Editions

Magazine et Edition

Volume 73 (2021): Edition 1 (December 2021)

Volume 72 (2019): Edition 1 (January 2019)

Volume 71 (2019): Edition 1 (January 2019)

Détails du magazine
Format
Magazine
eISSN
2657-3628
Première publication
27 Feb 2019
Période de publication
1 fois par an
Langues
Anglais

Chercher

Volume 71 (2019): Edition 1 (January 2019)

Détails du magazine
Format
Magazine
eISSN
2657-3628
Première publication
27 Feb 2019
Période de publication
1 fois par an
Langues
Anglais

Chercher

19 Articles

Editorial

Accès libre

“Studia Pedagogiczne”: its relationship to changing times

Publié en ligne: 31 Dec 2018
Pages: 1 - 10

Résumé

Abstract

For almost seven decades, “Studia Pedagogiczne” has witnessed the development and transformations of Polish pedagogy. The first issue was published in 1954. The period between 1954 and 2018 has been a time of global change, and also change in Poland, affecting all spheres of life, be it political, economic, social or cultural. The journal accompanied those transformations and documented many of them, and so it also serves as evidence of these changes. The purpose of this presented text is not to analyse the content of the journal. Instead, it is to approach the topics discussed in it, the areas tackled by the authors and the changes in the perception of the educa­tional reality in Poland from the perspective of passing time and with consideration of their variety.

Mots clés

  • “Studia Pedagogiczne”
  • “Polish Journal of Educational Studies”
  • history
  • changes
  • educational reality
  • Poland
Accès libre

Participation, Education, and Global Society: International Perspectives

Publié en ligne: 31 Dec 2018
Pages: 11 - 15

Résumé

Participation

Accès libre

Education to participate and engage – Polish traditions and challenges of participation-oriented pedagogy

Publié en ligne: 31 Dec 2018
Pages: 16 - 32

Résumé

Abstract

The article reflects on the changes and developments of the pedagogical views on activism, participation and engagement in Poland. In the tradition of Polish social pedagogy there are some key elements that have influenced the way various educa­tors see their role in shaping the participatory aimed education. The Author reminds that not only current models of education for democracy play important part in shaping social activism in the country, but also the ancestry of rich Polish experience, amalgamated from specific historical, cultural, political, social and pedagogical roots and traditions. The variety of these models as well as the tensions between the past, the present and the future, influence today’s difficulty seen among activists to rely on some common identity that would help them be recognized in the society as promoters of engagement. This, in turn, puts in question their role in social educa­tion development.

Mots clés

  • participation
  • participation’ oriented pedagogy
  • activist
  • social pedagogy traditions
Accès libre

Children’s participation idea and practice: Korczak’s inspirations and contemporary faces

Publié en ligne: 31 Dec 2018
Pages: 33 - 50

Résumé

Abstract

Currently, children’s participation is one of the most promoted ideas of the social development. As mentioned in several resources, the Convention on the Rights of the Child has its roots in Janusz Korczak’s philosophy of a child and relations between a child and an adult and his pedagogy. The most fundamental Korczak’s thoughts, listening to a child and giving respect to his or her opinion, are well-known pillars of the contemporary children’s participation idea. However, there are much more Korc­zak’s inspirations that can be recognised in the current discourse about children’s participation. The paper shows and considers these inspirations, and on this basis some meaningful aspects of the idea of participation are presented.

Mots clés

  • children’s participation
  • children’s citizenship
  • child-adult partnership
  • Janusz Korczak
Accès libre

The ethical dilemmas of research with children from the countries of the Global South. Whose participation?

