The leader of the safety

Analysis of achievements of theories about the safety and management studies is pointing at resemblances in appearing paradigms. New paradigm associated with such notions is one of them as: boundless organization, flexibility, networks of the value, subjective thinking, deliberate management in the face of the tolerance of uncertainty. All exchanged variables refer to issues of power and conducting which it face is changing in the era information, orientated to computer latest achievements, easiness of communicating, dynamic space. One should rank the confidence, the openness, the credibility and the responsibility among core values of this era. For her representatives are seeking authority, but every authority is a subject of the criticism from their side. The structure of behaviours is never for straights rescuing the described personality model, but the compilation of characteristics of people and of social situations. In such different reality everyone who wants to lead the field must act. In the area of the safety he has a particular dimension. Own development of the leader of the safety, based on exchanged elements is becoming an obvious duty. Elaborating this problem constitutes the subject of the present text.

Artykuł ma na celu zwrócenie uwagi na dwa istotne zjawiska, które mogą być w pewien sposób ze sobą powiązane. Pierwszym z nich jest indywiduacja – stawanie się i bycie sobą. Drugim zaś niechęć wobec inności, odmienności, różnorodności. W odniesieniu do obu tych problemów stawia się pytanie badawcze: czy niechęć wobec inności może być wyrazem obawy przez stawaniem się indywiduum? Bycie jednostką autentyczną, autonomiczną i odpowiedzialną – bycie sobą – stanowi dla wielu ludzi, szczególnie młodych, znaczące wyzwanie. Kształtowaniu (się) świadomości własnego istnienia jako odrębnej osoby towarzyszy formowanie określonego stosunku wobec innych ludzi. Warto jednak zbadać, w jaki sposób radzenie sobie z własnym „stawaniem się osobą”, przy jednoczesnym funkcjonowaniu w pewnych kontekstach społecznych, może oddziaływać na kształtowanie się postaw wobec inności. W badaniu stosuje się indywidualizującą perspektywę badawczą, skomponowaną m.in. na podstawie podejścia skoncentrowanego na osobie (person-centered approach) i wybranych założeniach egzystencjalnych.

Autor wskazuje, że w Turcji asymilacyjną, ultranacjonalistyczną politykę edukacyjną wobec mniejszości religijnych i etnicznych determinuje szereg czynników, m.in.: restrykcyjne interpretowanie przez Turcję postanowień Traktatu z Lozanny z 1923 roku, tj. uznanie wyłącznie za mniejszości religijne wspólnot należących do Kościoła obrządku greckiego i ormiańskiego oraz Żydów, z wyłączeniem jakichkolwiek muzułmańskich mniejszości religijnych; specyficznie rozumiana zasada laickości państwa, nakładająca na szkoły obowiązek prowadzenia lekcji „kultury religijnej i etyki”, które w praktyce sprowadzają się do nauki islamu obrządku sunnickiego i budzą protest alawitów; konstytucyjna zasada, zgodnie z którą w placówkach kształcenia i nauczania obywatele tureccy mogą być nauczani jedynie języka tureckiego jako języka ojczystego, skutkiem czego tylko tzw. mniejszości uznane w Traktacie z Lozanny mają prawo zakładania szkół prywatnych z ojczystym językiem nauczania, podczas gdy mniejszości językowe muzułmańskie mają tylko prawo organizowania w weekendy i w czasie wakacji lekcji „różnych języków i dialektów używanych przez obywateli tureckich w życiu rodzinnym”. Tak więc, np. Kurdowie stanowiący około 15% ludności Turcji nie mają możliwości kultywowania swojego języka. Autor wymienia przykłady pozytywnych zmian władz tureckich w stosunku do mniejszości językowych i religijnych, upatrując ich źródeł w dążeniu Turcji do członkostwa w Unii Europejskiej oraz w tendencji Turcji do doceniania wieloetniczności i wielokulturowości imperium osmańskiego.

Since 2015, the University College of Teacher Education in Styria (Austria) has been contributing to the integration of people who had had to leave their countries as refugees. This way, pupils from vocational schools, students training to become teachers as well as teachers get an insight into the situation and challenges of refugees. The initiative Connect2Learn focuses on encounters and mutual learning. Cultural differences are perceived as an opportunity for reflection, learning and professional development. Through encounters and reflections, barriers and mutual fear of contact are to be dismantled. In this article, three activities of Connect2Learn are described as examples: encounters of (future) teachers and refugees in heterogeneous discussion groups in the sett ing of a World-Café, a three-week joint course for refugees and Austrian pupils at a vocational school and autonomous implementation of voluntary instruction to refugees in computer skills.

