University of Łódź, Polan
ORCID: https://orcid.org/0000-0003-0713-8451
Year of publication: 2020
Source: Show
Pages: 10-24
DOI Address: https://doi.org/10.15804/kie.2020.04.01
PDF: kie/130/kie13001.pdf

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This article presents the relationship between the Finnish educational change in schools (the Finnish Reform Movement), selected aspects of teachers’ professional development and context of educational thinking influenced by John Dewey’s pedagogy. The successful change of schools “calls for a ‘new professionalism’ in which teachers’ work is based on research-based, outcomes-oriented, data-driven and team focused at the same time as it is globalised, localised and individualised, with lifelong professional learning the norm for the specialist in school education” (Caldwell, 2003, p. 8). In this light, the article presents an overview of in-service training of teachers, cooperative learning and teachers’ autonomy in schools in the context of teachers’ professional development.

equity in educational system cooperative learning in-service training of teachers teachers’ autonomy in schools teacher professional development the Nordic Model of Social Democracy John Dewey’s pedagogy

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Author: Truc Thanh Truong
E-mail: thanhtruongtruc97@gmail.com
Institution: University of Northampton, UK
ORCID: 0000-0003-4187-9181
Author: James Underwood
Institution: University of Northampton
ORCID: https://orcid.org/0000-0001-9351-2408
Year of publication: 2020
Source: Show
Pages: 25-42
DOI Address: https://doi.org/10.15804/kie.2020.04.02
PDF: kie/130/kie13002.pdf

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There are four main areas through which education can foster social cohesion, these are: curriculum design; an appropriate classroom climate of dialogue and respect; equal opportunities for all learners; and diverse school programmes that encompass the interests and experiences of the learning community. In this paper, by intersecting these concepts with the lead author’s experiences as a student in Vietnam’s primary and secondary public schools, we explore how social cohesion in constructed within the Vietnamese school system and the impact this has on student identity. Further focus is provided by analysing in-depth three fundamental aspects of the Vietnamese education system. These are: moral education; Vietnam’s national rite of saluting the flag; and didactic, teacher-focused teaching. The latter section of the essay then critically evaluates some shortcomings associated with the teaching of social cohesion in Vietnam. The purpose of this paper is to add meaning to those cultural features of schooling that have been taken for granted by Vietnamese people and also to highlight the need to find a balance between social cohesion and individuality in the Vietnamese educational system, so that in future current flaws can be erased. This paper is a conceptual paper informed by research literature. However, it also embraces an auto-ethnographic approach and in doing so extends the parameters of academic writing within a Vietnamese context.

social cohesion Vietnamese education moral education Confucianism auto-ethnography state schools

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Author: Barbara Grabowska
E-mail: basiagra@wp.pl
Institution: University of Silesia in Katowice, Poland
ORCID: https://orcid.org/0000-0003-2558-0294
Author: Łukasz Kwadrans
E-mail: lukaszkwadrans@poczta.fm
Institution: University of Silesia in Katowice, Poland
ORCID: https://orcid.org/0000-0001-6102-2308
Year of publication: 2020
Source: Show
Pages: 43-59
DOI Address: https://doi.org/10.15804/kie.2020.04.03
PDF: kie/130/kie13003.pdf

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Life in a culturally diverse environment and being a national minority member causes the socialization of young people to occur in more than one language. Language is not only a medium of culture but also a core element of identity. This article discusses the implementation of the right of national minorities to education in their languages. In Belarus, the Czech Republic, Poland, and Ukraine, there are national minorities of autochthonous character, along with schools with the language of a particular minority as the teaching language. The most developed and numerous network of schools operating in the official school system is in the Czech Republic. In Belarus and Ukraine, the legal possibility of opening and running minority schools was introduced several years ago. Not without significance is the functioning of parish schools, Saturday-Sunday schools, national or ethnic clubs. Apart from family, school is the basic place of learning the minority language, an important element of national identity. At school, learners deepen their cultural competences, within their national, majority group and European culture.

national minorities Education language identity Belarus the Czech Republic Poland Ukraine

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Author: Lucyna Myszka-Strychalska
E-mail: lucyna.myszka@amu.edu.pl
Institution: Adam Mickiewicz University in Poznań, Poland
ORCID: https://orcid.org/0000-0003-2973-1379
Year of publication: 2020
Source: Show
Pages: 60-79
DOI Address: https://doi.org/10.15804/kie.2020.04.04
PDF: kie/130/kie13004.pdf

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The increasing flexibility and uncertainty of permanent employment as well as the complexity of career paths in the modern labor market makes the ability to acquire, maintain and change employment in the long term critically important. In a situation in which a professional career is perceived as a status owned by an individual, it is worth looking at factors determining employability in the individual and social dimension. All the entity’s activities aimed at investing in shaping their professional future have measurable value for increasing its competitiveness on the labor market, which is not without significance for building career capital. The aim of the article is to present the assumptions of the modern concept of employability and its importance for the individual’s career capital. The article also attempts to analyze the tasks set for education in the area of employability development of young people preparing to take up professional activity.

career capital employability labor market educational challenges

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Author: Jolanta Gałecka
E-mail: jolanta01@msn.com
Institution: University of Gdańsk, Poland
ORCID: https://orcid.org/0000-0003-1525-8912
Year of publication: 2020
Source: Show
Pages: 80-93
DOI Address: https://doi.org/10.15804/kie.2020.04.05
PDF: kie/130/kie13005.pdf

