- Author:
Anna Skolimowska
- Institution:
Cardinal Stefan Wyszyński University in Warsaw
- Year of publication:
2017
- Source:
Show
- Pages:
179-192
- DOI Address:
https://doi.org/10.15804/athena.2017.56.11
- PDF:
apsp/56/apsp5611.pdf
Constructivist approach of analyzing international relations brought many new elements to the thought on the nature of international reality, which made it possible to explain it and understand it better. One of these elements in the process of analyzing this reality is the concept of identity of participants of international relations. Its analytical phenomenon consists of the fact that it allows us to undertake attempts to understand interests and character of norms and values of participants of international relations. The most important statement brought to scientific thought on international reality by Alexander Wendt’s notion of constructivism relates to the fact that states’ interests in international relations are not given a priori, but they are shaped during interactions with others. Not only is the role of inter-state actors who influence states’ interests in international relations underlined, but it also indicates the important role of other participants of international affairs in articulating national interests. From this perspective, the category of identity in international relations taken up by Constructivism takes account of the social, interactive nature of international reality making it possible to analyze its intangible part.
- Author:
Bartłomiej Walczak
- E-mail:
b.walczak@uw.edu.pl
- Institution:
Uniwersytet Warszawski
- ORCID:
https://orcid.org/0000-0002-0346-712X
- Year of publication:
2024
- Source:
Show
- Pages:
26-41
- DOI Address:
https://doi.org/10.15804/kie.2024.01.02
- PDF:
kie/143/kie14302.pdf
Cultural anthropology and educational evaluation
The paper describes the connections between cultural anthropology and educational evaluation. It starts from the history of anthropologically oriented educational evaluation, when a qualitative-oriented approach emerged from a dominant, post-Tyleran tradition. It analyses connections between anthropological evaluation and anthropological paradigms, in particular the phenomenological one. The next section explores the notion of culture, a central category for ethnographic research, making anthropological evaluation distinctive from other research using a qualitative methodology. It presents the discussion about the notion of culture and the meaning of an inclusive approach to the research on school cultures. The third part describes distinctive features of anthropological evaluation, contrasted to the “traditional” anthropology. In the fourth part, conclusions from a postmodern critique of the linguistic turn are described: involvement in the power/knowledge relationships, an ontoepistemological status of collected data, fluidity and ambiguity of the evaluator’s roles. The next section covers probably the most obvious aspects of anthropological evaluation – the methodological implications. The last, sixth part presents challenges for doing evaluations in anthropological settings: keeping the integrity of the roles, reflecting on the biases, limitation in influence on change, “competition” with the postpositivist approach, and logistic difficulties.