Publié en ligne: 31 Dec 2018
Pages: 51 - 65

Résumé

Abstract

The article outlines issues in the area of childhood studies and children’s rights that concern the participation of children and adolescents from the countries of the Global South in participatory research. The article presents the ethical aspects and methodo­logical dilemmas of such research, pertaining to engaging children and adolescents in research conducted by adults. Other issues addressed in the text refer to the child’s right to respect, the subjective treatment of children and adolescents (as respondents) as well as the limits of participatory involvement of children in the research process. The article also discusses the ethical dilemmas of research whose methodological approaches and concepts were designed in a different, distinct socio-cultural con­text and can interfere in the life and functioning of the community it is conducted in, including a negative influence on children’s social situation in the future.

Mots clés

  • research with children
  • childhood studies
  • children’s rights
  • participation
  • Global South
Accès libre

Can legal remedy be used to address bullying and cyberbullying in South African schools?

Publié en ligne: 31 Dec 2018
Pages: 66 - 80

Résumé

Abstract

Bullying is part of the reality of teachers and learners all over the world. While other forms of bullying are limited to the time when learners interact face-to-face, cyber­bullying follows learners via their electronic devices wherever they go. Bullying negatively affect victims and amongst others result in anxiety, low self-esteem and poor academic performance. In some instances, victims become suicidal. Prevent­ing and counteracting bullying requires interventions on several level, and one pos­sibility is to take a legal response. In this paper, the South African legal response is considered. There are several legislative and common law remedies available to victims, but these are not without challenges. Explicit reference to bullying is made in only one act, namely the Children’s Act but no definition of bullying or cyberbul­lying is provided. It is clear that while there are sufficient legal remedies available in the South African context, to address bullying and cyberbullying, particularly with the emphasis on Human Rights and the rights of children, the suitability of legal action is questionable.

Mots clés

  • Bullying
  • cyber bullying
  • school discipline
  • human rights
  • education law
Accès libre

Young people’s identity capital and social participation in the life of the local community

Publié en ligne: 31 Dec 2018
Pages: 81 - 91

Résumé

Abstract

The article contains a report from a study involving young people living in the Polish southern borderland. The research was designed as a comparative, longitu­dinal cohort study. Measurements of a given variable (declared identity behaviours) were carried out with the use of the same instrument, in a reproducible manner, at different times (in the school years 2003/2004 and 2016/2017) and on the same cohort. The results of these measurements, obtained in two separate measurement periods, indicate a similar value of youths’ identity capital and an increase of social participation in the life of the local community. The diagnosis is a prelude to the determination of compensating educational activities and identification of existing social instruments as regards their model and pattern.

Mots clés

  • identity
  • social participation
  • youths
  • socialisation
  • education
  • local community
Accès libre

Black Protests – a struggle for women’s subjectivity

Publié en ligne: 31 Dec 2018
Pages: 92 - 102

Résumé

Abstract

In this article I propose a thesis that women’s rights are not something that when once gained remains forever. Women’s rights require a continuous struggle, a fight that is fought still anew. An example of this thesis is the nationwide women’s strike in Poland called Black Protests. It was held to protest against the government policy that disfavours women, in particular, against the attempts to tighten abortion laws. My aim is to analyse the nature of Black Protests and to reflect on their significance for women’s subjectivity.

Mots clés

  • Black Protest
  • women in Poland
  • subjectivity
  • abortion
  • women’s right

Education

Accès libre

School culture as a common good. Is it possible? How?

Publié en ligne: 31 Dec 2018
Pages: 103 - 111

Résumé

Abstract

The paper attempts to indicate the potential of using the category of common good for the interpretation of everyday school reality. This has facilitated an initial over­view of the heterogeneous, often contradictory nature of school relationship as well as relationships between school and broadly understood environment, and has made it possible to reflect on school culture, i.e. its internal and external precondi­tions for functioning.

Mots clés

  • School
  • school culture
  • common good
Accès libre

Culture of teaching in Finnish schools in context of educational change

Publié en ligne: 31 Dec 2018
Pages: 112 - 122

Résumé

Abstract

After the economic recession in the nineties, the Finnish government followed world trends and built national competitiveness policy. Finland has developed a high qual­ity of teachers’ work along with high social trust to this profession at every level of education. Teachers’ profession is as prestigious as the profession of doctors or attor­neys. The article reveals the relationship between the change in Finland’s education policy, so called Alternative Reform Movement and the Finnish culture of teaching.

