The article is an analyze of non-heteronormative female teachers experience of their work place. It shows both their personal experience of exclusion (or inclusion) and understanding of that experience. Results are based on qualitative research (life-history interviews) with 8 teachers, analyze of internet phorum and also comparison with other European and American data. There are not a lot of research about such topic, not just in Poland but also in other countries, most of the European articles on this topic is based on qualitative research with few teachers. Results of such research should be presented and also should be an inspiration to other wider analyzes. Results of the research show that the majority of responders has never came out in their work place. They were afraid of discrimination and homophobia. The fear which was the reason of keeping in secret the information about sexual orientation was presented mainly among the teachers who were working in villages and small towns. Just on of my responders hasn’t ever heard any homophobic jokes or comments in her workplace. A lot of teachers indicated that ‘being in the closet’ is not comfortable for them because they have to hide a lot of information connected with their daily life and it separates them from the group of collegues. Most of them have founf one or two collegues and told them about their secret. Most of nonheteronormative teachers have good relations with pupils and these teachers connect their open attitude toward pupils problems with their personal experience of exclusion.

ITALIAN EDUCATION AND PEDAGOGICAL THINKING IN POLISH HISTORICAL-PEDAGOGIC LITERATURE

The Italian education system and Italian pedagogical thinking have proud traditions. Italian education and its school system aroused and still arouse much interest among Polish educational historians, and numerous books and articles continue to be published on these subjects. these works provide the knowledge of the development of the Italian school system and Italian education across all historical periods; however, humanistic education issues and the meaning of Italy’s pedagogical thinking for the development of new educational concepts are discussed most frequently. Polish educational historians study Saint John Bosco’s and Maria Montessori’s views on education, providing critical analysis of education reforms introduced during Benito Mussolini’s rule. Polish academic works and popular science works published in the last two centuries, which are an interesting source of knowledge for Polish readers, give a compelling account of the Italian education system and Italian pedagogical thinking of the past. there is no doubt that Poles’ knowledge about the development of Italian educational ideals was significantly broadened by numerous historical and pedagogical publications. It should be noted that the most prominent Polish historians of education who speak Italian and know Italy’s archival sources and its rich academic literature had written about Italy’s education. As a result, their works have an important cognitive value, and they show that Poles not only had admired Italian education, but they also had been able to critically assess foreign pedagogical ideals. Additionally, the publications show that, in some historical periods, interest in the Italian education system and Italian pedagogical thought was great (notably, during the Renaissance), while in some centuries (such as the 19th century), it was scant.

The paper contains a report on the empirical inquiry which reveals how teachers and future teachers regard the educational transformations in Poland resulting from the implemented reform and what implications this may have in the field of education. In the context of attitudes towards the implementation of reforms in the education system, the author has raised a basic question of fundamental importance, whether teachers' professional preparation and degree of reflection, their attitude towards the reality of the situation and the motivation they show allow them to safely observe the course of events in the contemporary educational process. The author presents such issues and he outlines a fundamental question: how do teachers perceive their own professional role and can they identify at all the tasks they should fulfill within the changing social, political and economic reality? The text also contains a reference to a peculiar educational myth, according to which the educational reforms were somehow forced on Poland by the European Union. The author presents the attitude towards the education reforms being introduced, as observed from the perspective of the professional environment, which fundamentally polarises teaching circles. He concludes that - still for some time - the emotions accompanying these transformations will be the greater, the more changes are noted by teachers in the current state of educational materials.

Youth is one of the riskiest groups at the labour market. Social pedagogy offers historical experience, a theoretical background as well as professional approach to solving youth unemployment. There is a wide range of social and pedagogical interventions into this multidisciplinary problem including preventive counseling, coordination of the school system and the labour market, and criticism and innovation of social changes that would bring help to unemployed youth.