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    Wyświetlanie 1-4 z 4
    Tytuł:
    Wielokulturowość współczesnego społeczeństwa wyzwaniem dla edukacji i kształcenia ustawicznego
    Autorzy:
    Kazimiera, Zdziebło,
    Powiązania:
    https://bibliotekanauki.pl/articles/892016.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    multiculturalism
    education
    integration
    Opis:
    One of the main problems associated with the phenomenon of multiculturalism of modern society is the question of intercultural education and its role in preparing secondary school graduates and employees to work and coexist in a multicultural environment. A particularly important aspect of its activities is in the sphere of the development of appropriate human attitudes and cultural and legal awareness, as well as respect for the standards and the rules of social interaction arising from cultural diversity. Developing intercultural competence including improving knowledge, developing skills and attitudes regarding relationships and human functioning in a culturally diverse society is therefore an important area of activity in schools, universities and centres of postgraduate education. The aim of this paper is to discuss issues related to multicultural societies and the challenges for education and lifelong learning that result from the phenomenon of multiculturalism.
    Źródło:
    Kwartalnik Pedagogiczny; 2017, 62(2 (244)); 187-203
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Gotowość do akceptacji rówieśników z niepełnosprawnością intelektualną we wspólnej przestrzeni edukacyjnej
    Autorzy:
    Chodkowska, Maria
    Kazanowski, Zdzisław
    Powiązania:
    https://bibliotekanauki.pl/articles/1789418.pdf
    Data publikacji:
    2019-11-03
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    Integration readiness
    inclusive education
    intellectual disability
    Opis:
    The article presents the results of the analysis of the readiness of peers without disabilities to accept peers with intellectual disabilities in a common learning space. A total of 401 students, attending post-secondary schools, participated in the study. The Integration Readiness Scale was used to collect the research results. It was found that the level of readiness of youths from post-primary schools to function in a shared learning space with peers with reduced intellectual performance can be considered as satisfactory. At the same time, there was a significant variation in the results obtained which depended on the demographic characteristics selected, previous contacts with a person with disabilities at school, and the type of interaction distance to which the consent applied. Unfortunately, as the potential distance decreased so did the readiness to integrate learning with peers experiencing a reduced intellectual performance. In addition, a clearly greater readiness for both direct and indirect interactions (at further distances) was characteristic of girls when compared to boys. Furthermore, it has also turned out that students who had direct contact with peers with intellectual disabilities in their school education are characterised by a lower readiness to integrate, when compared to youths who did not have such contacts. The research results justify the need to better prepare students without disabilities to work together with such peers in the school environment.
    Źródło:
    Kwartalnik Pedagogiczny; 2019, 64(3 (253)); 56-74
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Disabled people and reconstruction of identity: inclusion or stigmatisation
    Autorzy:
    Magda, Lejzerowicz,
    Powiązania:
    https://bibliotekanauki.pl/articles/892300.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    education to disability
    integration
    identity
    stigmatisation
    Opis:
    Managing social identity, reconstruction of identity, constructing own biography from scratch is something that a person with acquired disability must cope with. People with inborn disability create their identity of a disabled from the beginning. They are prepared/raised/educated to take the part of a person with disabilities in the society. Can a person who acquired disability experience such accelerated adaptation? It is disability that will become the central category which will determine their social identity. In the article the author raises the problems connected with setting up the line between personal and social identity, between satisfying the need to be unique and the need to belong, between defining a person through the prism of stigma (Erving Goffman) and perceiving them as representative of a specific type of personality (Alfred Schutz). How deep is the mark of a person with disability that this disability imprints in their life is best known only by the people who live with it. How difficult is the management of social identity or the reconstruction of biography is best know by them as well. What is the identity created or reconstructed in the process of social stigmatisation going to be like? Is it possible to come out of the process of stigmatisation?
    Źródło:
    Kwartalnik Pedagogiczny; 2016, 61(4 (242)); 170-185
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Inkluzyjna edukacja ustawiczna w procesie reintegracji społecznej osób bezdomnych
    Autorzy:
    Kowalska, Agnieszka
    Powiązania:
    https://bibliotekanauki.pl/articles/1789412.pdf
    Data publikacji:
    2019-11-03
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    active integration
    homeless
    social exclusion
    lifelong learning
    adult education
    Opis:
    This article is a reflection on the role of inclusive education in counteracting social inequalities and the presentation of a section of qualitative research conducted among homeless people who participated in active inclusion projects. The concept of inclusive lifelong learning indicates the need to create optimal conditions for lifelong education for every person. It is a key condition for improving individual quality of life and a tool for making individual success. The article refers to a fragment of narrative biographical research conducted among the homeless. Qualitative research is about subjective reality, revealing the unique aspects of active inclusion.
    Źródło:
    Kwartalnik Pedagogiczny; 2019, 64(3 (253)); 91-105
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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