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    Wyświetlanie 1-10 z 10
    Tytuł:
    Bezdomność, czyli co? Próba teoretycznego uporządkowania zjawiska
    Autorzy:
    Małgorzata, Kostrzyńska,
    Powiązania:
    https://bibliotekanauki.pl/articles/892069.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    homelessness
    social participation
    social roles
    symbolic interactionism
    stigmatisation
    Opis:
    The article is an attempt to systematise the extremely rich literature dealing with the phenomenon of homelessness, to which a key has been reading out of the rationale underlying the proposed definitions of homelessness, along with various ways of understanding the causes of it. It is a trial to find the common factors of the proposed perspectives and to grasp the accents exposed in them allowed for the grouping of the phenomenon in three areas: homelessness as a state of “having”/“not having”, homelessness as minimisation of social participation, and “becoming” homeless as a process of negotiating the identity in symbolic-interactive terms. The motivation for taking up the attempt to theoretically systematise the examined phenomenon was my participative research conducted among homeless men staying on the streets of a big city (2005–2008) and at a hostel created as part of one of the associations (2007–2013). On the one hand, I was guided by the need to know the current research achievements in the area which is in the focus of my interests, and on the other hand, the material collected during the study revealed the need for a different approach than the current perspective on homelessness.
    Źródło:
    Kwartalnik Pedagogiczny; 2016, 61(4 (242)); 221-238
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Poczucie wspólnotowości w wymiarze pedagogicznym. Uzasadnienie teoretyczne i kierunki badań
    Autorzy:
    Muszyńska, Jolanta
    Powiązania:
    https://bibliotekanauki.pl/articles/1789799.pdf
    Data publikacji:
    2020-05-26
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    sense of community
    community
    local communities
    social participation
    Opis:
    The sense of community is recognised as a key category favouring the development of local communities, conducive to the growth of social activity, supporting the activation of internal resources of the group in the field of solving social problems. The main goal of the article is to show the possibility of using the assumptions of the theory of community-relatedness in pedagogical research. The author indicates how much and to what extent the sense of community is complementing the area of research of contemporary local environments. The analysis of research on the sense of community conducted by American and European researchers determines possible areas and directions of research with particular emphasis on social participation in the local space.
    Źródło:
    Kwartalnik Pedagogiczny; 2020, 65(1 (255)); 9-26
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Wzmocnienie partycypacji społecznej w samorządzie – wyzwanie dla prawa administracyjnego
    Autorzy:
    Dawid, Ziółkowski,
    Powiązania:
    https://bibliotekanauki.pl/articles/902437.pdf
    Data publikacji:
    2019-05-03
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    territorial self-government
    social participation
    civil society
    samorząd terytorialny
    partycypacja społeczna
    społeczeństwo obywatelskie
    Opis:
    The article discusses the definition and the essence of the principle of social participation, with particular emphasis on the views of the doctrine and the jurisprudence of the administrative courts. The author expresses the view that social participation has constitutional legitimacy (however modest) and is closely related to the category of civil society. In the following part of the paper, specific participatory instruments are synthetically presented: public consultations, civic budget, youth municipal council, municipal council of seniors, civic legislative initiative, local referendum and village administration (sołectwo) fund. In summary, the author takes the view that the development of social participation meets the desired changes, empowering the real impact of residents on the life of the local community. Moreover, he expresses the view of the need to conduct critical research in parallel on the discussed principle.
