2024

Contents

Author: The Editors
Year of publication: 2024
Source: Show
Pages: 5-8
DOI Address: -
PDF: kie/143/kie143toc.pdf

TABLE OF CONTENTS

SPIS TREŚCI

A kiedy (u)kradną nam słowa…

Author: Henryk Mizerek
Institution: Uniwersytet Warmińsko-Mazurski w Olsztynie
ORCID: https://orcid.org/0000-0001-8674-2205
Year of publication: 2024
Source: Show
Pages: 11-25
DOI Address: https://doi.org/10.15804/kie.2024.01.01
PDF: kie/143/kie14301.pdf

When they steal our words…

The paper addresses issues related to the growing social phenomenon that has disturbing consequences for practice – in this case, everyday academic life in Poland. It consists of the critical categories of contemporary humanities; its “first words” are given content very distant from their original, traditional meanings. The meanings of these categories are often reversed, given secondary meanings or even made meaningless. As a result, many words are used as empty labels, fashionable words intended to add dignity to the speaker. The article’s author, referring to the metaphor of “stealing” words, raises three specific issues. Firstly, it presents a register of “stolen” words, three of which are the subject of detailed analysis – evaluation, quality, and dialogue. The second issue is a detailed analysis of the mechanisms governing changes in the meanings assigned to each of these categories and the effects associated with using “stolen” words in the everyday life of academies and dormitories. Finally, the issue of the “perpetrators of the theft” was raised. The author claims that one of them is the “seventh enemy from the seventh world of the field” – an entity that creates the everyday life of academic life, regardless of its place in the university’s social hierarchy.

ewaluacja jakość dyskursy jakości edukacji dialog system ewaluacji nauki evaluation quality education quality discourses dialogue science evaluation system

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Antropologia kultury a ewaluacja edukacyjna

Author: Bartłomiej Walczak
Institution: Uniwersytet Warszawski
ORCID: https://orcid.org/0000-0002-0346-712X
Year of publication: 2024
Source: Show
Pages: 26-41
DOI Address: https://doi.org/10.15804/kie.2024.01.02
PDF: kie/143/kie14302.pdf

Cultural anthropology and educational evaluation

The paper describes the connections between cultural anthropology and educational evaluation. It starts from the history of anthropologically oriented educational evaluation, when a qualitative-oriented approach emerged from a dominant, post-Tyleran tradition. It analyses connections between anthropological evaluation and anthropological paradigms, in particular the phenomenological one. The next section explores the notion of culture, a central category for ethnographic research, making anthropological evaluation distinctive from other research using a qualitative methodology. It presents the discussion about the notion of culture and the meaning of an inclusive approach to the research on school cultures. The third part describes distinctive features of anthropological evaluation, contrasted to the “traditional” anthropology. In the fourth part, conclusions from a postmodern critique of the linguistic turn are described: involvement in the power/knowledge relationships, an ontoepistemological status of collected data, fluidity and ambiguity of the evaluator’s roles. The next section covers probably the most obvious aspects of anthropological evaluation – the methodological implications. The last, sixth part presents challenges for doing evaluations in anthropological settings: keeping the integrity of the roles, reflecting on the biases, limitation in influence on change, “competition” with the postpositivist approach, and logistic difficulties.

ewaluacja edukacyjna jakościowe badania edukacyjne zwrot lingwistyczny historia ewaluacji ewaluacja antropologiczna educational evaluation anthropological evaluation linguistic turn qualitative educational research history of evaluation

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Rosnące znaczenie ewaluacji w zmieniającej się rzeczywistości społeczno-politycznej

Author: Justyna Nowotniak
Institution: Uniwersytet Szczeciński
ORCID: https://orcid.org/0000-0002-7439-0414
Year of publication: 2024
Source: Show
Pages: 42-59
DOI Address: https://doi.org/10.15804/kie.2024.01.03
PDF: kie/143/kie14303.pdf

The growing importance of evaluation in a dynamic socio-political reality

The article focuses on evaluation, which remains of unflagging popularity and interest in many scientific disciplines and areas of social life. The article is divided into three parts. Firstly, it attempts to outline the variety of theoretical contexts of the relationship between education, science, evaluation and state policy in this respect. The second part presents arguments for the need to practice educational (seflevaluation) – especially its dialogic forms in schools, resulting from the experience gained in connection with the COVID-19 pandemic, including the results of research carried out in primary schools in Szczecin. The third part covers issues related to the importance of developmental evaluations in education, consisting of democratizing organizational culture, opening social discourse and supporting patterns of institutional reflexivity. In literature this is described as “participatory research”, “interventional research” in which the researcher conducts the analysis at the same time also thinking about using its results to formulate the recommendations regarding public policy or for the purposes of creation and support of organizations acting in the best interest of the researched community. This article presents a fragment of results of a research – its subject being “Diagnosing needs and expectations of students and teachers in primary schools in Szczecin days before returning to school” – conducted in May 2021. Comfort-Stretch-Panic model, created by Karl Rohnke, has been used as a theoretical framework for said research.

