<abstract>
				<title style='display:none'>Abstract</title>
				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.
			</abstract>

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

<abstract>
<title style='display:none'>Abstract</title>
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.
</abstract>

Teachers’ Participation in School Daily Life

<abstract>
<title style='display:none'>Abstract</title>
Inclusive education is the next item on the agenda of policy makers in Singapore, in its striving to provide quality education for all children. The move to introducing more inclusive practices in preschools has not been easy. There are many structural obstacles in Singapore’s current preschool context. This review of existing literature on this topic reveals how policymakers, schools, teachers, and parents need to work together to create a successful inclusive education system. There is much that Singapore must work on to develop a successful inclusive preschool education model. The paper aims to provide an understanding of how inclusion in preschools can be more effectively practiced in Singapore by considering the current dual education system in Singapore and the recent measures introduced to improve inclusive preschool education. It examines how effective these measures and recommendations in existing literature will be when placed in Singapore’s current education system which prioritizes academic excellence. In doing so, this paper hopes to highlight the critical issues that policymakers and key stakeholders should consider when planning for inclusive practices in Singapore’s preschools.
</abstract>

Moving Towards Greater Inclusion in Singapore’s Preschools: The Enablers, Possibilities and Barriers

<abstract>
<title style='display:none'>Abstract</title>
This article examines the theoretical frameworks of valuing practices and emotional labour in relation to a managerial position within a Higher Education setting. Positive aspects of these frameworks are explored along with challenges that can be faced by those striving to implement these management strategies in their practice. The methods used provided both qualitative and quantitative data via key vocabulary and phrases related to valuing practice and emotional labour as identified through observation and semi-structured interview, and the frequency of key vocabulary being used. The study takes the form of a case study. There is one participant who is a Higher Education employee working in a senior managerial position, line managing a small number of staff. This individual was chosen in order to explore their use of valuing practices and emotional labour within his management approaches. Analysis of the data identified a higher range of vocabulary relating to valuing practices than emotional labour. Overall conclusions are that valuing practices support the well-being of both leaders and staff through the motivation that is inspired by knowledgeable praise. Yet the possible risks of valuing practices should also be considered, such as non-engagement of staff. Emotional labour risks the well-being of leaders more so due to a difference in organisation and individual believes and ethos.
</abstract>

A Case Study Exploring the Impact of Valuing Practices and Emotional Labour on the Well-being of one Senior Leader

<abstract>
				<title style='display:none'>Abstract</title>
				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.
			</abstract>

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

<abstract>
				<title style='display:none'>Abstract</title>
				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.
			</abstract>

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

<abstract>
<title style='display:none'>Abstract</title>
The aim of this article is to draw attention to the constant relevance of intercultural dialogue as the way to go beyond stereotypes and ignorance between nations and as a key factor in preventing conflicts and developing intercultural communication skills. A special emphasis is put on the mutual awareness of the historical and cultural heritage and the great input made to it by the outstanding personalities living in the Rzeczpospolita I, the interwar and post-war periods. The text briefly describes the biographies of Kościuszko, Ogiński, Skirmunt and Niemen as characters belonging to two cultures. The literature on the subject was selected in a way to emphasize the intercultural nature of the above-mentioned personalities. The article also names the scientists, writers, political activists who are currently working on maintaining a dialogue between Poland and Belarus. The present state of cultural exchange between the two countries is briefly described in the text, the existing difficulties are defined and the attitudes aimed at preventing the mutual alienation of the two neighboring countries in the next generations are designated. In conclusion it is stated that Polish-Belarusian dialogue, considered from the perspective of mutual cultural heritage, has the potential for further development, under the condition of mutual appreciation of the cultural background of the past and the memories of it preserved by the nations.
</abstract>

History and Perspectives of Intercultural Dialog Between Poland and Belarus. Based on Biographies of Prominent Personalities

Introduction

Katarzyna Górak-Sosnowska, Urszula Markowska-Manista (Eds.), <italic>Non-inclusive Education in Central and Eastern Europe. Comparative Studies of Teaching Ethnicity Religion and Gender</italic>. Bloomsbury Academic, 2023

Interview with Professor Jerzy Nikitorowicz: On the Challenges Resulting from Modern Migrations

<abstract>
<title style='display:none'>Abstract</title>
Educating future youth workers is a particular challenge for higher education. It results not only in the acquisition of basic knowledge and skills, but also in the implementation of the glocal perspective. In this aspect, the process of internationalization of higher education is a key element enabling optimal shaping of future youth workers’ vocational identity.
The article presents an international strategic partnership project enabling such activities in the area of bachelor’s studies. Its theoretical layer (Positive Youth Development) and intellectual outputs were presented. Moreover, learning, teaching and training activities, which are the result of the testing of the educational module, were introduced. The opportunity to participate in such international activities enables future social professionals to creatively approach youth problems at the local level using a broader perspective and mechanisms based not only on identifying risk and problems but also on resources and opportunities for positive development. The results worked out in the project can form the basis to develop learning, teaching and training activities for future youth workers outside partner universities.
</abstract>

Internationalisation of Higher Education Curriculum as a Strategy for Preparing Future Youth Workers

<abstract>
<title style='display:none'>Abstract</title>
The objectives of this study were to investigate the degree to which first-year students are underprepared for university physics due Covid-19 pandemic, and get insight on what could be the intervention strategies with which their conceptual gaps can be bridged by higher education institutions. This was achieved by conducting a qualitative study on a sample of 72 students who are enrolled in extended engineering programmes in a South African university. The collected categorical data was analyzed using descriptive statistics. The results of this study show that more than half of the respondents did not complete the matric physics syllabus and were extremely underprepared for their university physics lectures. In particular, they lack conceptual understanding of Newtonian mechanics. These students welcome the idea of being given lecture videos and/or in-person lectures/workshops, by the university, with which they could revise the matric syllabus before they start attending university physics classes. Moreover, the results reveal that the majority of students appreciate the coupling of the foundation physics and mainstream physics modules. The results further show that it could be more effective to have students simulating half of their physics experiments in a computer before they conduct them in a laboratory.
</abstract>

Bridging Academic Gaps: How to Assist Underprepared Students whose Academic Background was Highly Suppressed by Covid-19?

<abstract>
				<title style='display:none'>Abstract</title>
				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.
			</abstract>

Conceptualising professional communities among teachers

<abstract>
				<title style='display:none'>Abstract</title>
				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.
			</abstract>

Culture of teaching in Finnish schools in context of educational change

<abstract>
				<title style='display:none'>Abstract</title>
				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.
			</abstract>

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

<abstract>
				<title style='display:none'>Abstract</title>
				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.
			</abstract>

Black Protests – a struggle for women’s subjectivity

Call for papers: Mobility and moving in times of non-obviousness