Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "Social Pedagogy" wg kryterium: Temat

  Lista filtrów
Wyrównaj
Wyświetlanie 1-15 z 16
Tytuł:
Pedagogika społeczna. Podstawowe pojęcia i definicje
Social pedagogy. Basic notions and definitions
Autorzy:
Czarnecki, Paweł
Powiązania:
https://bibliotekanauki.pl/articles/501419.pdf
Data publikacji:
2012
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Tematy:
education
upbringing
social pedagogy
Opis:
Showing the direction, setting a certain aim and giving support to achieve it, is the essence of pedagogy. Here it is assumed that both sides of the upbringing process have accepted this aim, that is, both charge and tutor whose task is, as the upbringing process proceeds, only to “accompany” his charge in achieving aims which he accepts as his own. Running direct educational activities is not an aim of social pedagogy in practice, but solving definite problems connected with a social life, such as problems of poverty and social exclusion. That is why the special object of interest of social pedagogy is social assistance, social work and broadly comprehended social protective activities.
Źródło:
Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne; 2012, 1(9); 389-414
1898-0171
Pojawia się w:
Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
What is the Swedish Interpretation of Social Pedagogy. A Literature Review
Autorzy:
Mats, Högström,
Powiązania:
https://bibliotekanauki.pl/articles/893014.pdf
Data publikacji:
2018-02-27
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
social pedagogy
Sweden
pedagogy
social work
education
review
Opis:
The concept of social pedagogy can be studied from different perspectives and with diverse foci. According to Eriksson & Markström (2000) there are three main ways to study the phenomenon of social pedagogy: as an area of expertise, academic subject or professional action. In this article the main focus is on social pedagogy as an area of expertise or in other words its knowledge field and territory. Alternatively, according to Brante (2003) the core, the periphery and limits of social pedagogy.
Źródło:
Papers of Social Pedagogy; 2018, 8(1); 51-65
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Education as a breaker of poverty: a critical perspective
Autorzy:
Phan, Thị Tuyết Vân,
Powiązania:
https://bibliotekanauki.pl/articles/892986.pdf
Data publikacji:
2018-01-20
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
poverty
education
crisis
social pedagogy
Opis:
This paper aims to portray the overall picture of poverty in the world and mentions the key solution to overcome poverty from a critical perspective. The data and figures were quoted from a number of researchers and organizations in the field of poverty around the world. Simultaneously, the information strengthens the correlations among poverty and lack of education. Only appropriate philosophies of education can improve the country’s socio-economic conditions and contribute to effective solutions to worldwide poverty. In the 21st century, despite the rapid development of science and technology with a series of inventions brought into the world to make life more comfortable, human poverty remains a global problem, especially in developing countries. Poverty, according to Lister (2004), is reflected by the state of “low living standards and/or inability to participate fully in society because of lack of material resources” (p.7). The impact and serious consequences of poverty on multiple aspects of human life have been realized by different organizations and researchers from different contexts (Fraser, 2000; Lister, 2004; Lipman, 2004; Lister, 2008). This paper will indicate some of the concepts and research results on poverty. Figures and causes of poverty, and some solutions from education as a key breaker to poverty will also be discussed. Creating a universal definition of poverty is not simple (Nyasulu, 2010). There are conflicts among different groups of people defining poverty, based on different views and fields. Some writers, according to Nyasulu, tend to connect poverty with social problems, while others focus on political or other causes. However, the reality of poverty needs to be considered from different sides and ways; for that reason, the diversity of definitions assigned to poverty can help form the basis on which interventions are drawn (Ife and Tesoriero, 2006). For instance, in dealing with poverty issues, it is essential to intervene politically; economic intervention is very necessary to any definition of this matter. A political definition necessitates political interventions in dealing with poverty, and economic definitions inevitably lead to economic interventions. Similarly, Księżopolski (1999) uses several models to show the perspectives on poverty as marginal, motivation and socialist. These models look at poverty and solutions from different angles. Socialists, for example, emphasize the responsibilities of social organization. The state manages the micro levels and distributes the shares of national gross resources, at the same time fighting to maintain the narrow gap among classes. In his book, Księżopolski (1999) also emphasizes the changes and new values of charity funds or financial aid from churches or organizations recognized by the Poor Law. Speaking specifically, in the new stages poverty has been recognized differently, and support is also delivered in limited categories related to more specific and visible objectives, with the aim of helping the poor change their own status for sustainable improvement. Three ways of categorizing the poor