Contents
- Year of publication: 2012
- Source: Show
- Pages: 3-4
- DOI Address: -
- PDF: kie/92/kie92toc.pdf
This paper is a continuation of my reflection upon “neo-liberal entanglements of education” and an attempt to interpret Michel Foucault’s works with respect to selected aspects of youth policy in Poland. My focus here is on the relations between the issues of government and morality. I will begin with a brief examination of Foucault’s views on government and governmentality, pointing out some trains of thought that will be developed in the further sections. In what follows, I will present an attempt at the risk discourse analysis, focusing my attention on the regimes of truth employed in youth policy. Discussing the political and economic potential of realized risk used by the neo-liberal program, I will refer to some specific ideas of “technologies of the self” – from the Greek principle of care for oneself; then, the idea of getting to know oneself to the modern ethics of investing in oneself. Finally, referring to Foucault’s findings, I will place neo-liberal techniques within the context of two regimes: the discourse of threat (risk) and the discourse of civicness. I will examine how the production of the “threat” and “civicness” as educational practices of constituting of the self takes place within these regimes.
civicness discourse risk discourse entrepreneur of oneself youth policy governmentality
Too little attention has been paid to the school institutions intended to educate and socialize the children of the upper classes. Greece has a significant history of private educational institutions. Yet their history and role within the educational system and society has been consistently neglected. The study of elite private education and its relationship with the social reproduction of the upper and middle classes in Greece has been even more neglected. Through a study of elite private secondary schools, following the theoretical model of Pierre Bourdieu, we explored the relationship that the middle and upper social strata of Greek society maintain with specific private schools. In order to determine the above, we conducted a quantitative field survey at 13 well-known private schools in Athens, using a questionnaire. In these schools we find considerable over-representation of the social categories that are placed at the summit of the social hierarchy. A basic argument of our study was that different sections of the middle and upper classes develop different educational strategies to ensure their social reproduction and to increase their privileges. These different strategies adopted by traditional and more recently emerging social classes are reflected in the differences among the elite private schools as a “field” and they distinguished the very top private schools from the less prestigious one. Also, we have found that sections of the Greek upper and middle class provide their offspring, through certain schools and activities, with an international capital which is a necessary condition for their future participation in international educational and professional markets. The study’s central research methodology included geometrical data analysis such as correspondence analysis.
correspondence analysis international capital field class strategies social reproduction elite schools Pierre Bourdieu private schools Education
This paper focuses on the question whether the perceived distance between the low status of the school that is attended by the pupils, the high ambitions of these pupils, and the feasibility of achieving these goals could lead to the total evaporation of any motivation to do well at school. Is educational success of pupils in the lowest level of secondary education hampered by the realization that one’s chances to reach a highly respected social position are very limited? In this article, we, firstly, study how adolescents evaluate people in distinctive social positions and to what extent they are aware of status distinctions. Secondly, what are the expectations and ambitions of youngsters and how do they describe their own characteristics when asked to respond to questions, such as “who are you?” and “where do you locate yourself in society?”. Thirdly, we analyze their views on society, their self-images and career expectations. We want to investigate whether these images and projections differ in correlation with their level and type of education.
career opportunities career ambitions and expactations self-respect status perceiving status distinctions types of education levels of education self-esteem social identity secondary education adolescents
There are many misconceptions about what is called “integral education”. We propose an integral approach to education based on the historical thinking of John Dewey and on the more recent AQAL concept by Ken Wilber. At the centre of integral education, there is a Subject. Subject equals his/her perspective. Integral education is a process of constructing/creating perspectives in the subject. We propose that four main perspectives can be applied to the educational process and the Integral Education Matrix includes these perspectives. The matrix can be a useful tool for planning actions and outcomes in the process of education.