Mots clés

  • educational change
  • Fourth Way
  • culture of teaching
  • Alternative Reform Movement
Accès libre

Conceptualising professional communities among teachers

Publié en ligne: 31 Dec 2018
Pages: 123 - 142

Résumé

Abstract

The purpose of this article is to suggest a conceptual framework for understanding professional communities of teachers, specifically those communities that extend beyond workplace, and in some cases national, boundaries. The nature of the paper is a theory-building paper informed by a review of literature in this field. The lit­erature that informed this paper is of two types: firstly, case study reports written by practitioners engaged in professional communities; secondly, academic papers that explore the nature of such communities. The use of the first of these genres means that the framework presented emerges from the experiences of teachers and other practitioners, rather than being imposed upon them. This article presents a conceptualisation of five aspects of professional communities. These are as fol­lows: the ways in which teachers’ self-efficacy may be shaped by their perceptions of membership of a professional community; the boundaries of such communities; the challenges posed by recognising community membership, and also by individuality; and in the final section, the potential for knowledge-sharing within such communi­ties. Its contribution to the wider academic debate is its potential to inform empirical research on communities that is currently taking place, by means of a wide range of projects, in universities across Europe and beyond.

Mots clés

  • professional communities
  • teachers
  • knowledge sharing within communities
  • teach­ers’ professional identity
Accès libre

Teachers’ Participation in School Daily Life

Publié en ligne: 31 Dec 2018
Pages: 143 - 153

Résumé

Abstract

The aim of the article is to show the scope of teachers’ participation in school daily life. Teachers’ participation in school daily reality may have many different forms and different objectives. Teachers mostly participate in various interactions. The key kind of activity is teaching, being the core of the construction of school work schedule. In addition, they participate in unpredictable, unplanned situations and bureaucratic activities. Teachers’ days at school are a complex network of activities, which may be taken on their own initiative, ordered, required externally or resulting from interpersonal sphere events on that day; they may be planned or unpredictable.

Mots clés

  • school
  • time
  • teacher
  • participation
Accès libre

POWER-NET: academic tutoring in Poland as the object of research, institutional policy and reflective practice of tutors

Publié en ligne: 31 Dec 2018
Pages: 154 - 170

Résumé

Abstract

Academic institutions and their professional communities live presently in the times of constant change. Beyond numerous, official amendments within state regulations, also quality and pace of educational change undergo transformations. We observe the change of artefacts and contexts of socio-cultural demands which call for the necessity to reformulate good practices and competencies required in education. The paper is planned to highlight several aspects of change, considered by the author as sensitive to the possibility to personalize academic education: institutional, professional, scientific and simply humane. The intention is to provide a critical look upon academic tutoring and its potentials from the perspective of an academic tutor and tutor’s trainer, as well as a researcher on education. The net of arguments, following the title of this paper, shall be outstretched between research-based, policy-based and the very prac­tice-based nodal points, with my full awareness of the limitations that my insight carries due to the qualitative rather than quantitative type of the presented research. Nevertheless, the paper should bring down the picture of a polyphony of powers that make tutoring a very special, demanding, but top quality form of academic education, which should be supported, recommended and popularized among teachers in order for them to reach their academic excellence.

Mots clés

  • academic tutoring
  • quality assurance
  • higher education
  • quality teaching
  • academic excellence
Accès libre

Re-engaging disenfranchised Australian youth with education through explorations of self-identity, experiences and expression in Art

Publié en ligne: 31 Dec 2018
Pages: 171 - 184

Résumé

Abstract

This small scale research project undertaken in Australia investigates how an art-based approach can re-engage disenfranchised young people into education. The project was undertaken as part of Postgraduate Certificate in Education programme by the main researcher in Australia, at an educational setting for disenfranchised young people. The collection and analysis of qualitative data demonstrates how art stimulates students’ interest and provides support in self-expression and com­munication. Methodological strategies involved visual art activities that promote self-confidence and self-esteem, which enhance well-being and supportive teach­ing relationships. Using self-reflexivity through visual creativity was found to help participants in developing more positive self-image and enhanced their self-confi­dence as learners.