and locating them in the appropriate places are (1) the powerless, (2) who is willing to work and (3) who is dodging work. Basically, poverty is determined not to belong to any specific cultures or politics; otherwise, it refers to the situation in which people’s earnings cannot support their minimum living standard (Rowntree, 1910). Human living standard is defined in Alfredsson & Eide’s work (1999) as follows: “Everyone has the right to a standard of living adequate for the health and well-being of himself and his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control.” (p. 524). In addition, poverty is measured by Global Hunger Index (GHI), which is calculated by the International Food Policy Institute (IFPRI) every year. The GHI measures hunger not only globally, but also by country and region. To have the figures multi-dimensionally, the GHI is based on three indicators: 1. Undernourishment: the proportion of the undernourished as a percentage of the population (reflecting the share of the population with insufficient calorie intake). 2. Child underweight: the proportion of children under age 5 who are underweight (low weight for their age, reflecting wasting, stunted growth or both), which is one indicator of child under-nutrition. 3. Child mortality: the mortality rate of children under 5 (partially reflecting the fatal synergy of inadequate dietary intake and unhealthy environments). Apart from the individual aspects and the above measurement based on nutrition, which help partly imagine poverty, poverty is more complicated, not just being closely related to human physical life but badly affecting spiritual life. According to Jones and Novak (1999 cited in Lister, 2008), poverty not only characterizes the precarious financial situation but also makes people self-deprecating. Poverty turns itself into the roots of shame, guilt, humiliation and resistance. It leads the poor to the end of the road, and they will never call for help except in the worst situations. Education can help people escape poverty or make it worse. In fact, inequality in education has stolen opportunity for fighting poverty from people in many places around the world, in both developed and developing countries (Lipman, 2004). Lipman confirms: “Students need an education that instills a sense of hope and possibility that they can make a difference in their own family, school, and community and in the broader national and global community while it prepare them for multiple life choices.” (p.181) Bradshaw (2005) synthesizes five main causes of poverty: (1) individual deficiencies, (2) cultural belief systems that support subcultures of poverty, (3) economic, political and social distortions or discrimination, (4) geographical disparities and (5) cumulative and cyclical interdependencies. The researcher suggests the most appropriate solution corresponding with each cause. This reflects the diverse causes of poverty; otherwise, poverty easily happens because of social and political issues. From the literature review, it can be said that poverty comes from complex causes and reasons, and is not a problem of any single individual or country. Poverty has brought about serious consequences and needs to be dealt with by many methods and collective effort of many countries and organizations. This paper will focus on representing some alarming figures on poverty, problems of poverty and then the education as a key breaker to poverty. According to a statistics in 2012 on poverty from the United Nations Development Program (UNDP), nearly half the world's population lives below the poverty line, of which is less than $1.25 a day . In a statistics in 2015, of every 1,000 children, 93 do not live to age 5 , and about 448 million babies are stillborn each year . Poverty in the world is happening alarmingly. According to a World Bank study, the risk of poverty continues to increase on a global scale and, of the 2009 slowdown in economic growth, which led to higher prices for fuel and food, further pushed 53 million people into poverty in addition to almost 155 million in 2008. From 1990 to 2009, the average GHI in the world decreased by nearly one-fifth. Many countries had success in solving the problem of child nutrition; however, the mortality rate of children under 5 and the proportion of undernourished people are still high. From 2011 to 2013, the number of hungry people in the world was estimated at 842 million, down 17 percent compared with the period 1990 to 1992, according to a report released by the Food and Agriculture Organization of the United Nations (FAO) titled “The State of Food Insecurity in the World 2013” . Although poverty in some African countries had been improved in this stage, sub-Saharan Africa still maintained an area with high the highest percentage of hungry people in the world. The consequences and big problems resulting from poverty are terrible in the extreme. The following will illustrate the overall picture under the issues of health, unemployment, education and society and politics ➢ Health issues: According a report by Manos Unidas, a non- government organization (NGO) in Spain , poverty kills more than 30,000 children under age 5 worldwide every day, and 11 million children die each year because of poverty. Currently, 42 million people are living with HIV, 39 million of them in developing countries. The Manos Unidas report also shows that 15 million children globally have been orphaned because of AIDS. Scientists predict that by 2020 a number of African countries will have lost a quarter of their population to this disease. Simultaneously, chronic