educational space

Educational Space of a Learner with Disability in the Context of Infrahumanization of “Outgroups”

Author: Magdalena Bełza-Gajdzica
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).

Educational Space in a School in Kenya

Author: Tomasz Huk
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.

Integrated character of information technology and educational space

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.

Wiadomość do:

 

 

© 2017 Adam Marszałek Publishing House. All rights reserved.

Projekt i wykonanie Pollyart