Mots clés

  • youth
  • disenfranchised
  • self-expression
  • art activities
  • self-exploration

Global Society

Accès libre

Norwegian policy on sami language learning and preservation

Publié en ligne: 31 Dec 2018
Pages: 185 - 194

Résumé

Abstract

The article discusses the government policy of Norway, one of the countries that has significantly succeeded in solving ethnocultural problem. It introduces the main stages of the Norwegian government policy towards the Sami people. Special atten­tion is given to the problem of preserving the cultural identity of the Sami and the status of the Sami language in Norwegian society. The article presents the problem of learning and preserving the Sami language through the analysis of Norwegian official state legislation which constitutes the methodological basis of the article. It also considers a number of local and international conventions and acts that are designed to protect Sami rights, as well as the effects these conventions and acts have on the status and situation of the Sami language in Norway. The current status of the Sami language and educational perspectives are considered in a comparative and historical framework. The results presented in the article are intended to raise awareness of cultural identity and inequality of educational opportunities based on ethnic minority background.

Mots clés

  • Sami
  • Sami languages
  • indigenous peoples
  • language learning
Accès libre

Inclusive education for Roma children in Albania and Belarus (legal situation, accessibility, opportunities to learn in own language and support of ethnic identity)

Publié en ligne: 31 Dec 2018
Pages: 195 - 211

Résumé

Abstract

This article is devoted to the analysis of the situation regarding the education of Roma children in Albania and Belarus, evidencing the similarities and differences in legislation and policies in both countries, aiming at highlighting the best practices for each state. The study also analyses whether there is any real approach for inclu­sive education, despite the legislation in force in both countries, as well as evaluating the next steps to be followed for achieving inclusive education for Roma children, whether as part of a minority group or not. Inclusive education is the main focus of those European policies and legislation that guarantees the right to education to everyone. Vulnerability and marginalization are present in all countries. Even the more developed societies have categories of their population that are defined as vulnerable or marginalized. They may not suffer from poverty, but other factors, such as disability or linguistic/ethnic particularities can be sources of marginalization and underachievement. Every human being is different. Because of this diversity, the law should find ways of treating everybody as equal, and with the same access to education and to every other human right. One of the main causes of discrimination and lack of access to education is being a member of a minority group, especially those ones which are not fully recognised as national minorities, such as the Roma. After the fall of communism in Albania, the transitional period towards a democratic system affected the right to education for Roma children, making them suffer from a lack of access to education. The same is reflected in Belarus, where the right to education for Roma children is more protected by non-governmental organizations rather than the state. Treating Roma children with equal access to education will not only help this marginalized group, but also the whole of society by accepting the differences as a normal phenomenon.

Mots clés

  • Inclusive education
  • Roma children
  • Albania
  • Belarus
  • legislation
  • language
Accès libre

Importance of and need for intercultural education according to students: future teachers

Publié en ligne: 31 Dec 2018
Pages: 212 - 228

Résumé

Abstract

The aim of this article was to address the subject of intercultural education under­stood as a problem, which, in the process of educating students who will become teachers, should be taken into consideration in such a scope to make sure that the future teachers can support their pupils in the formation of desired attitudes and behaviours in their relations with individuals of different cultural, national and ethnic backgrounds. The first section deals with the importance of intercultural education in the context of the meaning of the following terms: multiculturalism, culture and education. It refers to selected scopes and interpretation of interculturalism and intercultural education. Within such a framework, the problem of the importance of and the need for intercultural education is discussed based on the opinions of peda­gogy students and according to the results of the author’s own surveys conducted at the University of Opole (UO) and the Slovakia-based University of Žilina (UŽ) during the academic year of 2016-2017.