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Many professions have some identified features or performance rules that are considered characteristic of an expert. However the standards and expectations regarding teachers’ work might not have been clear to the majority of the teachers. The attributes that are demanded or expected from teachers are very diversified and span many fields of expertise. One of the reasons behind it may be the co-existence of multiple paradigms in the social sciences. Those paradigms cannot be applied simultaneously since the disparities between them are often insurmountable. Yet they define the role of a teacher and hence are crucial to the assertion of expertise in teaching. Therefore I come to the conclusion that understanding paradigms and their consequences for the role of a teacher may provide the necessary criteria of performance and a path to becoming an expert teacher. Without the knowledge and understanding of the basic concepts and the meaning of what it is that the teacher is trying to achieve through their performance, the teacher will not be able to work deliberately on their development or to critically reflect on it.

self-efficacy teachers’ professional development self-awareness didactic paradigms expertise in pedagogy expert teacher

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Author: Barbara Kwiatkowska-Tybulewicz
E-mail: b.kwiatkowska@uw.edu.pl
Institution: University of Warsaw, Poland
ORCID: https://orcid.org/0000-0002-8927-8943
Year of publication: 2020
Source: Show
Pages: 94-108
DOI Address: https://doi.org/10.15804/kie.2020.04.06
PDF: kie/130/kie13006.pdf

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The article presents the two phenomena observed in the space of art and education in 21st century, which may constitute the basis for rethinking and modernizing the theory of aesthetic education. The first is the educational turn in contemporary art, consisting in the use of pedagogical methods and forms by artists in their creative work. Education becomes not only the subject of contemporary artistic projects, but above all, an artistic practice, the foundations of which were taken from radical pedagogy. The second element important for rethinking the theory of aesthetic education is the perspective of critical pedagogy. The article briefly presents Yolanda Medina’s Critical Aesthetic Pedagogy, which tries to combine aesthetic pedagogy with a critical approach in the context of self and social empowerment. New ways of intertwining the spheres of art and education in the 21st century may be an opportunity to renew and modernize both the practice and theory of aesthetic education, and to strengthen the aesthetic education approach in Polish pedagogy.

aesthetic education contemporary art smart education critical pedagogy

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Author: Simoneta Babiaková
E-mail: simoneta.babiakova@umb.sk
Institution: Matej Bel University in Banska Bystrica, Slovakia
ORCID: https://orcid.org/0000-0002-4038-7006
Year of publication: 2020
Source: Show
Pages: 111-124
DOI Address: https://doi.org/10.15804/kie.2020.04.07
PDF: kie/130/kie13007.pdf

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This article presents the issue of child readership in a multicultural world. The article is based on the VEGA 1/0455/18 research project named “Research and Development of Reading Enthusiasm with Younger School-Age Learners”,2 in which a team focused its research activities on the personality traits of readers, the social context of reading and their reading preferences. The period when children first encounter a book induces and stimulates a cultural need in children. This need appears at a pre-school age and fully develops during the early schooling years of a child. The current multicultural school presents relatively new social contexts that accompany the child in the context of their reading experience and experiences. The contents, genres and forms that children currently prefer when reading change in connection with cultural and social diversity. The article presents certain findings from two phases of research in which the research team used the qualitative method of discussions with focus groups and a questionnaire to identify the typical traits of readers and non-readers, the social context of readership and their preferred content, forms and media. Several noteworthy differences were identified, which are closely related to a multicultural environment and significantly differentiate the young readers of today from readers in the past.

the social context of readership reading preferences reading enthusiasm young readers multicultural education

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Author: Lulu Hao
E-mail: 693285407@qq.com
Institution: Luoyang Normal University, China
ORCID: https://orcid.org/0000-0003-0502-8726
Year of publication: 2020
Source: Show
Pages: 125-137
DOI Address: https://doi.org/10.15804/kie.2020.04.08
PDF: kie/130/kie13008.pdf

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In the context of globalization and the increasingly frequent intercultural communication, the author illustrated some of the typical cultural differences between China and the US, bearing in mind that cultural knowledge is one of the indispensable element for developing intercultural communicative competence. The major differences include communication rituals, customary symbols and expressions, values, and ways of thinking, etc. The purpose is to inform readers who may be interested in both cultures and are motivated to learn cultural knowledge as the basis for more effective and appropriate intercultural communication. The research goal is to study the cultural differences and reflect on their implications on intercultural communication.

implications ways of thinking values, customary symbols and expressions communication rituals cultural differences China and the US intercultural communication

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Author: Anna Młynarczuk-Sokołowska
E-mail: a.mlynarczuk-sokolowska@uwb.edu.pl
Institution: University of Białystok, Poland
ORCID: https://orcid.org/0000-0002-3355-0098
Year of publication: 2020
Source: Show
Pages: 138-158
DOI Address: https://doi.org/10.15804/kie.2020.04.09
PDF: kie/130/kie13009.pdf

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The paper is devoted to chosen aspects of the situation of a child with migration experience in a new socio-cultural reality. The analyses undertaken in the article show the dilemmas and difficulties which accompany an individual functioning in the conditions of cultural differences. The text consists of two complementary parts. The first one presents specificity of enculturation and acculturation processes (learning of own and new culture). The second part describes the threads related to experiencing cultural differences and their psychological and social consequences. The consideration included in the paper enrich the narratives of people who experienced/are experiencing migration (mainly in the childhood) which are the results of empirical research (Polish context). The article may be useful to everyone who is interested in the issues of socio-cultural adaptation of children with migration experience.

Education cultural differences acculturation child experience of migration

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