ewaluacja ewaluacja edukacyjna ewaluacja rozwojowa autoewaluacja dialogiczna evaluation evaluation in education developmental evaluation responsive (seflevaluation)

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Decyzje i motywy udziału w wyborach parlamentarnych 15 października 2023 roku młodych kobiet – kandydatek na nauczycielki

Author: Tomasz Prymak
Institution: Uniwersytet w Białymstoku
ORCID: https://orcid.org/0000-0002-7784-9956
Author: Wioleta Danilewicz
Institution: Uniwersytet w Białymstoku
ORCID: https://orcid.org/0000-0002-7049-4216
Author: Alicja Korzeniecka-Bondar
Institution: Uniwersytet w Białymstoku
ORCID: https://orcid.org/0000-0003-1145-2996
Year of publication: 2024
Source: Show
Pages: 60-80
DOI Address: https://doi.org/10.15804/kie.2024.01.04
PDF: kie/143/kie14304.pdf

Decisions and motives of young female teacher candidates to participate in the October 15, 2023 parliamentary elections

In this article we present the results of the author’s research, conducted immediately after the parliamentary elections of October 15, 2023. The purpose of the research was to identify the electoral activity of people who are studying preschool and early childhood education, and preparing for the teaching profession. We consider their activities as a priority in developing pro-social attitudes of their charges. The study used the method of diagnostic survey. For the analysis presented here, we used the part on the questions of participation of female respondents in elections and sociodemographic characteristics of the respondents. The survey was conducted among 265 female students aged 18 to 26 (the average age was 21.4), in the teaching faculty in all five years. The study notes significant differences in the election declarations of respondents, compared to the general population of Poles with active voting rights. For the most part, respondents have made a choice of different ideas represented by specific electoral committees than the electorate of their parents, or people from the local environment. The voter turnout and the choices of the respondents give hope for an appreciation of democratic values and the laying of the foundation for building a civil society.

democracy civil society Education teacher społeczeństwo obywatelskie wybory parlamentarne edukacja demokracja Generation Z nauczyciel pokolenie Z parlamentarny elections

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Ewolucja zabaw w gry. Podporządkowanie spontaniczności arbitralnym konwencjom

Author: Elżbieta Jaszczyszyn
Institution: Uniwersytet w Białymstoku
ORCID: https://orcid.org/0000-0001-8901-1643
Year of publication: 2024
Source: Show
Pages: 81-95
DOI Address: https://doi.org/10.15804/kie.2024.01.05
PDF: kie/143/kie14305.pdf

The evolution of game play. Subordination of spontaneity to arbitrary conventions

Among the many issues that are raised in the context of the development of preschool children, among others, there is the one devoted to the issue of play and games. However, the need to play does not cease with the end of the developmental stage that is childhood. Playing as a natural need of the species homo sapiens, along with cognitive activity (the need to learn) and social activity, are considered elementary forms of human activity also in adulthood and old age. In considering the evolution of playfulness in games, the fact of the identity of the concepts of “fun” and “play” and the possible differences in the meanings of these two concepts were emphasized. The vividness of play may be subject to discipline. The existence of a large body of literature on play (children’s, adult) sometimes relegates the analysis of the process of evolution of play activity into play (cycle: play-game). Certain categories of fun and games are very clearly arranged in a temporal sequence related to their appearance and the transition of one into another (fun into games). This issue is not one of the well-studied, but some outline of this thought can already be described.

Education ludic children play games and children edukacja ludyczność dzieci zabawy gry i dzieci

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Autonomiczność, sprawczość i innowacyjność nauczyciela we współczesnej leksykografii pedagogicznej i jurysprudencji. Analiza lingwistycznopedagogiczna

Author: Anna Sarbiewska
Institution: Badacz niezależny
ORCID: https://orcid.org/0000-0002-9429-8228
Author: Dariusz Stępkowski
Institution: Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie
ORCID: https://orcid.org/0000-0002-6855-1517
Year of publication: 2024
Source: Show
Pages: 96-121
DOI Address: https://doi.org/10.15804/kie.2024.01.06
PDF: kie/143/kie14306.pdf

Teacher autonomy, agency and innovation in the language of contemporary pedagogical and jurisprudential terminology. A linguistic-pedagogical study