Mots clés

  • intercultural education
  • multiculturalism
  • interculturalism
  • students - future teach­ers
  • surveys

Book Reviews, News and Events

19 Articles

Editorial

Accès libre

“Studia Pedagogiczne”: its relationship to changing times

Publié en ligne: 31 Dec 2018
Pages: 1 - 10

Résumé

Abstract

For almost seven decades, “Studia Pedagogiczne” has witnessed the development and transformations of Polish pedagogy. The first issue was published in 1954. The period between 1954 and 2018 has been a time of global change, and also change in Poland, affecting all spheres of life, be it political, economic, social or cultural. The journal accompanied those transformations and documented many of them, and so it also serves as evidence of these changes. The purpose of this presented text is not to analyse the content of the journal. Instead, it is to approach the topics discussed in it, the areas tackled by the authors and the changes in the perception of the educa­tional reality in Poland from the perspective of passing time and with consideration of their variety.

Mots clés

  • “Studia Pedagogiczne”
  • “Polish Journal of Educational Studies”
  • history
  • changes
  • educational reality
  • Poland
Accès libre

Participation, Education, and Global Society: International Perspectives

Publié en ligne: 31 Dec 2018
Pages: 11 - 15

Résumé

Participation

Accès libre

Education to participate and engage – Polish traditions and challenges of participation-oriented pedagogy

Publié en ligne: 31 Dec 2018
Pages: 16 - 32

Résumé

Abstract

The article reflects on the changes and developments of the pedagogical views on activism, participation and engagement in Poland. In the tradition of Polish social pedagogy there are some key elements that have influenced the way various educa­tors see their role in shaping the participatory aimed education. The Author reminds that not only current models of education for democracy play important part in shaping social activism in the country, but also the ancestry of rich Polish experience, amalgamated from specific historical, cultural, political, social and pedagogical roots and traditions. The variety of these models as well as the tensions between the past, the present and the future, influence today’s difficulty seen among activists to rely on some common identity that would help them be recognized in the society as promoters of engagement. This, in turn, puts in question their role in social educa­tion development.

Mots clés

  • participation
  • participation’ oriented pedagogy
  • activist
  • social pedagogy traditions
Accès libre

Children’s participation idea and practice: Korczak’s inspirations and contemporary faces

Publié en ligne: 31 Dec 2018
Pages: 33 - 50

Résumé

Abstract

Currently, children’s participation is one of the most promoted ideas of the social development. As mentioned in several resources, the Convention on the Rights of the Child has its roots in Janusz Korczak’s philosophy of a child and relations between a child and an adult and his pedagogy. The most fundamental Korczak’s thoughts, listening to a child and giving respect to his or her opinion, are well-known pillars of the contemporary children’s participation idea. However, there are much more Korc­zak’s inspirations that can be recognised in the current discourse about children’s participation. The paper shows and considers these inspirations, and on this basis some meaningful aspects of the idea of participation are presented.

Mots clés

  • children’s participation
  • children’s citizenship
  • child-adult partnership
  • Janusz Korczak
Accès libre

The ethical dilemmas of research with children from the countries of the Global South. Whose participation?

Publié en ligne: 31 Dec 2018
Pages: 51 - 65

Résumé

Abstract

The article outlines issues in the area of childhood studies and children’s rights that concern the participation of children and adolescents from the countries of the Global South in participatory research. The article presents the ethical aspects and methodo­logical dilemmas of such research, pertaining to engaging children and adolescents in research conducted by adults. Other issues addressed in the text refer to the child’s right to respect, the subjective treatment of children and adolescents (as respondents) as well as the limits of participatory involvement of children in the research process. The article also discusses the ethical dilemmas of research whose methodological approaches and concepts were designed in a different, distinct socio-cultural con­text and can interfere in the life and functioning of the community it is conducted in, including a negative influence on children’s social situation in the future.