    Źródło:
    Studia Iuridica; 2018, 77; 199-215
    0137-4346
    Pojawia się w:
    Studia Iuridica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Pedagogiczno-społeczne konteksty bierności obywatelskiej w III RP
    Pedagogical and social contexts of civic passiveness in the Third Republic of Poland
    Autorzy:
    Kosiorek, Małgorzata
    Czerepaniak-Walczak, Maria
    Radziewicz-Winnicki, Andrzej
    Powiązania:
    https://bibliotekanauki.pl/chapters/1036120.pdf
    Data publikacji:
    2020-12-11
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    polityka oświatowa
    uspołecznienie systemu oświaty
    partycypacja społeczna
    bierność obywatelska
    educational policy
    education socialisation system
    civic passiveness
    social participation
    Opis:
    The paper presents transformations that have taken place in the Polish educational policy in the context of systemic changes within the past thirty years. The key phenomena that have been analysed include process of education socialisation, crisis in social participation and civic passiveness. The first part of the paper refers to opportunities and options that have become available in the Polish educational system as a result of systemic changes. The second part covers the crisis in social participation and civic passiveness as categories characteristic for the contemporary Polish society. The conclusion presents possible reasons for reluctance in terms of undertaking grassroots actions and involvement in education-related matters as well as actions proposed to stimulate activity and cooperation to contribute to development of democracy in the educational policy.
    Źródło:
    Pedagogika i edukacja wobec kryzysu zaufania, wspólnotowości i autonomii; 177-188
    9788323543039
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Book review of: Klaudia Śledzińska (ed.). Responsibility – Participation - Conscious Citizenship – The Dilemmas of Global Education. Warszawskie Wydawnictwo Sociologiczne. Warszawa 2017.
    Autorzy:
    Katarzyna, Rychlicka-Maraszek,
    Powiązania:
    https://bibliotekanauki.pl/articles/893038.pdf
    Data publikacji:
    2018-09-04
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    participation
    education
    citizenship
    social pedagogy
    Opis:
    In the contemporary world, modernising at an incredible pace, an increasing importance is being placed on education, which is supposed to prepare communities for this acceleration. A few areas can be separated during discussions on education: among the others it is the issue of competencies indispensable on the labour market of the future as well as values and global education. Such issues are also a starting point for the authors of the publication issued in English “Responsibility – Participation - Conscious Citizenship – The Dilemmas of Global Education. Global education – as it is the main subject matter of the publication - was implemented into Polish system of education in the school year 2009/2010 (it was placed in the core curriculum of general education). Prior to this, in 2002 in Maastricht European politicians developed Declaration of Global Education which put forward systemic solutions in this area. The significance of education in the world of multiculturalism and globalization was stressed out long before by researchers indicating the need to focus on such issues and prepare communities for the challenges of postmodernity. It emerges that after more than a dozen years of implementing and practicing global education there is still a need to intellectually deal with this difficult and complex notion. Real practice has revealed a number of areas which still are and will long continue to remain a challenge both for researchers and practitioners. The aim of the publication, edited by Klaudia Śledzińska, is to provide an answer to the question not so much about the essence of global education in Polish educational practice but rather about its axionormative dimension and values implemented in various social dimensions. The axis for deliberations undertaken by the authors is based on such values like responsibility, committed participation and social engagement. It is education – as observed by the editor in the introduction – that is supposed to “enhance the awareness and reflexive cognition of phenomena, social processes, interrelations between people and places, as well as to foster stronger social engagement” [s.8], It should also contribute to better understanding of mutual interrelations and the permeation of cultural, environmental, economic, social, political and technological systems. This, however requires a basic consensus regarding the understanding and interpretations of the values essential in education as well as their transmission methods. The publication is composed of three parts: the first two make an attempt to put in order the notions and conceptualize the categories of responsibility as well civic participation and civic society and akin ideas of a social bond and social capital. Part three deals with selected concepts of social life and experience, wherein we can discern the very essence of responsibility, participation and process towards conscious citizenship. Thus, presented are those aspects through which “we can appreciate the significance of educational actions towards the formation of responsible civic attitudes, notably work according to a corporational model, employee - volunteering, insurance reciprocity, horizontal and vertical gender segregation in scientific milieu as well as lifelong learning and activation of older people” [s.11]. It worth emphasizing several significant issues emphasized by the Authors and related to the notions related to global education, especially in the context of transformations of contemporary societies. One of them is a crucial issue present in public and academic discourse and dealing with the division of the world into global North and South, the impact of which is mostly “felt” by the