drought and lack of clean water have not only hindered economic development but also caused disastrous consequences of serious diseases across Africa. In fact, only 58 percent of Africans have access to clean water; as a result, the average life expectancy in Africa is the lowest in the world, just 45 years old (Bui, 2010). ➢ Unemployment issues: According to the United Nations, the youth unemployment rate in Africa is the highest in the world: 25.6 percent in the Middle East and North Africa. Unemployment with growth rates of 10 percent a year is one of the key issues causing poverty in African and negatively affecting programs and development plans. Total African debt amounts to $425 billion (Bui, 2010). In addition, joblessness caused by the global economic downturn pushed more than 140 million people in Asia into extreme poverty in 2009, the International Labor Organization (ILO) warned in a report titled The Fallout in Asia, prepared for the High-Level Regional Forum on Responding to the Economic Crisis in Asia and the Pacific, in Manila from Feb. 18 to 20, 2009 . Surprisingly, this situation also happens in developed countries. About 12.5 million people in the United Kingdom (accounting for 20 percent of the population) are living below the poverty line, and in 2005, 35 million people in the United States could not live without charity. At present, 620 million people in Asia are living on less than $1 per day; half of them are in India and China, two countries whose economies are considered to be growing. ➢ Education issues: Going to school is one of the basic needs of human beings, but poor people cannot achieve it. Globally, 130 million children do not attend school, 55 percent of them girls, and 82 million children have lost their childhoods by marrying too soon (Bui, 2010). Similarly, two-thirds of the 759 million illiterate people in total are women. Specifically, the illiteracy rate in Africa keeps increasing, accounting for about 40 percent of the African population at age 15 and over 50 percent of women at age 25. The number of illiterate people in the six countries with the highest number of illiterate people in the world - China, India, Indonesia, Brazil, Bangladesh and Egypt - reached 510 million, accounting for 70 percent of total global illiteracy. ➢ Social and political issues: Poverty leads to a number of social problems and instability in political systems of countries around the world. Actually, 246 million children are underage labors, including 72 million under age 10. Simultaneously, according to an estimate by the United Nations (UN), about 100 million children worldwide are living on the streets. For years, Africa has suffered a chronic refugee problem, with more than 7 million refugees currently and over 200 million people without homes because of a series of internal conflicts and civil wars. Poverty threatens stability and development; it also directly influences human development. Solving the problems caused by poverty takes a lot of time and resources, but afterward they can focus on developing their societies. Poverty has become a global issue with political significance of particular importance. It is a potential cause of political and social instability, even leading to violence and war not only within a country, but also in the whole world. Poverty and injustice together have raised fierce conflicts in international relations; if these conflicts are not satisfactorily resolved by peaceful means, war will inevitably break out. Obviously, poverty plus lack of understanding lead to disastrous consequences such as population growth, depletion of water resources, energy scarcity, pollution, food shortages and serious diseases (especially HIV/AIDS), which are not easy to control; simultaneously, poverty plus injustice will cause international crimes such as terrorism, drug and human trafficking, and money laundering. Among recognizable four issues above which reflected the serious consequences of poverty, the third ones, education, if being prioritized in intervention over other issues in the fighting against poverty is believed to bring more effectiveness in resolving the problems from the roots. In fact, human being with the possibility of being educated resulted from their distinctive linguistic ability makes them differential from other beings species on the earth (Barrow and Woods 2006, p.22). With education, human can be aware and more critical with their situations, they are aimed with abilities to deal with social problems as well as adversity for a better life; however, inequality in education has stolen opportunity for fighting poverty from unprivileged people (Lipman, 2004). An appropriate education can help increase chances for human to deal with all of the issues related to poverty; simultaneously it can narrow the unexpected side-effect of making poverty worse. A number of philosophies from ancient Greek to contemporary era focus on the aspect of education with their own epistemology, for example, idealism of Plato encouraged students to be truth seekers and pragmatism of Dewey enhanced the individual needs of students (Gutex, 1997). Education, more later on, especially critical pedagogy focuses on developing people independently and critically which is essential for poor people to have ability of being aware of what they are facing and then to have equivalent solutions for their problems. In other words, critical pedagogy helps people emancipate themselves and from that they can contribute to transform the situations or society they live in. In this sense, in his most influential