- Author:
Magdalena Bełza-Gajdzica
- E-mail:
belzamagda@interia.pl
- Institution:
University of Silesia, Cieszyn, Poland
- ORCID:
https://orcid.org/0000-0002-1316-6689
- Year of publication:
2018
- Source:
Show
- Pages:
164-174
- DOI Address:
https://doi.org/10.15804/kie.2018.04.10
- PDF:
kie/122/kie12210.pdf
The study is aimed at presenting the educational space of a disabled learner within the category of infrahumanization – social categorizing into “ingroups” and “outgroups”. The presented issues comprise educational space, three functioning forms of education, the phenomenon of infrahumanization and the common group identity. Disabled learners’ functioning within a class is presented in: mainstream school (where the dominating group consists of learners without disabilities), integrated school (where categorization of learners is shaped in the way offering more chances to the disabled), and special school (a segregation-based form). Two dimensions of the discussed phenomenon of infrahumanization are indicated – heterogeneousness, which enhances attitudes of acceptance and understanding within a class group (micro-dimension) and its more serious social consequences (macro-dimension).
- Author:
Tomasz Huk
- E-mail:
tomasz.huk@us.edu.pl
- Institution:
University of Silesia in Katowice, Poland
- ORCID:
https://orcid.org/0000-0003-1082-5826
- Year of publication:
2022
- Source:
Show
- Pages:
51-64
- DOI Address:
https://doi.org/10.15804/tner.2022.69.3.04
- PDF:
tner/202203/tner6904.pdf
The article describes a primary school in Kenya, where the school’s educational space was analysed in two respects: a) safety and comfort; b) knowledge and skills development, as part of ethnographic research. The research results indicate that the school needs a change in physical space, teaching aids, and greater pedagogical awareness among the teachers. The new education system introduced in Kenya requires much more funding to ensure proper learning conditions and continuing education for teachers. If this demand is met, the quality of the education process may improve.
- Author:
Wielisława Osmańska-Furmanek
- Institution:
University of Zielona Góra
- Year of publication:
2003
- Source:
Show
- Pages:
189-196
- DOI Address:
https://doi.org/10.15804/tner.03.1.1.14
- PDF:
tner/200301/tner114.pdf
Influence that information and communication technologies exert forces changes on educational system and at the same time education is searching for new, modern and innovative solutions. Integration processes that go along with this are additional force that makes responding to new challenges inevitable. It is impossible for each citizen to create his/her own, well-formed knowledge and to take responsibility for this activity without a fundamental change in education system, e.g. without resigning from teaching in aid of developing learning processes and shaping the ability to absorb future technologies. The article presents pedagogical and social aspects of changes which take place in the area of information technologies and influence they exert on extending the man's educational space both internal and external one. It touches on issues related to penetration of mediated space and cyberspace into it and formation of new forms and methods of communication.