In the study, the author refers to R. Kwaśnica’s concept of two rationalities and to P. Bourdieu’s constructivist structuralism. She assumes that the teacher’s activity takes place within the limits of two (adaptive and emancipatory) rationalities in a specific “field”, with a particular social, cultural and human capital, and with a developed habitus which determines educational practice. A research report is presented. This is done in the form of a record of the current state and socio-civilizational changes which have influenced teachers working in the southern part of the Polish-Czech borderland. Research results show both the continuity and change of the teacher’s behavior and activity from the perspective of social time and social change. They allow for a closer insight into the structure of pedagogical activities and their effects. The strategy of lon- gitudinal comparisons was applied. Diagnostic polling and the interview were used along with the (repeatable) panel method. The studies were conducted in time spans (1998, 2008, 2016) and they concerned the measurement of the teacher’s perception of the “other” learner in class, self-reflection upon the role applied by the teacher, and the teacher’s competences. The obtained research results allow for discovering the characteristics of the teacher’s habitus, for understanding the mechanisms of its functioning and for the effective design of educational activity.

The study examined two types of parenting and their relationships with the parents’ involvement in the education of their children. A s mall-scale study1 of one classroom at a urban public school in the Czech Republic suggests that children from families with different backgrounds and different attained education perceive distinct types of parental upbringing styles in relation to their education achievement: the article discusses helicopter and submarine parenting. The main interest is dedicated to helicopter and submarine parenting in their weak and contradictory forms since the research revealed these two forms to be the most prevalent in the studied classroom. As the research data indicates, these two parental models are associated with specific dimensions of emotional capital. The survey revealed that the children of helicopter parents clearly benefit from parental involvement since their parents effectively transform their emotional capital into cultural capital.

This article examines the transformation of political discourse on women’s rights and women-oriented NGOs in Tanzania, focusing on successive state administrations within the same political party, led by John Pombe Magufuli and Jakaya Kikwete. The analysis unfolds through three key phases: first, characterizing the habitus of Tanzanian women’s NGOs; second, examining the evolving narratives in government-NGO relations; and third, briefly exploring the political discourse during the Kikwete and Magufuli presidencies. The research methodology is based on extensive desk research and two field studies conducted in Tanzania. Rather than adhering to a preconceived theory, our research approach is guided by theorems and selected frameworks. Pierre Bourdieu’s theoretical concepts, particularly ‘habitus’ and the ‘exchangeability of different forms of capital,’ underpin our argument and interpretation of the data. The study shows that while elements of anti-feminism are evident in Magufuli’s political discourse, accusations of promoting toxic masculinity are mainly unfounded. At the same time, it argues that the critique of women’s empowerment and women-focused NGOs can be attributed to Magufuli’s unique mode of accumulating political and economic capital, leading to heightened distrust in the relationship between these NGOs and the Tanzanian government.

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.