Author: The Editors
Year of publication: 2018
Source: Show
Pages: 5-6
DOI Address: -
PDF: kie/122/kie122toc.pdf

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TABLE OF CONTENTS

SPIS TREŚCI

Publikacja “Kultura i Edukacja” w języku angielskim, udostępnienie wersji cyfrowej w wolnym dostępie i zabezpieczenie oryginalności publikacji zgodne ze standardem COPE – zadania finansowane w ramach umowy 853/P-DUNdem/2018 ze środków Ministra Nauki i Szkolnictwa Wyższego przeznaczonych na działalność upowszechniającą naukę.

Author: Staffan Kling
E-mail: staffan.kling@spa.gu.se
Institution: University of Gothenburg, Sweden
ORCID: https://orcid.org/0000-0003-0557-2027
Author: Iwona Sobis
E-mail: iwona.sobis@spa.gu.se
Institution: University of Gothenburg, Sweden
ORCID: https://orcid.org/0000-0003-0196-8454
Year of publication: 2018
Source: Show
Pages: 9-39
DOI Address: https://doi.org/10.15804/kie.2018.04.01
PDF: kie/122/kie12201.pdf

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This article focuses on the Swedish reforms of upper secondary schools and their effects during the period of 1991–2017. The reforms were conducted in the spirit of New Public Management (NPM) and generated many more problems than solutions. The purpose of this article is to prepare a foundation for further research by mapping: What do we know about the NPM reforms within the Swedish upper secondary schools? What kind of knowledge is still missing and should it be developed? With the assistance of Roland Almqvist’s (2006) understanding for the NPM movement divided into three theoretical perspectives (marketization, contract management, and decentralization), we propose a literature study.
This study showed that the Swedish reforms of the upper secondary schools contributed to growing social segregation among students, students’ decreasing performance in science, reading and mathematics that proved to be under the Organisation for Economic Co-operation and Development (OECD) average, and teachers experienced a lack of autonomy and de-professionalization. The political promises about “school for all” and “social inclusion” either were not fulfilled or the reform effects were not investigated well enough. Despite all research being done, we do not know what kind of Swedish upper secondary school represents a good practice for the future.

teachers’ de-professionalization students’ performance segregation decentralization and control contract privatization upper secondary schools public reform competition

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Author: Janina Uszyńska-Jarmoc
E-mail: j.uszynska@uwb.edu.pl
Institution: University of Bialystok, Poland
ORCID: https://orcid.org/0000-0002-9078-5096
Author: Beata Kunat
E-mail: b.kunat@uwb.edu.pl
Institution: University of Bialystok, Poland
ORCID: https://orcid.org/0000-0002-5205-1366
Author: Monika Żak-Skalimowska
E-mail: m.zak@onet.pl
Institution: University of Bialystok, Poland
ORCID: https://orcid.org/0000-0002-0235-782
Year of publication: 2018
Source: Show
Pages: 40-62
DOI Address: https://doi.org/10.15804/kie.2018.04.02
PDF: kie/122/kie12202.pdf

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Cognition and meta-learning competencies are important elements in teacher education programs. The research presented was aimed at discovering the link between the need for cognition and meta-learning competence. The research sample comprised 250 students of teacher education in their first-year of study for the degree of licencjat (Bachelor’s equivalent) and magister (Master’s equivalent). Research findings demonstrate the existence of 1) a correlation between the students’ need for cognition and their meta-learning competence, 2) differences between students at the Bachelor’s and Master’s level of education with regard to their expressed need for cognition and meta-learning competence (including subcomponents of the latter) which suggests that these needs and competencies develop over the course of their university education.

teacher education motivation need for cognition metacognition competence of meta-learning

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Author: Zenon Gajdzica
E-mail: zenon.gajdzica@wp.pl
Institution: University of Silesia in Katowice, Poland
ORCID: https://orcid.org/0000-0002-6329-411X
Year of publication: 2018
Source: Show
Pages: 63-76
DOI Address: https://doi.org/10.15804/kie.2018.04.03
PDF: kie/122/kie12203.pdf

