Not only a discussion. About participatory forms and methods of youth organizations operating in the territory of Ukraine

The subject of the text concerns various forms and methods of the participation of selected Ukrainian youth organizations, which were particularly active in 2018. The author discusses the basic theoretical assumptions by analyzing the issue of participation in relation to Polish and foreign literature of the subject. Then, she describes the research material and methods of analysis of the collected empirical data. In the last part of the article, the author presents the most important conclusions regarding the „soft” and „hard” forms and methods of the participation of six youth organizations operating in Ukraine.

Around social problems – or in search of pedagogy in the discourses of youth organizations operating in Poland

In the article, the results are presented of the research on discursive constructions of social problems and their solutions, which are undertaken by selected youth organizations operating in Poland. Six of them were analyzed: AIESEC Poland [in Polish: AIESEC Polska], ATD Fourth World Poland [ATD Czwarty Świat Polska], UNESCO Initiatives Centre [Centrum Inicjatyw UNESCO], Center for Intercultural Initiatives Horizons [Centrum Inicjatyw Międzykulturowych Horyzonty], All-Polish Youth [Młodzież Wszechpolska] and National Radical Camp [Obóz Narodowo-Radykalny]. The article provides answers to the following research questions: 1) What do selected youth organizations consider to be a problem? 2) By what discursive strategies do they formulate problems? 3) What actions are they taking to solve the problems? The analysis of the content and applied discursive strategies covered a total of 696 texts of various genres and volumes (including programs, statutes, newsletters, entries in social media). The results of the analyses allowed for a description and comparison of the researched organizations using the categories of pedagogy and its different types (pedagogy of the current time, ethno-pedagogy, pedagogy of fear, pan-pedagogy and folkpedagogy), revealing similarities and differences in the scope of issues considered by organizations as problematic, including those related to (multi)cultural issues.