Selected factors of intercultural relations preferred by students of pedagogy

In the article, the results are presented of the research that looked for the determinants of respondents’ preference for specific forms of intercultural contact. Students of pedagogical faculties at the University of Białystok participated in the study conducted at the beginning of 2024. The author of the study showed the relationship between the preference for specific types of relationships and selected variables such as: declared time spent on self-development, participation in volunteer activities, declared time spent on religious activity or the profile of the class the respondents attended while studying at secondary school.

Emotional competence in the conditions of multiculturalism

Taking into account the cultural sources of knowledge and the meaning of emotions, in this text, some questions are posed pertaining to the multiculturalism of emotional competence and its importance in education. The theoretical framework of this discussion consists of two concepts: emotional culture, according to A. Russel Hochschild, and emotional competence by C. Saarni. In the first part of the article, I justify the cultural nature of emotional competence and consistently point to selected intercultural differences in the experience and expression of emotions. Sensitivity to beliefs, values, and rules related to emotions in a particular culture is the basis for recognizing children’s developmental and educational needs and developing a culturally conscious support system. In the second part, I make an attempt to describe the effects of the monocultural embedding of emotional competence development programs and indicate the conditions necessary for education in multiculturalism. I argue that learning how culture shapes emotional life and how emotions affect functioning in different cultures is vital for understanding other people.

Sense of Polishness of media generations. Results from an empirical study

The aim of the article was to examine the relationship that exists between the sense of Polishness and attitudes of familiarity and foreignness towards neighbouring countries and the Visegrad Group from the perspective of five media generations. The research problem was to examine the correlation between the declared attitudes of foreignness or familiarity within a particular media generation, and to determine the correlation between the dependent variable (the sense of Polishness) and the independent variable (the generation). It was assumed that belonging to a particular generational group is related to attitudes towards neighbouring countries and the Visegrad Group (Belarus, Czech Republic, Lithuania, Germany, Russia, Slovakia, Ukraine, Hungary). The following research questions were formulated: What is the degree of sense of Polishness of the media generations – BB, X, Y, Z, Alpha? Does belonging to a particular media generation (age) have a relationship with attitudes of familiarity and alienation towards neighbouring countries and the Visegrad Group? The research material obtained makes it possible to confirm the assumptions of the second hypothesis only. The results of a nationwide survey conducted in 2023 among students, teachers and head teachers of primary and secondary schools (N= 6915) were used.

Polish schools in Lithuania from the perspective of secondary school learners leaving exam

School provides an opportunity to pass on particular values, traditions and to maintain identity. Therefore, it is one of the main tools of the minority for enabling its survival. The schooling that functions in a culturally diverse environment is subject to increased influences. The first of these is related to social conditions, the second to political ones – although it should be emphasized that social influences are also permeated with political influences. In the case of education implemented for a national minority, it is also important which minority group is taken into account and what the determinants of the minority situation in a particular country are (including those having their source in history, in the events that are difficult to explain, but nevertheless affect the quality of relations between the majority and the minority group). Thus, it is difficult to consider issues related to education outside the country in isolation from some specific examples. The presented article concerns the situation of Polish schools in Lithuania. In this study, the results are presented of the research conducted in the 2024/2025 school year among this year’s school graduates. The research results are also a context for a broader description of the situation of Polish education in Lithuania.

Experience of war trauma in narratives of Ukrainian children

During war children are a group particularly vulnerable to traumatic experiences, as they face the real threat of loss of life or health. Children experience fear, pain, hunger, disease, disability, homelessness and loneliness. Wartime misfortunes can trigger post-traumatic stress disorder (PTSD) in both adults and children, which is also associated with “survivor syndrome”. This study sought to learn about the image of war and to understand the traumatic wartime experiences of Ukrainian children. Qualitative research was used to learn about in-depth experience of the subjects. Written narratives of the “children of war” who remained in Ukraine and those who found refuge in Poland were analysed and interpreted. The analysis of the relations allowed for conceptualizing the image of war and categorizing the experiences of children suffering wartime atrocities. Firstly, for the children, war brings an experience of death; secondly, war is related to cruelty, violence and callousness; thirdly, it brings a transformation of the value system; fourthly, war is a long-term state of uncertainty; fifthly, war involves sudden migration. Due to the testimonies analysed, it was possible to learn about children’s perceptions of war.

Reflecting on contact with Islam and Muslims – a teacher’s perspective

The school environment, despite changes taking place as a result of the inflow of a high number of refugee students from Ukraine (but not only), remains relatively homogeneous. The main problem is still the level of preparation of educational institutions in creating a diverse environment. The article is devoted to teacher’s attitude towards Islam and Muslims from the perspective of experiencing cultural contact and reflecting on it. Teachers play or could play a key role in shaping attitudes of openness and respect towards “otherness” and in creating a safe school. The research is a part of the project: EMPATHY: ‘Let’s Empower, Participate and Teach Each Other To Hype Empathy. Challenging Discourse About Islam and Muslims in Poland’. The aim was to determine the ways in which teachers perceive Islam and Muslims in the context of cultural contact and the reflection it triggers. The results allow one to describe the situation, but also to draw attention to potential problems and areas of changes.