The article examines the concepts of teacher autonomy, agency and innovation from a linguisticpedagogical perspective. The research material was selected with the use of the method of searching the existing documents. The documents included selected encyclopaedic articles and legal texts concerning the teacher and his pedagogical activity. The authors used the theoretical framework of cognitive semantics in the form of conceptual integration theory when analysing the material. Autonomy as a pedagogical phenomenon has a broad and well-established lexical basis in both encyclopaedic and legal texts. The second concept, agency, has a very narrow dictionary and theoretical basis. The use of the last of the category, innovation, is limited to only some authors and their texts. Besides, the issue of innovativeness appears in legal texts sporadically and, as a rule, in relation to the school and not to the teacher. On the basis of the results obtained, it was proposed to treat the title terminological triad as an amalgam, in which the enumerated terms form a unity on the one hand, while on the other hand each of them expresses one aspect of the whole, which shows the multifaceted nature of the teacher’s pedagogical activity.

nauczyciel innowacyjność sprawczość mieszanina autonomiczność teoria integracji pojęciowej autonomy amalgam innovation teacher agency conceptual integration theory

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Kształtowanie kultury zaufania w szkole z perspektywy dyrektorów. Komunikat z badań jakościowych

Author: Marta Krasuska-Betiuk
Institution: Akademia Pedagogiki Specjalnej im. M. Grzegorzewskiej w Warszawie
ORCID: https://orcid.org/0000-0002-8743-1481
Year of publication: 2024
Source: Show
Pages: 122-145
DOI Address: https://doi.org/10.15804/kie.2024.01.07
PDF: kie/143/kie14307.pdf

Developing a culture of trust in schools from the perspective of principals. Communication from qualitative research

This article looks at the mechanisms for building a culture of trust in the school environment, as described by the leaders of selected schools. Trust, like other phenomena of social life, is relational in nature and is a key value that determines the quality of interpersonal relationships. The school is treated as a place for the accumulation of trust resources for the multiplication of social capital. A culture of trust is a dynamic system of values, norms and behaviours that are the source of people’s sense of security and willingness to support others. The text takes the form of a research communication and aims to present ways of understanding, developing and sustaining good relationships at school based on a foundation of trust. The practices of creating a trusting environment have been reconstructed from the statements of headteachers of four schools in and around Warsaw. In this way, a kind of anatomical model (structure) of trust was obtained, consisting of the competence and professionalism of principals and teachers, teachers’ freedom and autonomy, the priority role of cooperation, and organisational transparency. The principals of the schools selected for the study are developing their own practices for building a critical culture of trust.

pogłębione wywiady indywidualne profesjonalizm dyrektorów szkół zarządzanie zaufaniem szkolne zasoby zaufania kultura zaufania culture of trust school trust resources trust management professionalism of school leaders individual in-depth interviews

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Strategie wspierania zdolnych podopiecznych pieczy zastępczej

Author: Marzena Ruszkowska
Institution: Akademia Bialska im. Jana Pawła II
ORCID: https://orcid.org/0000-0003-3262-6641
Year of publication: 2024
Source: Show
Pages: 146-157
DOI Address: https://doi.org/10.15804/kie.2024.01.08
PDF: kie/143/kie14308.pdf

Strategies for supporting gifted foster care pupils

The issue of gifted children growing up in a natural family environment has been addressed quite widely. However, small amount of research regarding gifted children residing in the foster care environment is noticeable. At the same time, the issue of having, developing and supporting abilities is extremely significant, especially with regard to pupils of foster care environments deprived of their primary developmental environment, which is the family. Foster care environments can also effectively support the potential of their pupils. The publication is an attempt to answer the question of what support activities are undertaken in the foster care environment in relation to gifted pupils? The research method is case studies. The research indicates various forms of support for gifted pupils: the organization of additional activities, depending on the interests or abilities of the pupil or the financial support as the one they need for the future process of independence, as well as emotional support and others. At the same time, some differences are visible between the activities of institutional and family care, as the latter definitely more often uses the help of psychological and pedagogical counseling centers or organizations supporting gifted students, even if in the form of funded scholarships.

podopieczny dzieci zdolne zdolności gifted children foster care piecza zastępcza ability wsparcie pupil Support

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Opór jako oznaka podmiotowej orientacji. Rozważania na marginesie pracy socjalnej

Author: Małgorzata Ciczkowska-Giedziun
Institution: Uniwersytet Warmińsko-Mazurski w Olsztynie
ORCID: https://orcid.org/0000-0001-9784-6501
Year of publication: 2024
Source: Show
Pages: 158-172
DOI Address: https://doi.org/10.15804/kie.2024.01.09
PDF: kie/143/kie14309.pdf

Resistance as a manifestation of subjective orientation. Considerations on the margins of social work

