Author: Venellin Stoychev
E-mail: venellin.stoychev@gmail.com
Institution: Political Science Center, Bulgaria
Author: Sylvia Borissova
E-mail: sylvia.borissova@gmail.com
Institution: Bulgarian Academy of Sciences
Author: Ani Marinova
E-mail: ani.veselinova@gmail.com
Institution: Children’s Department of the Bulgarian National Radio
Author: Nora Goleshevska
E-mail: artes.liberales@gmail.com
Institution: Institute for Creative Civil Strategies, Bulgaria
Author: Julian Borissov
E-mail: julian.borisov@yahoo.com
Institution: DSK Bank
Year of publication: 2019
Source: Show
Pages: 157-174
DOI Address: https://doi.org/10.15804/kie.2019.02.10
PDF: kie/124/kie12410.pdf

Streszczenie:

In recent years, the problem of methods of education in values of tolerance to difference is subject to increased public attention at the EU level. However, even a sparse reading of the Bulgarian primers and readers shows that the first meeting of children with what is officially “normal” in the social world excludes the “different” people. The main objective of the project “To Educate a Xenophobe” (2015-2016) implemented by the Bulgarian NGO Political Science Center in collaboration with Institute for Creative Civil Strategies was to address the absence of systematic orientation to the initial stage of education as crucial for assimilating a tolerant attitude towards the different people in society. The project aimed to increase public attention and initiate a constructive dialogue with Bulgarian decision makers and stakeholders on the need for conducting reforms in state education requirements and legislation via a package of analyses, surveys and in-depth interviews.

EU educational policies screening of textbooks’ verbal and visual contents intercultural dialogue tolerance toward diversity in society primary school

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Author: Agnieszka Cybal-Michalska
E-mail: aga-cm@amu.edu.pl
Institution: Adam Mickiewicz University, Poznan
ORCID: https://orcid.org/0000-0001-7470-1473
Year of publication: 2019
Source: Show
Pages: 175-184
DOI Address: https://doi.org/10.15804/kie.2019.02.11
PDF: kie/124/kie12411.pdf

Streszczenie:

The contemporary study of careers requires taking into consideration multicontextual changes in the world of work, which make individuals face new challenges. The purpose of this article is to draw attention to the numerous transformations taking place in the contemporary reality, including in the world of work, which influence people’s professional career, the significance attributed to it and the success achieved through it. This article presents the results of own research concerning career success as perceived from the perspective of academic students from Poland. Particular attention was paid to two aspects of this issue: its objective and subjective nature, as well as the assessment of own chances for achieving it within one’s career path. The results of the studies prove, that the surveyed youth perceives success in a career in a subjective manner, but that its objective dimension is also important for the academic students, and that the vast majority take a positive attitude towards their own professional future. The resulting empirical material may carry important implications for the educational practice.

career career success academic students subjective sense of career successful career

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Author: Maria Coady
E-mail: mcoady@coe.ufl.edu
Institution: University of Florida, Gainesville
ORCID: https://orcid.org/0000-0002-1088-7392
Author: Aleksandra Olszewska
E-mail: aolszewska@ufl.edu
Institution: University of Florida, Gainesville
ORCID: https://orcid.org/0000-0001-7060-4844
Year of publication: 2019
Source: Show
Pages: 187-191
DOI Address: https://doi.org/10.15804/kie.2019.02.12
PDF: kie/124/kie12412.pdf

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Author: The Editors
Year of publication: 2019
Source: Show
Pages: 5-6
DOI Address: -
PDF: kie/123/kie123toc.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: Maria Mendel
E-mail: maria.mendel@ug.edu.pl
Institution: Uniwersytet Gdański
ORCID: https://orcid.org/0000-0002-4022-5402
Author: Tomasz Szkudlarek
E-mail: tomasz.szkudlarek@ug.edu.pl
Institution: Uniwersytet Gdański
ORCID: https://orcid.org/0000-0001-9308-7106
Year of publication: 2019
Source: Show
Pages: 11-26
DOI Address: https://doi.org/10.15804/kie.2019.01.01
PDF: kie/123/kie12301.pdf