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Two currents of educational inclusion have been discussed in this study. The first one is built on the transformations of special education and constitutes the evolution of its basic assumptions. The second is viewed as the deconstruction of special education, it cuts off its traditions and its elaborated concepts. The thesis is put forward here that both currents can be described and explained with the use of the concept of cultural borderlands. The assumption is made that the space of inclusive school constitutes a certain borderland territory, where cultures get in touch. In the discussed case, this pertains to the dominating culture of full ability and the dominated culture of disability, as well as to the traditions of special education and mainstream (open access) education. Depending on the applied and fulfilled assumptions, these cultures differentiate the foundations of the discussed currents in inclusion. The hidden or explicit dimensions of the clashing, coexistence and integration of these cultures can be noticed, interpreted and understood by placing them in basic (due to the limited framework of this study – here: simplified) concepts of borderlands, elaborated within sociology and multicultural education. What is also assumed here is that no awareness of differences in understanding the cultures of inclusion leads to incommensurable methodological assumptions, which substantially undermines the organization of inclusive education in practice. The study is aimed not only at describing the assumptions of two currents of educational inclusion of learners with disability, but also at generating the awareness of the consequences of their theoretical assumptions in the daily routine at school.
In the first part of the text, the basic assumptions of school culture are characterized, with special regard to the culture of inclusive school. Then, the two currents of educational inclusion are described and confronted with the basic premises of borderland cultures. The whole is completed with the final conclusion concerning educational practice.

Borderland culture of inclusive education learner with disability

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Author: Małgorzata Niesiobędzka
E-mail: m.niesiobedzka@uwb.edu.pl
Institution: University of Bialystok, Poland
ORCID: https://orcid.org/0000-0003-4303-5361
Year of publication: 2018
Source: Show
Pages: 77-93
DOI Address: https://doi.org/10.15804/kie.2018.04.04
PDF: kie/122/kie12204.pdf

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The research focuses on relationships between conspicuous consumption and materialism. Contrary to previous studies, here conspicuous consumption is seen as an individual trait rather than as an attitude. The purpose of the research was twofold: to establish to what extent are a) success, centrality, happiness, and b) the importance and the attainment of wealth, popularity and image responsible for conspicuous consumption. Two studies were conducted. Materialism was measured using the MVS (Richins, 2004) in study 1 (N = 80), and the Aspiration Index (Kasser & Ryan, 1996) in study 2 (N = 169). In both studies, the measure of the propensity to conspicuous consumption was the same: The Conspicuous Consumption Orientation Scale (CCO) (Chaudhuri, Mazumdar, & Ghoshal, 2011). The obtained data demonstrated that the propensity to conspicuous consumption was significantly related to only two dimensions of materialism – success and centrality. Furthermore, the results showed that while the importance of financial success and popularity enhanced the propensity to conspicuous consumption, attainment of financial and popularity aspirations had no impact on the propensity to conspicuous consumption. In turn, image (both its importance and its attainment) was a significant positive predictor of the propensity to conspicuous consumption. The research findings suggest that the crucial materialistic drivers of the propensity to conspicuous consumption are: the belief that success is closely connected with ownership; the conviction that owning and acquiring are the primary life goals; and the need to have a socially admired image.

conspicuous consumption innate trait materialism materialistic aspirations

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Author: Maciej Gurtowski
E-mail: gurtowski@protonmail.com
Institution: Nicolaus Copernicus University, Toruń, Poland
ORCID: https://orcid.org/0000-0002-2990-9088
Author: Jan Waszewski
E-mail: j.waszewski@akademia.mil.pl
Institution: War Studies University, Warsaw, Poland
ORCID: https://orcid.org/0000-0002-7370-3714
Year of publication: 2018
Source: Show
Pages: 94-109
DOI Address: https://doi.org/10.15804/kie.2018.04.05
PDF: kie/122/kie12205.pdf

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The aim of this paper is to describe the emerging phenomenon of new racism brought by the development of automated surveillance tools. We would like to show that this new system of discrimination is a byproduct of some general transformations in the field of social control. For this purpose, we will refer to invisible hand type of explanation, and the concept of perverse effect in particular. We will also relate widely to some cases and concepts from the “new surveillance” and social control literature and we will try to summarize it.

Big Data data doubles dataveillance invisible hand new surveillance perverse effect racism surveillant assemblages

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Author: Agata Cudowska
E-mail: a.cudowska@uwb.edu.pl
Institution: University of Białystok, Poland
ORCID: https://orcid.org/0000-0001-5035-2985
Year of publication: 2018
Source: Show
Pages: 110-122
DOI Address: https://doi.org/10.15804/kie.2018.04.06
PDF: kie/122/kie12206.pdf