countries of a global South. Global education which was supposed to increase sensitivity to the problems of inequality and bring closer or tame “the Other” has become an element of a specific symbolic violence and imposing on poor countries the civilizational and economic model incorporated in the countries of the North. Klaudia Śledzińska in her chapter focuses on a “hidden programme” of global education, thus a Europocentric, stereotyping model of creating a global awareness, taking no consideration of the specificity and local conditions, which the countries of the North “offer” to the global South. Another manifestation of organizing the world according to old post-colonial principles is “educational disease”, that is “forcing by the rich North the only vision of the development of the deprived regions, in both individual and group dimensions, by means of formal education towards achieving a high social status” [s.43]. Thus, paradoxically the present task of global education is to deconstruct itself and include/ take into consideration other perspectives and discourses, including the ones put forward by minorities. It is teaching responsibility, creating a strong personal subjectivity, stressing out respect to subjectivity of “the Other”, learning “out of Others and from Others [s.47]. Only such attitude where “personal subjectivity of “you” appears through “I” (and vice versa) (…) and thereby secures relationships which no longer carry the features of exploitation, injustice or dominance” [s.47]. In their publication, the Authors indicate and emphasize the significance of numerous citizen-making mechanisms, practices and strategies, which they place in the context of education, making it possible to disseminate and enhance them. Both the employee participation in companies, employee volunteering, pro-social activity on community portals but also more increasingly a common activity of women, the elderly not only on the labour market but also in the social sphere contributes to building a mature civic society. Nonetheless, it will not be lasting unless education provides substantial foundations based on commonly developed values. The proposal of the model of education offered in the publication means “focusing on teaching a pupil/student – not as an uprooted citizen of the world , but as a citizen endowed with his own unique identity, socially enrooted in concrete local contexts and capable of making rational choices”[s.52]. This statement - though perhaps controversial - gives the publication Authors- proprietary feature. It reveals that the recently depreciated locality and identity, built around universal values such as responsible partnership still remains valid. In the first chapters of the publication a certain nostalgia for the return of the “culture of character” instead of the currently functioning culture of personality is clearly seen (from the perspective of one of the authors, a crucial moment for an axio-normative shift and understanding responsibility took place in the early 20th century). It “was a shift from the culture of character to the culture of personality, from internal to external values” . “The culture of character was associated with the notions of, e.g.: citizenship, obligation, democracy, labour, honour, reputation, morality. The culture of personality, in other words, the culture of “making a good impression on others” and “standing out from the crowd” refers rather to the categories of: fascination, attractiveness, bewilderment, creativity, domination, strength, power or determination” [s.20]. Even though the publication is not easy to read and requires an attentive and careful reader, it is a great contribution to the discussion on the essence and directions of global education development, especially in its axionormative character. It is recommended not only for researchers but also non-academics who are committed to the idea of the world continuously improving but also learning from its own mistakes.
    Źródło:
    Papers of Social Pedagogy; 2018, 9(2); 67-70
    2392-3083
    Pojawia się w:
    Papers of Social Pedagogy
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The emerging concepts of participation and belonging in social pedagogy
    Autorzy:
    Martin, Molin,
    Powiązania:
    https://bibliotekanauki.pl/articles/893055.pdf
    Data publikacji:
    2020-10-09
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    participation
    belonging
    social pedagogy
    disability research
    Opis:
    During the last few decades, the concepts of participation and belonging has frequently been used within the social welfare field in general, and within the field of disability research specifically. Additionally, in Scandinavia the concept of participation has become increasingly used in social work and social pedagogy programmes at universities. However, there’s rather little known about how participation can be understood and related to social pedagogy, since the concept has a broad range of meanings, e.g. a sense of belonging. This paper aims to identify and discuss understandings of participation and belonging with relevance for social work and social pedagogy. Empirical illustrations have been gathered with ethnographical methods and analysed in accordance with an interpretive tradition. It is argued that the concept of participation can be attributed to different meanings in different ideological, theoretical, and institutional practice contexts (e.g. schools that offer special needs programmes, the transition to working life, online social networking). Consequently, it’s a challenge to provide adequate definitions of the concept. The inference drawn is that the aspect of belonging as it relates to social participation can be attributed to its particular importance for social pedagogy. An implication for professional practice is the need to pay attention to alternative identifications that are not based on notions of a stable, constant sense of belonging to a categorical group.