Mots clés

  • research with children
  • childhood studies
  • children’s rights
  • participation
  • Global South
Accès libre

Can legal remedy be used to address bullying and cyberbullying in South African schools?

Publié en ligne: 31 Dec 2018
Pages: 66 - 80

Résumé

Abstract

Bullying is part of the reality of teachers and learners all over the world. While other forms of bullying are limited to the time when learners interact face-to-face, cyber­bullying follows learners via their electronic devices wherever they go. Bullying negatively affect victims and amongst others result in anxiety, low self-esteem and poor academic performance. In some instances, victims become suicidal. Prevent­ing and counteracting bullying requires interventions on several level, and one pos­sibility is to take a legal response. In this paper, the South African legal response is considered. There are several legislative and common law remedies available to victims, but these are not without challenges. Explicit reference to bullying is made in only one act, namely the Children’s Act but no definition of bullying or cyberbul­lying is provided. It is clear that while there are sufficient legal remedies available in the South African context, to address bullying and cyberbullying, particularly with the emphasis on Human Rights and the rights of children, the suitability of legal action is questionable.

Mots clés

  • Bullying
  • cyber bullying
  • school discipline
  • human rights
  • education law
Accès libre

Young people’s identity capital and social participation in the life of the local community

Publié en ligne: 31 Dec 2018
Pages: 81 - 91

Résumé

Abstract

The article contains a report from a study involving young people living in the Polish southern borderland. The research was designed as a comparative, longitu­dinal cohort study. Measurements of a given variable (declared identity behaviours) were carried out with the use of the same instrument, in a reproducible manner, at different times (in the school years 2003/2004 and 2016/2017) and on the same cohort. The results of these measurements, obtained in two separate measurement periods, indicate a similar value of youths’ identity capital and an increase of social participation in the life of the local community. The diagnosis is a prelude to the determination of compensating educational activities and identification of existing social instruments as regards their model and pattern.

Mots clés

  • identity
  • social participation
  • youths
  • socialisation
  • education
  • local community
Accès libre

Black Protests – a struggle for women’s subjectivity

Publié en ligne: 31 Dec 2018
Pages: 92 - 102

Résumé

Abstract

In this article I propose a thesis that women’s rights are not something that when once gained remains forever. Women’s rights require a continuous struggle, a fight that is fought still anew. An example of this thesis is the nationwide women’s strike in Poland called Black Protests. It was held to protest against the government policy that disfavours women, in particular, against the attempts to tighten abortion laws. My aim is to analyse the nature of Black Protests and to reflect on their significance for women’s subjectivity.

Mots clés

  • Black Protest
  • women in Poland
  • subjectivity
  • abortion
  • women’s right

Education

Accès libre

School culture as a common good. Is it possible? How?

Publié en ligne: 31 Dec 2018
Pages: 103 - 111

Résumé

Abstract

The paper attempts to indicate the potential of using the category of common good for the interpretation of everyday school reality. This has facilitated an initial over­view of the heterogeneous, often contradictory nature of school relationship as well as relationships between school and broadly understood environment, and has made it possible to reflect on school culture, i.e. its internal and external precondi­tions for functioning.

Mots clés

  • School
  • school culture
  • common good
Accès libre

Culture of teaching in Finnish schools in context of educational change

Publié en ligne: 31 Dec 2018
Pages: 112 - 122

Résumé

Abstract

After the economic recession in the nineties, the Finnish government followed world trends and built national competitiveness policy. Finland has developed a high qual­ity of teachers’ work along with high social trust to this profession at every level of education. Teachers’ profession is as prestigious as the profession of doctors or attor­neys. The article reveals the relationship between the change in Finland’s education policy, so called Alternative Reform Movement and the Finnish culture of teaching.