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The aim of the article is to indicate the need to develop the culture of creativity in schools in order to enable the participants of educational dialogue to fulfil their personal creativity that will help them reach their potential and improve the common good in their community. The article defines the culture of creativity, describes creativity as a personal quality and indicates its importance in the functioning of students and teachers, as well as in the work of school as an organisation. Emphasis is placed on the need to personalise the processes of education, i.e., to accept the innate abilities, creative potential and multiple intelligences of learners, and to enable them to pursue their interests and develop their strengths. The article indicates the need for creating the environment which supports learners’ natural ability to learn and building learning power, which is based on the notion of helping young people to become better learners, cultivating attitudes that enable them to cope with difficulties calmly, confidently and creatively, as well as helping them to build up the mental, emotional, social and strategic resources. Furthermore, the article presents the assumptions of everyday creativity theory, which constitute the fundament of author’s creative life orientations concept. The importance of creative life orientations of teachers and students is shown as necessary for building the culture of creativity in school. The range, character and generalised results of the study on preferences for creative life orientations among teachers are briefly presented, indicating a low level of acceptance for this type of orientation and the dominance of preference for conservative and ambivalent orientations. The role of the teacher’s pedagogical creativity is emphasised as necessary for creating conditions for learner’s creativity and building the culture of creativity in school. Additionally, the article puts emphasis on the need for social acceptance for everyday creativity and acknowledging personal creativity as a value, appreciating it in public sphere, demonstrating its emancipatory value and emphasising its axiological dimension.

creativity everyday creativity learning power creative life orientations the culture of creativity

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Author: Jakub Ali Farhan
E-mail: jakub.farhan@gmail.com
Institution: University of Białystok, Poland
ORCID: https://orcid.org/0000-0002-3360-1553
Author: Marcin Łukowski
E-mail: marcin_lukowski@outlook.com
Institution: University of Białystok, Poland
ORCID: https://orcid.org/0000-0002-9819-6296
Author: Maciej Perkowski
E-mail: maper@post.pl
Institution: University of Białystok, Poland
ORCID: https://orcid.org/0000-0002-3909-3967
Year of publication: 2018
Source: Show
Pages: 123-135
DOI Address: https://doi.org/10.15804/kie.2018.04.07
PDF: kie/122/kie12207.pdf

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The One Belt One Road initiative and overall intensification of Polish-Chinese trade relations need to be reflected in the field of legal education. For this reason, the paper compares the legal education systems in Poland and China, as well as it presents the main goals of the One Belt One Road project, summarizing the mutual business environments and describing the main challenges associated with them. The Authors also attempt to outline potential directions to be followed in legal education in the context of potential benefits to be derived from the initiative and propose possible solutions to achieve this aim.

Poland China One Belt One Road legal education Law trade relations

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Author: Barbara Grabowska
E-mail: barbara.grabowsk@gmail.com
Institution: University of Silesia in Katowice, Poland
ORCID: https://orcid.org/0000-0003-2558-0294
Author: Mirosława Parlak
E-mail: miroslawa.parlak@ujk.edu.pl
Institution: University of Silesia in Katowice, Poland
ORCID: https://orcid.org/0000-0002-5177-6728
Year of publication: 2018
Source: Show
Pages: 136-146
DOI Address: https://doi.org/10.15804/kie.2018.04.08
PDF: kie/122/kie12208.pdf

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The article presents findings on the image of a teacher in primary school described by the 3rd grade pupils. The research analysis clearly indicates that according to the children, in early education the image of a teacher is positive. The majority of the test children group indicate favourable features, like kindness, calm, pleasant behaviour, goodness, justice, wisdom, intelligence. First of all, the children recognize the advantages of a teacher, although smart and sensible children – the ones that the 3rd grade pupils definitely are – can also notice negative features, disadvantages, for instance: loudness, nervousness, injustice. The children can recognize personal, didactic, and educational features, as well as intellectual and external ones. Many of the feature groups mentioned above are listed. The pupils declare that the issue which was the core of the research is very important for them.

teacher of early school education pupils of early years of primary school teacher’s features

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Author: Justyna Pilarska
E-mail: justyna.pilarska@uwr.edu.pl
Institution: University of Wroclaw, Poland
ORCID: https://orcid.org/0000-0002-5646-597X
Year of publication: 2018
Source: Show
Pages: 147-163
DOI Address: https://doi.org/10.15804/kie.2018.04.09
PDF: kie/122/kie12209.pdf

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These reflections tackle a specific understanding of researching everyday life, which presents itself as a methodological demand, i.e., as a constitutive element of the new forms of inquiry. Consequently, the discourses revolve around the specificity of the anthropology of everyday life, as seen from various angles entailing third wave of sociology, cultural anthropology, and symbolic interactionism. It also elaborates on the methodological issues encompassing idiographic, emic characteristics of a qualitative inquiry that with relation to everyday life can provide a useful and cognitively attractive tool of reconstructing the world of different cultural groups.

qualitative research anthropology of everyday life emic strategy participant observation

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