    Źródło:
    Papers of Social Pedagogy; 2020, 13(1); 9-33
    2392-3083
    Pojawia się w:
    Papers of Social Pedagogy
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Ewaluacja jako komunikacja. Od animacji do alienacji
    Autorzy:
    Leszek, Korporowicz,
    Powiązania:
    https://bibliotekanauki.pl/articles/892279.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    evaluation process
    social communication
    interaction
    institutional reflexivity
    intercultural evaluation
    participation
    Opis:
    The evaluation process generates not only procedures of assessment, but also negotiation of evaluation questions, criteria, indicators and, first of all, purposes. All participants in the process have their specific roles, rights and elaborate design of evaluation. Such approach to evaluation studies makes this type of research deeply involved in personal and social interaction of the participants and animates developmental resources of particular communities. That is why evaluation as an “invitation to development” is an important component of organizational and educational culture of each school. At the same time the process could be used in a very instrumental way to control and even manipulate the procedures and its results as a strategy of bureaucratic management.
    Źródło:
    Kwartalnik Pedagogiczny; 2015, 60(4 (238)); 39-55
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Ewaluacja jako komunikacja. Od animacji do alienacji
    Autorzy:
    Korporowicz, Leszek
    Powiązania:
    https://bibliotekanauki.pl/articles/1789917.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    evaluation process
    social communication
    interaction
    institutional reflexivity
    intercultural evaluation
    participation
    Opis:
    The evaluation process generates not only procedures of assessment, but also negotiation of evaluation questions, criteria, indicators and, first of all, purposes. All participants in the process have their specific roles, rights and elaborate design of evaluation. Such approach to evaluation studies makes this type of research deeply involved in personal and social interaction of the participants and animates developmental resources of particular communities. That is why evaluation as an “invitation to development” is an important component of organizational and educational culture of each school. At the same time the process could be used in a very instrumental way to control and even manipulate the procedures and its results as a strategy of bureaucratic management.
    Źródło:
    Kwartalnik Pedagogiczny; 2015, 60(4 (238)); 39-55
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Role of Lay Judges in the Process of Adjudication
    Autorzy:
    Sylwia, Bartnik, Adriana
    Julia, Kowalska, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/902625.pdf
    Data publikacji:
    2017-11-20
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    lay judges
    participation of the social factor in judicial proceedings
    legislative changes
    functioning of the system of administration of justice
    justice
    Opis:
    The paper attempts to expound upon the actual and statutory role of lay judges in the process of adjudication. A theoretical model was confronted with the practice of making judicial determinations. The authors analysed the state of the law on the matter and the functions of lay judges accorded thereto by the legislator. In addition, as a result of extensive sociological-legal studies, a typology of the moments of composing a judgment (i.e. during deliberations; in between cases; conversations with prosecutors; voluntary acceptance of liability (plea bargain)) and of types of deliberations present in Polish courts (deliberation without deliberation, deliberation dominated by the judge, deliberation pro forma, the ideal type, deliberation and a discussion – bargaining) is described.
    Źródło:
    Studia Iuridica; 2017, 71; 11-24
    0137-4346
    Pojawia się w:
    Studia Iuridica
    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
      Wyświetlanie 1-10 z 10

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