The role of preparatory classes in the integration of foreign students in Wrocław – a case study

A significant proportion of the foreigners arriving in Poland are children and school youth. As a consequence, Polish schools are increasingly becoming culturally diverse. This results in the necessity to take measures for integrating international students, which is understood as a social process aimed at achieving unity, conformity, and cooperation. Actions in this regard are taken, among others, within the framework of the so-called preparatory programs introduced into the Polish educational system in 2017. Starting from the 2019/2020 school year, they were opened in seven schools in Wrocław, and in the culminating year 2022/2023, they functioned in as many as 29 institutions. The article presents the results of the author’s research aimed at assessing the preparatory programs in the process of integration of international students almost five years after their initiation in Wrocław. It was carried out using the directive interview technique. It was conducted in those schools where preparatory courses were established in the first year of the functioning of that system.

Culturally different – the reality of people with intellectual disability

The aim of the research was to reconstruct the experiences of people with intellectual disabilities and to try to reach the subjective meanings that these people give to their cultural diversity. The conducted studies were located in the trend of constructivist research, which allowed the use of the biographical method. Thematic narrative interviews were conducted with people with intellectual disabilities who were willing to talk about their experiences related to their disability. The main problem took the form of the following question: What is the image of social reality in the narrative of intellectually disabled people? On the basis of the analysis of empirical materials, some categories were selected that constitute the reality of people with intellectual disabilities, which is marked by stereotypes and prejudices. The thinking, attitude and behaviour of fully able people determine their lives and cause them to become culturally different. As a result, they experience – despite adulthood – control and overprotection, and in terms of social existence: exclusion, lack of recognition and pressure from the environment. Having these people speak may be a recommendation for change that may make their lives easier or even make them radically change.

Baobab as a space for integration activities for “old” and “new” residents of Lublin

This article presents a part of research on integration activities for war refugees from Ukraine and migrants from other countries with residents of Lublin in the ‘Baobab’ space prepared for this purpose. The answer to the following question was sought: What activities are conducive to building a space that integrates ‘old - native’ and ‘newcoming’ residents of Lublin? The theoretical area of consideration was the assumptions centred around the factors conditioning the integration of cultures. The research used the method of pedagogical monograph, which provides insight into the functioning of institutions. Based on document analysis and participant observation, the article comprises a discussion on the idea and purpose of launching the ‘Baobab’ space, the variety of forms of activities undertaken and attempts to determine the effectiveness of activities to date. As can be seen from the data presented, the Baobab space responds to emerging needs among residents for integration and mutual understanding. Places like Baobab are a response to the changing structure of society in the country. Their emergence can be an important point on the map of any city where new residents appear with their values, traditions, history and experiences.

Anthropologically sensitive literature towards a childhood threatened by war and the migration crisis. An example of a book series “Adult Wars – Children’s Stories”

The aim of the series of books „Wojny dorosłych – historie dzieci [Adult Wars – Children’s Stories]” (https://wydawnictwoliteratura.pl/?s= wojny&post_type=product) is to present to the contemporary child, in a linguistically and emotionally accessible form, the fates of peers during wars. In the books of the series, the participant and witness of tragic events is a child. From their perspective, one can learn about the dramatic reality of war. I define the analyzed literature as: engaged literature, „anthropologically sensitive literature” and literature conducive to „cultural sensitization”. The article is of theoretical nature. As a research method, qualitative content analysis is used in order to show the uniqueness of the idea behind the entire series. Additionally, the phenomenological method is used as well. My aim was to find answers to the following research problems: How can reading selected parts of the series increase cultural sensitivity and support the process of intercultural education? What values can you discuss with children when working with the series?

Possibilities of using contemporary comedy forms in intercultural education

The aim of this study is to show the possibilities of using comedy forms such as stand-up comedy or cabaret in intercultural education. The article outlines the educational potential of contemporary comedy forms, which has its sources in popular culture, perceived as public pedagogy, and in the distinctive features of comedy, such as satire and criticality. In relation to social satire, which uses humour that questions the status quo, its role in revealing mistakes, absurd situations and social injustices is pointed out. As comedy forms comment on reality, thus revealing the dominant rules of the social world, which in turn creates space for critical thinking, the examples of the use of contemporary comedy forms in intercultural education presented in the text are embedded in the paradigm of transformative didactics. It is characterized by conscious politics, radicalism, unmasking nature and sociological theoretical orientation. From the perspective of intercultural education, critical reading of contemporary comedy forms can serve such tasks as: developing the ability to recognize manifestations of injustice, inequality, marginalization and discrimination, raising awareness and modifying stereotypes and prejudices, shaping attitudes of openness and tolerance.

Interculturality of mathematical exhibits in selected centres of Europe

Interculturality plays a key role in education, supporting the development of social skills, tolerance and understanding of cultural diversity. In the context of mathematics, mathematical exhibits can serve as tools enabling visitors to science centres to learn about the mathematical achievements of different cultures, promoting a global view of this field of science. The aim of the research described in this article was to analyze mathematical exhibits/exhibitions addressed to society which are the product and carrier of different cultures. The aspects related to cultural diversity and its impact on the creation, interpretation and presentation of mathematical exhibits were taken into account. The study was carried out in five European science centres, using a qualitative strategy, analysing documents. The result showed a fairly rich intercultural potential of the exhibits studied. The results of the research can be used in designing effective classes for students, e.g. within intercultural education projects. The topics discussed, ways and methods of presenting issues applied in science centres can serve as inspiration for teachers, in terms of conducting classes, not only extracurricular ones, in a way that better motivates students to search for their own solutions, to try or even to create.

From knowledge about place-community to knowledge about cooperation and international relations. Review article of Agata Romaniuk's book series entitled „Kocia Szajka [Cat Gang]”

Works on multi- and intercultural education published in Poland in 2024

Biographical Notes

Informations for authors