Streszczenie:

In the text, we first recall the historical contexts of changes in public education, by recalling them to shape the distance necessary to reflect on the current solstices and transformations taking place in this area. One of the main tasks of a universal and uniform school in a modernizing Europe was to ensure equal educational start for all children. In neoliberal reality, this task ceased to be obvious, and with the significant participation of parents, the foundations of the school’s public character were undermined. Parents from a politically and economically dominant middle class, seeking to gain an advantage over their children, simply do not want public school. The public school defense is therefore easily marginalized. Using the example of recent reforms (e.g. American), we show how schools are no longer places where people belonging to different layers or social classes can create a common world. From this perspective, we analyze issues arising from the questioning of neoliberal social policy that has taken place in recent years. In Poland, it finds expression in, among others in the electoral victory of the grouping (Law and Justice – PiS), aiming to restore the previously overlooked social groups to their rightful place in public space. One could expect that the style of the previous educational policy will therefore be replaced by a more egalitarian, equality policy, preventing unjustifiable selections limiting the life chances of ‘lessborn’ children. However, PiS education policy goes in the opposite direction and expands the system’s selection strategies (elite high schools, no more “mass” access to schools, etc.). Trying to find out the reasons for this contradiction, we focus our attention on the profits that in public discourse brings – as practiced today – the replacement of society by the nation.

national conservatism dignity public school neoliberalism equality szkoła publiczna równość neoliberalizm narodowy konserwatyzm

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Author: Ewa Jarosz
E-mail: ewa.jarosz@us.edu.pl
Institution: Uniwersytet Śląski w Katowicach
ORCID: https://orcid.org/0000-0002-3207-0148
Year of publication: 2019
Source: Show
Pages: 27-44
DOI Address: https://doi.org/10.15804/kie.2019.01.02
PDF: kie/123/kie12302.pdf

Streszczenie:

The paper presents social participation of children – understanding of the idea and the character of the scientific discourse on it in the context of perceiving children as socially discriminated in their access to social and civic rights and activities, particularly the right to participate in social decisions. On the basis of analysis of social exclusion of children in the past centuries the Autor presents the change in social and citizen status of children that has been taking place in democratic societies. The Autor indicates on the crucial meaning of the Convention on the rights of the child and other documents in building this change and in explaining contemporary meaning of the idea and of the range and the level of possible participation of children. In the paper the very deep understanding of the idea of children’s participation based on the analysis of theoretical concepts is also explained. The Autor presents the dynamics and evolution of the theoretical background of the discourse on children’s participation and indicates on process of change: from theories of a child as a social actor and a child as able to act in social affairs, that dominated in last decades towards theories of liberal democracy, theories of inequalities, citizen’s participation, political theories, theories of governance and the theory of recognition as current theories that are used in this discourse. Finally, the development of today’s discourse on children’s participation and the promotion of its implementation in social practice are seen as crucial factors in elimination and counteracting social exclusion of children.

partycypacja społeczna dzieci dyskryminacja społeczna dzieci ekskluzja społeczna dzieci social participation of children

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Author: Marcin Wlazło
E-mail: wlazlo@usz.edu.pl
Institution: Uniwersytet Szczeciński
Year of publication: 2019
Source: Show
Pages: 45-57
DOI Address: https://doi.org/10.15804/kie.2019.01.03
PDF: kie/123/kie12303.pdf

Streszczenie:

Inclusion is often understood as a deeper integration, what means that integration itself loses its basic sense of a voluntary and spontaneous interpersonal relationship based on the equality of rights and equalization of life (developmental) opportunities. Integration as a pedagogical concept originates from the idea of the universal education known since the times of Jan Amos Komensky, and nowadays it refers into the philosophical and social contexts of the idea of freedom and equality, constituting an important aspect of the social cohesion policy. Quite rarely, attention is paid to the fact that social (including educational) inclusion can – in defiance of noble assumptions and without conscious intention – aim at dominating the included minority group. The proposal to think about integration as the purpose of inclusion concerns both activities undertaken on educational grounds (especially for students with special educational needs) and more general social policy.

integration inclusion special education social policy social cohesion integracja inkluzja edukacja specjalna polityka społeczna spójność społeczna

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Author: Małgorzata Czerwińska
E-mail: m.czerwinska@wpps.uz.zgora.pl
Institution: Uniwersytet Zielonogórski
Year of publication: 2019
Source: Show
Pages: 58-76
DOI Address: https://doi.org/10.15804/kie.2019.01.04
PDF: kie/123/kie12304.pdf

Streszczenie:

Theoretical and search considerations, and tyflopedagogic practice above all, make us see the culture of people with visual disabilities as an important way of educational and rehabilitation activities implemented in the spirit of inclusion, i.e. social inclusion in important communication links whose one of the areas is culture.
Based on a descriptive and critical analysis of small literature on the subject, as well as participant observation and personal experience of the author, the subject of the specific nature of the reception of works of culture by people with visual disabilities and the conditions and possibilities of nonvisual ways of sharing them have been considered.
Tactile and auditory ways of providing visual arts: Braille system, typhlography and audio description have been presented as corresponding to the specificity of cognitive processes of visually impaired people. The importance of the Internet for participation in the culture of visually impaired people has been marked, recalling selected exemplifications.
Based on the considerations undertaken, the postulates of practical and research actions have been drawn up in the field of interdisciplinary issues of inclusive participation in the culture of people with visual disabilities.

partycypacja w kulturze audiodeskrypcja tyflografika system Braille’a sztuki wizualne niepełnosprawność wzroku visual disability Braille system typhlographics audio description participation in culture visual arts education

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Author: Magdalena Kuleta-Hulboj
E-mail: m.kuletahulboj@uw.edu.pl
Institution: Uniwersytet Warszawski
Year of publication: 2019
Source: Show
Pages: 77-90
DOI Address: https://doi.org/10.15804/kie.2019.01.05
PDF: kie/123/kie12305.pdf

Streszczenie:

Wraz z ogłoszeniem przez ONZ „Agendy na rzecz zrównoważonego rozwoju 2030” globalna edukacja obywatelska stała się ważnym narzędziem realizacji Celów Zrównoważonego Rozwoju. Jednym z jej zadań jest w ujęciu UNESCO przygotowanie dzieci, młodzieży i dorosłych do budowy bardziej inkluzywnego świata. Krytycy podkreślają jednak, że wiele działań z zakresu globalnej edukacji obywatelskiej ma charakter pozornie inkluzywny. Problematyczny okazuje się konstrukt globalnego obywatela elitarny, imperialistyczny i paternalistyczny, a także ucieleśniający dyskurs neoliberalny.
Celem artykułu jest analiza inkluzywnego potencjału globalnej edukacji obywatelskiej i wskazanie możliwych ścieżek poszerzenia go. Argumentuję, że aby uczynić globalną edukację obywatelską bardziej inkluzywną, warto przeformułować kategorię globalnego obywatelstwa. Odwołując się do prac R. Lister, V. Andreotti, A. Abdiego czy L. Shultz proponuję bardziej elastyczną, pluralistyczną formułę globalnego obywatelstwa, wrażliwego na różnicę, ale nie rezygnującego z uniwersalistycznych obietnic. Nakreślam także wybrane implikacje tej formuły dla globalnej edukacji obywatelskiej.

global citizenship education inclusion global citizenship inclusive citizenship globalna edukacja obywatelska inkluzja globalne obywatelstwo inkluzywne obywatelstwo

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