Artykuł zawiera teoretyczną propozycję analizy procesu mediatyzacji polityki w ujęciu instytucjonalnym i kulturowym. Dotychczasowe badania procesów mediatyzacji polityki ograniczają się głównie do śledzenia wzajemnych relacji aktorów medialnych i politycznych, nie skupiając się na roli odbiorców komunikacji politycznej. W celu przełamania tego podejścia proponuję upodmiotowić odbiorców w procesie badania mediatyzacji polityki. W tym ujęciu mediatyzacja polityki rozumiana będzie jako proces transformacji komunikacji politycznej wywołany zmianami w mediach, platformach mediów społecznościowych i technologicznej infrastrukturze komunikacji. Dlatego, z jednej strony, aby wychwycić jak formowana jest aktywna publiczność i jak wchodzi w relacje z organizacjami medialnymi oraz politycznymi, wykorzystuję założenia teorii strukturacji w zakresie mediatyzacji. Z drugiej strony, dokładam podejście krytyczne, które pozwala na ciągłe śledzenie jak powstaje władza mediów, jakie są jej komponenty, w jaki sposób następują jej przepływy, zakłócenia i przejęcia.

Poland’s space policy in statu nascendi

The purpose of the article is to analyze the actions of Polish authorities regarding the creation of the Polish space policy. Activity in space in the twentieth century and development of cooperation with international organizations were presented. Bilateral agreements and the possibility of new forms of action were analyzed as well as private entities as co-creators of space policy. Tasks in the process of creating the Polish space policy, the division of competences, the use of optional programmes were indicated. There is also a presentation of management reforms,financing through the selection of several levels of action and adopting the hierarchy of key tasks for the state, to ensure effective implementation of the assumed projects.

Poland has been becoming a migrant country over the past years, experiencing recently increased visibility of migrant children at schools. At the same time, the issue of their support and integration remains on the margin of educational policy and depends on the activity of local authorities and, above all, of school head-teachers and teachers. Drawing on the qualitative study carried out in 2020 within the project CHILD-UP Children Hybrid Integration: Learning Dialogue as a way of Upgrading Policies of Participation (Horizon 2020) in schools in Kraków and South-East Poland (where one of the centres for foreigners is located), this article comprises a discussion on the extent to which Polish schools are ready to accept migrant (including refugee) children, to enhance their agency and support integration processes. Therefore, it raises a question whether schools are able to effectively support migrant children linguistically as well as help them enter into peer groups in the course of their educational activities.

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.