work titled “Pedagogy of the Oppressed” (1972), Paulo Freire carried out his critical pedagogy by building up a community network of peasants- the marginalized and unprivileged party in his context, aiming at awakening their awareness about who they are and their roles in society at that time. To do so, he involved the peasants into a problem-posing education which was different from the traditional model of banking education with the technique of dialogue. Dialogue wasn’t just simply for people to learn about each other; but it was for figuring out the same voice; more importantly, for cooperation to build a social network for changing society. The peasants in such an educational community would be relieved from stressfulness and the feeling of being outsiders when all of them could discuss and exchange ideas with each other about the issues from their “praxis”. Praxis which was derived from what people act and linked to some values in their social lives, was defined by Freire as “reflection and action upon the world in order to transform it” (p.50). Critical pedagogy dialogical approach in Pedagogy of the Oppressed of Freire seems to be one of the helpful ways for solving poverty for its close connection to the nature of equality. It doesn’t require any highly intellectual teachers who lead the process; instead, everything happens naturally and the answers are identified by the emancipation of the learners themselves. It can be said that the effectiveness of this pedagogy for people to escape poverty comes from its direct impact on human critical consciousness; from that, learners would be fully aware of their current situations and self- figure out the appropriate solutions for their own. In addition, equality which was one of the essences making learners in critical pedagogy intellectually emancipate was reflected via the work titled “The Ignorant Schoolmaster” by Jacques Rancière (1991). In this work, the teacher and students seemed to be equal in terms of the knowledge. The explicator- teacher Joseph Jacotot employed the interrogative approach which was discovered to be universal because “he taught what he didn’t know”. Obviously, this teacher taught French to Flemish students while he couldn’t speak his students’ language. The ignorance which was not used in the literal sense but a metaphor showed that learners can absolutely realize their capacity for self-emancipation without the traditional teaching of transmission of knowledge from teachers. Regarding this, Rancière (1991, p.17) stated “that every common person might conceive his human dignity, take the measure of his intellectual capacity, and decide how to use it”. This education is so meaningful for poor people by being able to evoking their courageousness to develop themselves when they always try to stay away from the community due the fact that poverty is the roots of shame, guilt, humiliation and resistance (Novak, 1999). The contribution of critical pedagogy to solving poverty by changing the consciousness of people from their immanence is summarized by Freire’s argument in his “Pedagogy of Indignation” as follows: “It is certain that men and women can change the world for the better, can make it less unjust, but they can do so from starting point of concrete reality they “come upon” in their generation. They cannot do it on the basis of reveries, false dreams, or pure illusion”. (p.31) To sum up, education could be an extremely helpful way of solving poverty regarding the possibilities from the applications of studies in critical pedagogy for educational and social issues. Therefore, among the world issues, poverty could be possibly resolved in accordance with the indigenous people’s understanding of their praxis, their actions, cognitive transformation, and the solutions with emancipation in terms of the following keynotes: First, because the poor are powerless, they usually fall into the states of self-deprecation, shame, guilt and humiliation, as previously mentioned. In other words, they usually build a barrier between themselves and society, or they resist changing their status. Therefore, approaching them is not a simple matter; it requires much time and the contributions of psychologists and sociologists in learning about their aspirations, as well as evoking and nurturing the will and capacities of individuals, then providing people with chances to carry out their own potential for overcoming obstacles in life. Second, poverty happens easily in remote areas not endowed with favorable conditions for development. People there haven’t had a lot of access to modern civilization; nor do they earn a lot of money for a better life. Low literacy, together with the lack of healthy forms of entertainment and despair about life without exit, easily lead people into drug addiction, gambling and alcoholism. In other words, the vicious circle of poverty and powerlessness usually leads the poor to a dead end. Above all, they are lonely and need to be listened to, shared with and led to escape from their states. Community meetings for exchanging ideas, communicating and immediate intervening, along with appropriate forms of entertainment, should be held frequently to meet the expectations of the poor, direct them to appropriate jobs and, step by step, change their favorite habits of entertainment. Last but not least, poor people should be encouraged to participate in social forums where they can both raise their voices about their situations and make valuable suggestions for dealing with their poverty. Children from poor families should be completely exempted from school fees