integral education subject development process sustainable development
This study deals with burnout as a multifactor phenomenon, which is a state of complete mental, somatic, cognitive, and behavioral exhaustion. The aim is to provide an analysis of burnout, its causes, symptoms, developmental stage, and diagnostic methods. The study reported burnout as one of the manifestations of the contemporary developed, hurried, and consumer society, which is characterized by an increased pace of life and ever-growing economic and social demands. The first part of the analysis found burnout on a general level and in specific the profession of a university teacher. The first part of the study focuses on the characteristics of burnout, its reasons and various influencing variables, as well as the most vulnerable individuals. Another part of the study presents the different stages of burnout, which differ in various stages of development. In the next section, burnout relative to the profession of university teacher, which is characterized by specific forms and load requirements, is presented. At the conclusion of the study, the prevention of burnout, which should take place on a personal, organizational, and work level, is taken into account. Attention is drawn to the methods of diagnosing burnout. In essence, the study provides a comprehensive presentation of burnout, which creates potential and increasing threats to the form of the individual. The aim of the study was to develop a systematic approach to look at burnout as a gradual process with a set of cumulative and interrelated symptoms.
burnout stress profession of university teacher mental state exhaustion
The thesis of this paper applies to the mediatization of politics process during American presidential campaign of 2008. It is entrenched in the theory of political communication. Because of the primary assumptions in the analysis below, political communication is considered mainly from perspective of the models of relations between the mass media and politics, which are treated as systems. It is justified because those relations influence the abovementioned systems and play the biggest role in affecting mass society and culture. In this thesis, the public is considered as having less influence on entire process of political communication. In order to clarify the subject of the research, the division into structural and functional mediatization was created. Structural mediatization, which is the main subject of the analysis, occurs when structures of the media and political systems come into dependence and subordination relation. Parts of the media system dominate over the analogical elements in the political system, internalizing media logic. Individual elements of the political world comply to the media logic and the media orders. Subjects of the political system implement political marketing methods to use the dominant role of the media in the process. Functional mediatization can be defined as a transfer of systemic relations at the smallest possible level – specific case in micro scale,when the medium controls a political actor. Here, the mediatization takes its most radical form. The medium on every stage of constructing the political reality can manipulate and deform a media political reality
structures functions election mediatization of politics modernization media
Many members of a society deal with their everyday problems on their own, but there are people who look for and receive support from other individuals, groups and institutions. Social networks are considered important providers of resources accumulated in and of services delivered by the local community. The article is focused on social support networks of families living in big city in comparison with families living less urbanized communes. The first part of the analyses presents social support networks in various theoretical approaches. The main subject of empirical reflection are the resources available to these families as a result of informal social relations. The main conclusions are that informal social network of studied families is important for solving their every-day problems and the main resource of support for them are close relatives, then friends and the most rarelyneighbors, but the patterns of support expected and received within informal networks vary according to age and quality of residence. The paper is based on the results of the research conducted in 2008–2009 (the quota sample – 500 families living in Lodz and 1000 families living in less urbanized communes) within the project “Social network and local partnership in counteracting social exclusion and intergenerational transmission of poverty” (Nr H02E 021 29) coordinated by author.
approaches of support networks patterns of support networks informal support networks support networks social networks
This paper presents the chosen and initial issues relating to the potential of the historical gentrification in Nowa Huta – the part of Krakow that was erected as a new, perfect town of socialism in the 50s. In order to investigate the gentrification potential of this area, I take into account the important subject of urban changes present in the Polish conditions. In fact, I do it from a different perspective and in a different moment; I observe the gentrification process through the eyes of the new citizens and in its introductory phase.
marginal gentrification urban transformation social relations Nowa Huta life satisfaction
The purpose of this paper is to present the analyses of the discursive strategies of constructing gender difference in the articles published in the Science in Poland bulletin. This bulletin is an important platform for the popularization of Polish and world science. It is funded by the Ministry of Science and Higher Education in Poland. In the article, I assume that gender is a socially constructed structure (including discursive) level, about the difference between men and women, especially anatomically. Starting from the assumptions of the theory of discourse, which is understood as the process of producing and reproducing social meaning, the analysis includes articles published on the website between 2005 and 2010. In the first part of the paper, I introduce the definition of gender and gender beliefs, which are an important context for the analysis. Then, the content and the method of research (the analysis of discourse) are characterized. In the last part of the paper, the results of research characterizing the main discursive strategies reproducing gender in polarized, homogeneous, and universal categories are presented.