Mots clés

  • educational change
  • Fourth Way
  • culture of teaching
  • Alternative Reform Movement
Accès libre

Conceptualising professional communities among teachers

Publié en ligne: 31 Dec 2018
Pages: 123 - 142

Résumé

Abstract

The purpose of this article is to suggest a conceptual framework for understanding professional communities of teachers, specifically those communities that extend beyond workplace, and in some cases national, boundaries. The nature of the paper is a theory-building paper informed by a review of literature in this field. The lit­erature that informed this paper is of two types: firstly, case study reports written by practitioners engaged in professional communities; secondly, academic papers that explore the nature of such communities. The use of the first of these genres means that the framework presented emerges from the experiences of teachers and other practitioners, rather than being imposed upon them. This article presents a conceptualisation of five aspects of professional communities. These are as fol­lows: the ways in which teachers’ self-efficacy may be shaped by their perceptions of membership of a professional community; the boundaries of such communities; the challenges posed by recognising community membership, and also by individuality; and in the final section, the potential for knowledge-sharing within such communi­ties. Its contribution to the wider academic debate is its potential to inform empirical research on communities that is currently taking place, by means of a wide range of projects, in universities across Europe and beyond.

Mots clés

  • professional communities
  • teachers
  • knowledge sharing within communities
  • teach­ers’ professional identity
Accès libre

Teachers’ Participation in School Daily Life

Publié en ligne: 31 Dec 2018
Pages: 143 - 153

Résumé

Abstract

The aim of the article is to show the scope of teachers’ participation in school daily life. Teachers’ participation in school daily reality may have many different forms and different objectives. Teachers mostly participate in various interactions. The key kind of activity is teaching, being the core of the construction of school work schedule. In addition, they participate in unpredictable, unplanned situations and bureaucratic activities. Teachers’ days at school are a complex network of activities, which may be taken on their own initiative, ordered, required externally or resulting from interpersonal sphere events on that day; they may be planned or unpredictable.

Mots clés

  • school
  • time
  • teacher
  • participation
Accès libre

POWER-NET: academic tutoring in Poland as the object of research, institutional policy and reflective practice of tutors

Publié en ligne: 31 Dec 2018
Pages: 154 - 170

Résumé

Abstract

Academic institutions and their professional communities live presently in the times of constant change. Beyond numerous, official amendments within state regulations, also quality and pace of educational change undergo transformations. We observe the change of artefacts and contexts of socio-cultural demands which call for the necessity to reformulate good practices and competencies required in education. The paper is planned to highlight several aspects of change, considered by the author as sensitive to the possibility to personalize academic education: institutional, professional, scientific and simply humane. The intention is to provide a critical look upon academic tutoring and its potentials from the perspective of an academic tutor and tutor’s trainer, as well as a researcher on education. The net of arguments, following the title of this paper, shall be outstretched between research-based, policy-based and the very prac­tice-based nodal points, with my full awareness of the limitations that my insight carries due to the qualitative rather than quantitative type of the presented research. Nevertheless, the paper should bring down the picture of a polyphony of powers that make tutoring a very special, demanding, but top quality form of academic education, which should be supported, recommended and popularized among teachers in order for them to reach their academic excellence.

Mots clés

  • academic tutoring
  • quality assurance
  • higher education
  • quality teaching
  • academic excellence
Accès libre

Re-engaging disenfranchised Australian youth with education through explorations of self-identity, experiences and expression in Art

Publié en ligne: 31 Dec 2018
Pages: 171 - 184

Résumé

Abstract

This small scale research project undertaken in Australia investigates how an art-based approach can re-engage disenfranchised young people into education. The project was undertaken as part of Postgraduate Certificate in Education programme by the main researcher in Australia, at an educational setting for disenfranchised young people. The collection and analysis of qualitative data demonstrates how art stimulates students’ interest and provides support in self-expression and com­munication. Methodological strategies involved visual art activities that promote self-confidence and self-esteem, which enhance well-being and supportive teach­ing relationships. Using self-reflexivity through visual creativity was found to help participants in developing more positive self-image and enhanced their self-confi­dence as learners.

