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    Wyświetlanie 1-5 z 5
    Tytuł:
    Proinkluzyjne walory kapitału społecznego osób z niepełnosprawnością
    Autorzy:
    Bąbka, Jarosław
    Powiązania:
    https://bibliotekanauki.pl/articles/1789758.pdf
    Data publikacji:
    2020-02-15
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    social capital
    disability
    social inclusion
    Opis:
    People with disabilities form a group which is threatened by social exclusion. Social sciences are becoming more and more concerned about social capital issues in terms of creating programmes for social inclusion of various marginalised groups. The paper discusses selected concepts of social capital according to James Coleman, Nan Lin, Francis Fukuyama and Robert D. Putnam. The author of the paper has made a comparative analysis of the results of various authors’ research on the social capital of the non-disabled (fully-fit) and the disabled in terms of: (1) social networks, (2) social trust, (3) compliance with social rules, social exchange and cooperation, (4) communication skills and (5) feeling of physical and mental health. The paper presents argumentation on a macrosystem, mesocosm and microsystem level justifying the need to use social capital as a theoretical support for creating social inclusion network in relation to the disabled. The issue is to leave a charity and paternal model applied in the activities for persons with disabilities and to follow the model of inclusion and participation. The discussion is supplemented by a description of challenges that special education is facing in terms of further research work on social capital.
    Źródło:
    Kwartalnik Pedagogiczny; 2019, 64(4 (254)); 104-119
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Gotowość integracyjna a aprobata społeczna uczniów liceum w kontekście wybranych zmiennych demograficznych
    Autorzy:
    Kazanowski, Zdzisław
    Gindrich, Piotr Alfred
    Powiązania:
    https://bibliotekanauki.pl/articles/1789407.pdf
    Data publikacji:
    2019-11-03
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    readiness for inclusion
    educational inclusion
    disability
    social desirability
    Opis:
    The purpose of the study is to identify the correlations between the high school students’ readiness for inclusion and their social desirability with respect to such demographic variables as: gender, place of residence and age. The research attempts to answer one major question: Is the students’ readiness for inclusion linked to social desirability? A Polish sample of 200 high school students aged between 16 and 18 (115 females and 85 males) participated in the study. The need for approval was assessed with Social Desirability Questionnaire (KAS) by R.Ł. Drwal and J. Wilczyńska. The readiness for inclusion was measured with Readiness for Inclusion Scale by Z. Kazanowski. The research findings reveal that the students’ social desirability is positively correlated with their readiness for inclusion. The associations of this type have also been found in the groups relevant to the demographic variables. It is evident that particularly age and place of residence may have an effect on the strength of the correlations between social desirability and readiness for inclusion in the sample of youth attending high school.
    Źródło:
    Kwartalnik Pedagogiczny; 2019, 64(3 (253)); 75-90
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Social Pedagogical Reflections in a Danish Version – Challenging an Individual Perspective in the Modern World
    Autorzy:
    Britta, Nørgaard,
    Powiązania:
    https://bibliotekanauki.pl/articles/893059.pdf
    Data publikacji:
    2018-02-27
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    social pedagogy
    inclusion
    recognition
    ethics
    community
    Opis:
    particularly over the last 40 years. In my way of understanding social pedagogy I draw on multiple sources of inspiration. Theoretically, I am inspired by German social philosophy and German pedagogical traditions. In this article I want to show how some of these inspirations could be transformed into practice in a way that both the community and the individual benefit. Drawing upon three different conceptual models of social pedagogy, I will discuss that the pedagogical approach in combination with a social and philosophical approach have a broader ethical and human potential than former models. Social pedagogical work is based on many different values related to attitudes among professionals, related to community and community building, and related to relations and social interaction. This calls for reflections on the relation between the individual and the group, on concepts of the ‘other’, on education and professionalism.
    Źródło:
    Papers of Social Pedagogy; 2018, 8(1); 35-50
    2392-3083
    Pojawia się w:
    Papers of Social Pedagogy
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A relational concept of inclusion. Critical perspectives
    Autorzy:
    Caroline, Schmitt,
    Powiązania:
    https://bibliotekanauki.pl/articles/892988.pdf
    Data publikacji:
    2019-07-29
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    inclusion
    relational inclusion
    integration
    separation
    social work
    special needs education
    participation
    agency
    vulnerability
    Opis:
    The adoption of the Convention on the Rights of Persons with Disabilities (CRPD) underlines the status of inclusion as a human right. In this context, inclusion means being involved in society, and people being acknowledged whatever their abilities and needs. The article gives an insight into the international debate on inclusion, and the discussion and state of implementation in Germany. It advocates a relational concept of inclusion making use of an “agency-vulnerability nexus”. Just like the human rights understanding of inclusion, relational theories of agency and vulnerability examine the processes in social environments which enable or hinder agency. They focus on professional practice, the organisational structures of social services, political conditions and social discourse (for example on disability or refugeeism) and how they are relevant to subjective scopes of action. A perspective of this kind has inherent potential with regard to social criticism, and this is indispensable for a debate which understands inclusion as a task to be tackled by society as a whole.
    Źródło:
    Papers of Social Pedagogy; 2019, 11(1); 60-76
    2392-3083
    Pojawia się w:
    Papers of Social Pedagogy
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Nieprzypadkowy specjalista resocjalizacji – empowerment w akademickim procesie edukacji
    Autorzy:
    Żeromska-Charlińska, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/1789830.pdf
    Data publikacji:
    2021-02-16
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    empowerment
    potential
    social rehabilitation students
    values
    inclusion
    education
    Opis:
    The purpose of the article is to emphasise the importance of the concept of empowerment in the process of individual understanding of the category of resources by the students of social rehabilitation, in the context of “creative potentials”, “life orientation”, with confrontation with persons who are marginalised, excluded, under social pressure, by stimulating their defensive abilities, capability to take a risk of stigma management, creating constructive social independence and a new quality of life. The subject of descriptive literature analysis, however, is a reflection on the shape of non-obvious social rehabilitation students’ competence in terms of their professional functioning in the area of inclusion/exclusion. The indicated dimensions of the issue determine a starting point for a pedagogical confrontation with real day-to-day influences in the contemporary academic area as well as in the context of social rehabilitation practice. The conducted analysis indicates the need to elaborate a concept of the subject which would enable future pedagogues to have a look at the “Others”, not only through the prism of their own understanding, but above all in the dialectic perspective of becoming the subject.
    Źródło:
    Kwartalnik Pedagogiczny; 2020, 65(3 (257)); 50-65
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-5 z 5

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