gender beliefs femininity masculinity discourse gender media
In our article we will try to answer the following questions: how do the teachers in the pedagogical centres and the primary schools cope with the negative emotions? What kind of techniques and strategies do the teachers use to manage their emotions in difficult situations? The theoretical background constitutes Arlie Hochschild’s theory and conception of Theodore D. Kemper. We consider whether teachers’ demonstration of emotions during their work (teaching process) is a method to achieve a fixed goal or rather a random behavior and whether an emotional expression is some instrumental operation or an accidental one? Can emotional work be considered by teachers? Do people who embody in the teacher’s role simultaneously accept the rules of behavior, including emotional behavior? Finally, whether the emotions revealed in the teachers’ work are the result of possessed power and status? As the result of conducted research, teachers employed in educational institutions revealed negative emotions more rarely towards educational reforms than the teachers working in the public schools. The basis of this regularity stems from the fact that employed staff fulfill firstly the pedagogical and later educational function in the Reformatory and Youth Detention Centres. In public institutions such as primary schools the situation is opposite. Generally, we conclude that the longer the occupational experience of the teacher, the better strategy to deal with negative emotions. Young teachers used to rely on their older colleagues experience and reflections or use a trial-and-error-method to cope with the negative emotions at work.
reformatories emotional work emotions management negative emotions schools teachers
One of the broadly discussed issues, in particular in societies with poor infrastructure of formal care of dependent people (i.e. Poland), is the effect of the ageing process on the efficiency of informal care of the elderly by family members, friends, neighbors, and local communities. The complex situation of elderly care resulting from dropping fertility is further complicated when the emigration rate is high in a given country, such as Poland. The problem is often conceptualized in terms of moral panic. It needs to be emphasized that intergenerational transfers are not unidirectional and not always necessary, as exemplified by parents often helping their children working abroad, and not all elderly parents need care. In this article, I will emphasize the point of view of the parents of migrants, by focusing on the functioning of the transnational system of social security that consists of different actors (migrating and relatively immobile) in both sending and receiving societies. Quantitative and qualitative data from the field studies carried out from 2010–2012 will be used for the purpose of this text.
old people intergenerational relations transnational social security system migration
The process of identity formation during the transition from adolescence into adulthood and its determinants are currently a central issue in the social sciences. On the one hand, the huge variety of possibilities presents the opportunity to expand the fields of exploration and to tailor commitments to individual aspirations and preferences. On the other hand, increasing instability and Bauman’s liquidity of the social environment of development may create threats that impede the making of decisions, engaging in their realization, and identifying with the choices made. James Marcia’s two-stage model of identity formation no longer adequately describes and accounts for paths of identity development. The dynamic dual-cycle model of identity formation developed by Koen Luyckx and collaborators is much more accurate. Although identity continues to develop throughout course of life, childhood, and adolescence in particular, seems to be pivotal from the point of view of which developmental trajectory the individual is on at the moment of his/her entry into adulthood. From this point of view, the factors which we regard as crucial for identity formation are shame proneness and shame regulation strategies on the one hand, and the system of personal beliefs about one’s life and related key social experiences which define the quality of social participation of adolescents on the other hand.