Mots clés

  • youth
  • disenfranchised
  • self-expression
  • art activities
  • self-exploration

Global Society

Accès libre

Norwegian policy on sami language learning and preservation

Publié en ligne: 31 Dec 2018
Pages: 185 - 194

Résumé

Abstract

The article discusses the government policy of Norway, one of the countries that has significantly succeeded in solving ethnocultural problem. It introduces the main stages of the Norwegian government policy towards the Sami people. Special atten­tion is given to the problem of preserving the cultural identity of the Sami and the status of the Sami language in Norwegian society. The article presents the problem of learning and preserving the Sami language through the analysis of Norwegian official state legislation which constitutes the methodological basis of the article. It also considers a number of local and international conventions and acts that are designed to protect Sami rights, as well as the effects these conventions and acts have on the status and situation of the Sami language in Norway. The current status of the Sami language and educational perspectives are considered in a comparative and historical framework. The results presented in the article are intended to raise awareness of cultural identity and inequality of educational opportunities based on ethnic minority background.

Mots clés

  • Sami
  • Sami languages
  • indigenous peoples
  • language learning
Accès libre

Inclusive education for Roma children in Albania and Belarus (legal situation, accessibility, opportunities to learn in own language and support of ethnic identity)

Publié en ligne: 31 Dec 2018
Pages: 195 - 211

Résumé

Abstract

This article is devoted to the analysis of the situation regarding the education of Roma children in Albania and Belarus, evidencing the similarities and differences in legislation and policies in both countries, aiming at highlighting the best practices for each state. The study also analyses whether there is any real approach for inclu­sive education, despite the legislation in force in both countries, as well as evaluating the next steps to be followed for achieving inclusive education for Roma children, whether as part of a minority group or not. Inclusive education is the main focus of those European policies and legislation that guarantees the right to education to everyone. Vulnerability and marginalization are present in all countries. Even the more developed societies have categories of their population that are defined as vulnerable or marginalized. They may not suffer from poverty, but other factors, such as disability or linguistic/ethnic particularities can be sources of marginalization and underachievement. Every human being is different. Because of this diversity, the law should find ways of treating everybody as equal, and with the same access to education and to every other human right. One of the main causes of discrimination and lack of access to education is being a member of a minority group, especially those ones which are not fully recognised as national minorities, such as the Roma. After the fall of communism in Albania, the transitional period towards a democratic system affected the right to education for Roma children, making them suffer from a lack of access to education. The same is reflected in Belarus, where the right to education for Roma children is more protected by non-governmental organizations rather than the state. Treating Roma children with equal access to education will not only help this marginalized group, but also the whole of society by accepting the differences as a normal phenomenon.

Mots clés

  • Inclusive education
  • Roma children
  • Albania
  • Belarus
  • legislation
  • language
Accès libre

Importance of and need for intercultural education according to students: future teachers

Publié en ligne: 31 Dec 2018
Pages: 212 - 228

Résumé

Abstract

The aim of this article was to address the subject of intercultural education under­stood as a problem, which, in the process of educating students who will become teachers, should be taken into consideration in such a scope to make sure that the future teachers can support their pupils in the formation of desired attitudes and behaviours in their relations with individuals of different cultural, national and ethnic backgrounds. The first section deals with the importance of intercultural education in the context of the meaning of the following terms: multiculturalism, culture and education. It refers to selected scopes and interpretation of interculturalism and intercultural education. Within such a framework, the problem of the importance of and the need for intercultural education is discussed based on the opinions of peda­gogy students and according to the results of the author’s own surveys conducted at the University of Opole (UO) and the Slovakia-based University of Žilina (UŽ) during the academic year of 2016-2017.

Mots clés

  • intercultural education
  • multiculturalism
  • interculturalism
  • students - future teach­ers
  • surveys

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