As there is increasing diversity in contemporary societies there is also more emphasis on heterogeneity in educational institutions. In this way, internationalisation has become a core task for Higher Education Institutions. Teachertraining courses specifically designed to address student mobility suggest that students greatly profit from experiencing different educational systems. Furthermore, they benefit from positive personal development as, for example, international mobility fosters openness and emotional stability. Against this backdrop, four European Higher Education Institutions specialising in teacher training have launched an international joint study programme for future teachers: “E3: Empowering Education in the European Context”. On the one hand, this international joint study programme intends to foster the promising effects of student mobility, and on the other hand, it implements opportunities for internationalisation at home for students who are not able to participate in international mobility programs such as Erasmus+. The programme focuses on international teacher competences, on working and studying in international contexts and on intercultural exchange within the European context. After two editions (2017 in Brussels and 2018 Copenhagen), a structured reflection amongst participating teacher educators has revealed several benefits as well as some challenges of the multilateral programme. The current paper summarises the underlying structure of E3 and scrutinizes its background. Moreover, key benefits and challenges of this joint study programme are addressed to offer insights and recommendations for future implementations.

This paper explains how multiple identities have been formed in this highly diversified country through a historical and descriptive approach. The main objective of this paper is to probe the depth of the root causes of instability and civil wars in Sudan and examine the major factors of conflicts in the country since its independence from Britain in 1956. It also aims at explaining the dynamics that are interacting in Sudan’s political scene and perpetuating instability. The paper is based on the hypothesis that Ethnic identities and tribal politics – practised by the ruling elite – hinder stabilisation and democratisation. It notes that the failure of the political elite to create a ‘melting pot’ for the diverse society resulted in a crisis of identity and conflicts and jeopardised national unity. The outcome of this is the secession of the South (in 2011) and the continuation of tensions in other “marginalised areas such as Darfur, South Kordofan, and the Blue Nile State. The absence of adequate and sound democracy, a lack of rational governance, and equitable socio-economic development aggravated grievances and led to wars in the country’s south, west, and east. The paper believes that it is not only diversity that matters but that many other factors do – notably the failure of the elite to adopt sound policies for properly managing diversity. The paper suggests some sort of consociationalism along with proportional representation to put an end to military interventions and civil wars.

The ongoing globalization of mass media offers ample opportunities for citizen debate and pluralism of thought. One of the recent world media trends is the creation of different models of public media, which are an alternative to other means of communication. Public media might address issues of contemporary journalism, namely the quality and independence of media, ensuring that citizens receive accurate and impartial information. Ukraine has undergone tremendous changes since it has gained independence in 1991 but the political and legal systems remain unduly centralized, the economy weak, and the government attempts to limit freedom of speech and work of media. During both the Orange Revolution in 2004 and the Euromaidan 2013–2014, the need to deepen democratic freedoms was emphasized. Major advocates of the reform called for strengthening the rule of law, decentralization, denationalization of media, and the establishment of community media in the country, which will be created by the society, serve the society, and work under its control. Measures to increase the diversity of Ukrainian media are one of the practical means to guarantee freedom of speech and diversity of viewpoints. The diversity of media includes not only the diversity of content and multiplicity of media owners but also the variety of media types. Along with traditional models of public service media and private commercial broadcasting, community media emerged as the “third level” of media development that enhances freedom of speech. This article examines the legal aspects of community media implementation in Ukraine, their compliance with the standards and principles of the media law of European countries that govern the media community, and illustrates the development of community broadcasting in the world. It also provides an overview of the international standards for community media, which are backed by legislatures and regulators. Analyzing the Ukrainian media legislative draft, the author of the article offers improvements to the content and funding of community media in Ukraine.

On the growing importance of intercultural education in schooling, social pedagogy, and social work

The article contains reflections on the growing importance of intercultural education in the context of Polish pedagogical literature. Statistics related to the internationalization of the Polish social context are explored. The following scientific journals in Poland and Europe were selected, considered important in the discursive space of social pedagogy and social work: European Journal of Social Work, International Journal of Social Pedagogy, Pedagogika Społeczna quarterly, Pedagogika Społeczna NOVA (Social Education NOVA), Praca Socjalna (Social Work) and the journal Edukacja Międzykulturowa (Intercultural Education). Their content was analyzed in terms of topics in the field of intercultural education with the use of quantitative systematic semantic analysis to establish how many articles (directly related to intercultural education and intercultural context) and in what periods were published in the selected journals. This part of the article is its empirical section, based on desk research of the existing documents. The thesis on the growing importance of intercultural education in the fields of social pedagogy and social work was presented and arguments in support of this thesis were formed.