This paper attempts to analyse the concept of resistance in social work. The category of resistance is characterized by a multiplicity of meanings, which means that it is understood in many ways, depending on civilizational and cultural contexts. Reflections on the concept of resistance in the humanities and social sciences are neither simple nor straightforward, as each discipline has its own view of this category. The analyses carried out in this study are interdisciplinary, but the point of reference is social pedagogy and social work developed by it. The aim of the article is to present the achievements of the category of resistance, taking into account three ways of interpreting it: as an individual reaction of the person receiving the help, as a reaction of the person receiving the support to the relationship with the professional, as a reaction of the participants of the social welfare system to local practices, institutional and governmental policies. In the discourse of social work, it is more common to see resistance as an individual reaction and a reaction to contact with a professional, and less so as a manifestation of subjective orientation, which is a resource to reach for in the face of oppressive practices. Therefore, the article devotes special attention to this issue. The whole analysis is complemented by a reflection on the challenges faced by social work education, through which the aim is to activate the resistance competences not only of the people supported, but also of the professionals themselves. The content analysis was based on a review of Polish and foreign literature presenting the issue of resistance in relation to social work.

opór opór indywidualny opór wynikający z relacji pomagania opór wobec lokalnych praktyk i polityk praca socjalna pracownik socjalny użytkownik usług społecznych resistance individual resistance resistance resulting from helping relationships resistance to local practices and policies social work social worker service user

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Wybrane obszary funkcjonowania kobiet w pandemii COVID-19 w Polsce (na tle krajów Unii Europejskiej)

Author: Dorota Zaworska-Nikoniuk
Institution: Uniwersytet Warmińsko-Mazurski w Olsztynie
ORCID: https://orcid.org/0000-0003-3645-4939
Year of publication: 2024
Source: Show
Pages: 173-188
DOI Address: https://doi.org/10.15804/kie.2024.01.10
PDF: kie/143/kie14310.pdf

Selected areas of women’s functioning during the COVID-19 pandemic in Poland (compared to European Union countries)

The aim of the research is to analyze research reports, articles and diaries showing how women function during the COVID-19 pandemic. The subject of my analyzes was quantitative and qualitative data showing differences in the functioning of women and men during the pandemic, along with their real and potential consequences from the perspective of gender equality. Although I was mainly interested in the situation of women in the text, the adopted perspective of gender equality required me to often (for comparative purposes) compile data regarding men. The article attempts to answer the question: What changes in particular areas of women’s social functioning have been caused by the COVID-19 pandemic? I decided to use nonreactive research using the method of analyzing existing data. My research shows that the Covid pandemic has caused unfavorable changes from the perspective of gender equality, not only in Poland, but also in other countries belonging to the European Union. Women suffered health consequences, felt exhausted by their duties and returned to stereotypical social roles. Despite the attempts to eliminate gender inequality in European Union countries (including Poland), the COVID-19 pandemic has significantly reversed progress in these activities.

rynek pracy pandemia COVID-19 nauczanie zdalne równouprawnienie płci nieodpłatna praca domowa distance learning labor market gender equality pandemic COVID-19 domestic work house

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Karierowiczka i egoistka: opór polskich „bezkidek” wobec presji społecznej posiadania dzieci. Analiza przekazów na platformie TikTok

Author: Monika Ryndzionek
Institution: Uniwersytet Warmińsko-Mazurski w Olsztynie
ORCID: https://orcid.org/0000-0003-2942-3309
Year of publication: 2024
Source: Show
Pages: 189-205
DOI Address: https://doi.org/10.15804/kie.2024.01.11
PDF: kie/143/kie14311.pdf

Careerist and egotist: resistance of Polish ‘childfree’ women to social pressure of having children. Analysis of the messages on TikTok platform

This article delves into the phenomenon of intentional childlessness within the context of many societal pressures prevalent on he Internet and specifically on the social platforms. It encompasses an exploration of recent scientific research and inquiries into the choice of childlessness, with a focus on the #childfree movement on TikTok. The presented study of an author covers an analysis of Polish content related to intentional childlessness on TikTok, dissecting the methods of social shaming directed at individuals opting for a child-free lifestyle, the defensive strategies employed by the child-free community, and the psychological phenomenon of the “authority rule”. This research approach sheds some light on the complex social dynamics surrounding the decision to remain child-free in the face of societal expectations, offering significant insights into contemporary attitudes towards this contentious topic within the TikTok community. This particularly concerns childless women who are almost expected to embrace motherhood as an obligation. TikTok is their space for spreading their views and defending their own position.

bezdzietność z wyboru presja społeczna dyskurs na TikToku stygmatyzacja bezdzietnych ruch #childfree opór społeczny analiza mediów społecznościowych oczekiwania wobec rodzicielstwa childfree choice societal pressures TikTok discourse childfree shaming tactics #Childfree movement social resistance social media analysis parenthood expectations

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