social participation type sense of punctuality of life events shame regulation shame proneness developmental trajectories identity status dimensions of identity adult social roles sense of adulthood emerging adulthood early adulthood adolescence
This paper attempts to show an idea of art therapy as complex: social, psychological and cultural system. Art therapy, in this sense, is not just a therapy (in traditional sense). Due to critical philosophical and social theories art therapy, in intersectional perspective, is strictly connected with feminism, queer, critical art and postcolonial movement. The most important ideas of intersectional theory (such as awareness of multidimensional problems of minorities) are also important for art therapy which shows practical implications of art therapy’s theory. The article is concerned with art therapy as a discipline. It shows practical applications of intersectional ideas in institutional and existential perspectives of art therapist’s work. The text shows specific art movements connected with work against prejudice and stigmatization.
intersectional theory empowerment art therapy social exclusion stigmatization
Media change our culture. Complete and creative participation in culture requires at present new forms of knowledge, skills, and competencies. The aim of the paper is to present a possible direction for teaching about media. The considerations start with a discussion about the various approaches to media literacy. On the basis of the concepts of selected authors (Innis, Havelock, McLuhan, Flusser, Kittler, Ulmer), an attempt is made to describe the media dominated change in the culture that poses new educational goals before the system and enforces the application of new methods and tools. The category of metaliteracy performs here a heuristic function, which allows for the description of the problem in a new way, enabling fruitful analysis. Hence, it is shown that the ability to read and write is not sufficient for complete participation in culture at present. New forms of literacy, taking into account the domination of new media, have to be elaborated. The focus on electronic, information, or digital literacy, highlighted in the background literature, replaces old limitations by the new ones. The paper suggests that a new teaching strategy, based on the patterns of multiliteracy and metaliteracy, should be introduced. Only such a wellfounded strategy will allow the shaping of people capable of compete and creative functioning in the contemporary world.
Studies have been conducted in respecting the sensory preferences and learning styles of students with technical disciplines. It was Interesting to determine whether these students’ cognitive preferences are changing as a result of their participation in the learning process. To this end, research was conducted among students in engineering physics at the 1st, 2nd and 3rd year of studies. The results have been presented in this paper. They showed changes in sensory preferences and learning styles as a result of the learning process. This allows us to recognize that the intensive activities of the students to learn and acquire knowledge and skills lead to the emergence of certain cognitive preferences, needed because of the demands of the future profession and lifetime education.
studying styles: active, analytical, theoretical, application sensory preferences: visual, aural, kinesthetic power correlation
Gender, in particular as it relates to the Irish constitution and Irish Law, is contested and complex, encompassing issues of national identity, religious values and sovereignty. These issues have a strong impact on education and training opportunities for lone mothers. Significant policy changes have taken place in the last decade with a view to creating a more equal society. Yet, this paper argues that gendered assumptions surrounding lone mothers’ position with regard to employment, training and education remain. Society’s traditional assumption of “suitable employment for women” is not a thing of the past. Therefore, while education is one means of empowering lone mothers and freeing them from the poverty trap, it does not address the deep-rooted structural inequalities women face. This is mainly due to paid employment remaining a vulnerable area in relation to gender equality. This is particularly visible in the current economic climate. In March 2009, the ILO warned that the gender impact of the global recession is felt harder by females than males in terms of unemployment rates. This confirms the view that women are still more vulnerable than men in the labour market, which highlights the pressing need for action rather than words in relation to the existing gender equality policies. Furthermore, this paper argues that lone mothers who remain at home caring for their children should be valued and not face automatic poverty. This can only be done through some form of financial security, not by being pushed into paid employment.
Educational systems worldwide apply some form of tracking which stratifies students according to their ability. Our study shows that teachers’ perceptions of intergenerational bonding in school diff er according to the track in which the teacher-student relationships take place. Moreover, this mechanism is responsible for the students’ lower sense of belonging in technical/vocational schools compared to academic schools. In terms of strengthening students’ connectedness to a technical/vocational school environment, we indicate that strengthening the level of trust in students on behalf of the teachers could be a crucial step that needs to be undertaken.
secondary schools social integration educational systems teacher-student relationships
One especially relevant key theme in Sociology of Education is to what extent parents’ cultural level has significant implications in students’ educational achievement and, as a consequence, in the social mobility inherently linked to level of education and professional training – that is, how far the so-called cultural capital has a meaningful influence on current Spanish society. In order to investigate this aspect, our purpose has been to make an analysis based on data coming from public opinion surveys carried out by major sociological and statistical Spanish institutions. Since recently, these data are freely available to researchers, what makes possible the access to viewpoints of large samples of respondents. In short, with a view in the two-generation transit throughout the Spanish educational system, we will observe the validity of patterns of social and cultural inequality still influencing – though not determining – the educational achievement of Spanish population and, therefore, its professional development.
social mobility Spanish society INCE sociology of education cultural capital
Decision making in terms of grading and evaluating students significantly contributes to unequal opportunities. In Switzerland, this is particularly true for the transition from elementary school to the stratified system of secondary schools, which oft en is determined by school authorities. Based on the case study of an elementary school in German-speaking Switzerland, this contribution explores accounts in which these decisions are related. Two types of accounts have to be taken into consideration. The first type refers to a student’s performance. This type of account is documented in a rather technical way. It aims to strengthen the procedural rationality of the decision-making process. Another type of accounts is based on material considerations. It refers to the effects of decisions on individual cases. This type of account is communicated to parents in order to achieve consent concerning a recommendation about which type of school a student should attend. The case illustrates that discriminatory decision making can be related to highly institutionalized accounts.
institutional discrimination accounts organization theory social inequality Education
This paper presents new findings from quantitative and qualitative fieldwork in urban locations in the North of England. This study forms part of a three-year EU FP7 research project entitled ‘Ethnic differences in education and diverging prospects for urban youth in an enlarged Europe’ (EDUMIGROM). The project aims to conduct a comparative investigation in ethnically diverse communities with second-generation migrants and Roma in nine countries of the European Union. Th is paper presents findings from the UK team and gives an analytical account of a quantitative survey of Year 10 (14–15 year old) pupils in three multicultural secondary schools in 2008–2009, and qualitiative fieldwork focussed on African Caribbean, Pakistani and Gypsy and Traveller children, parents and families carried out in 2009–2010. The African Caribbean population tends to be economically disadvantaged and socially assimilated, in terms of cohabitation and marriage patterns, and with some significant degree of political incorporation; the Pakistani population tends to be in a position of greater economic marginality and poverty, with more social distinctiveness, due partly to social closure, and less political incorporation. But the group with the longest history of residence in the UK, the Gypsy and Traveller population, is in the most vulnerable position in terms of economic, political and social marginality. The extent to which wider patterns of socio-economic inequality play out in educational stratification and outcomes across these three groups is examined in this paper and emerging themes from current fieldwork are presented. This paper also addresses the policy implications of these research findings.
urban youth educational stratification ethnic differences multicultural
On the basis of these analyses, we cannot say that cultural and social resources have no role to play at all in the process of individual educational decision-making. What this study shows is that these do not enable us to explain the effect of parental SES on educational choice. In the absence of such evidence and in the light of the patterns found in the pupils’ accounts, we think to find some support for a view of educational decision-making as being the result of rational calculation. In this calculation parents take their own situation as a point of reference, considering the (educational) resources on which they can rely
educational system educational choice social inequalities cultural capital
This text argue that the notion of divided habitus makes it possible to expand the understanding of educational choices and strategies made by the upper secondary schoolteacher students. The analogue of a distance, gap or tug between habitus and field serve as a fruitful illustration of how educational choices and participations can be more or less complicated and full of conflict, and in the end determine the presence or absence of educational success. The social distance between habitus and the teacher education position on the field of higher education tend to affect the actual entrance and participation of the individual student. A wide distance is more complicated and full of conflict and failure than a narrower one. By combining this to the individual achieved school-resources the selection is becoming more complex but also with more consistency.
secondary schoolteacher programme selection of students habitus Education
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