to encourage them to go to school, and curriculum should also focus on raising community awareness of poverty issues through extracurricular and volunteer activities, such as meeting and talking with the community, helping poor people with odd jobs, or simply spending time listening to them. Not a matter of any individual country, poverty has become a major problem, a threat to the survival, stability and development of the world and humanity. Globalization has become a bridge linking countries; for that reason, instability in any country can directly and deeply affect the stability of others. The international community has been joining hands to solve poverty; many anti-poverty organizations, including FAO (Food and Agriculture Organization), BecA (the Biosciences eastern and central Africa), UN-REDD (the United Nations Programme on Reducing Emissions from Deforestation and Forest Degradation), BRAC (Building Resources Across Communities), UNDP (United Nations Development Programme), WHO (World Health Organization) and Manos Unidas, operate both regionally and internationally, making some achievements by reducing the number of hungry people, estimated 842 million in the period 1990 to 1992, by 17 percent in 2011- to 2013 . The diverse methods used to deal with poverty have invested billions of dollars in education, health and healing. The Millennium Development Goals set by UNDP put forward eight solutions for addressing issues related to poverty holistically: 1) Eradicate extreme poverty and hunger. 2) Achieve universal primary education. 3) Promote gender equality and empower women. 4) Reduce child mortality. 5) Improve maternal health. 6) Combat HIV/AIDS, malaria and other diseases. 7) Ensure environmental sustainability. 8) Develop a global partnership for development. Although all of the mentioned solutions carried out directly by countries and organizations not only focus on the roots of poverty but break its circle, it is recognized that the solutions do not emphasize the role of the poor themselves which a critical pedagogy does. More than anyone, the poor should have a sense of their poverty so that they can become responsible for their own fate and actively fight poverty instead of waiting for help. It is not different from the cores of critical theory in solving educational and political issues that the poor should be aware and conscious about their situation and reflected context. It is required a critical transformation from their own praxis which would allow them to go through a process of learning, sharing, solving problems, and leading to social movements. This is similar to the method of giving poor people fish hooks rather than giving them fish. The government and people of any country understand better than anyone else clearly the strengths and characteristics of their homelands. It follows that they can efficiently contribute to causing poverty, preventing the return of poverty, and solving consequences of the poverty in their countries by many ways, especially a critical pedagogy; and indirectly narrow the scale of poverty in the world. In a word, the wars against poverty take time, money, energy and human resources, and they are absolutely not simple to end. Again, the poor and the challenged should be educated to be fully aware of their situation to that they can overcome poverty themselves. They need to be respected and receive sharing from the community. All forms of discrimination should be condemned and excluded from human society. When whole communities join hands in solving this universal problem, the endless circle of poverty can be addressed definitely someday. More importantly, every country should be responsible for finding appropriate ways to overcome poverty before receiving supports from other countries as well as the poor self-conscious responsibilities about themselves before receiving supports from the others, but the methods leading them to emancipation for their own transformation and later the social change.
Źródło:
Papers of Social Pedagogy; 2017, 7(2); 30-41
2392-3083
Pojawia się w:
Papers of Social Pedagogy
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:
Social control as the central concept of sociology and social pedagogy
Autorzy:
Martina, Urbanová,
Jana, Dundelová,
Powiązania:
https://bibliotekanauki.pl/articles/893004.pdf
Data publikacji:
2018-01-13
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
social control
social pedagogy
education
social norms
criminalization
Opis:
This article focuses on the issue of social control, which is discussed here from different points of view within sociology and social pedagogy. Social control deals with prevention as well as with responses to deviations from desirable behavioural patterns, and in the centre of its interest are interrelationships and sometimes rather inconsistencies between the individual and society. This is connected with the question of what are actually "desirable patterns of behaviour" and who are the concrete authors of this norm, i.e. in whose interest (individuals or groups) are introduced the norms of behaviour. The authors point out the fact that the usual reference to society conceals only the decisive context, i.e. social norms have in fact very often ideological function which also influences significantly the area of social pedagogy which (like other sciences or more precisely their knowledge) can become a mere instrument of any ideology, i.e. of the ruling class or group.
Źródło:
Papers of Social Pedagogy; 2017, 7(2); 18-29
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Introduction
Autorzy:
Danuta, Lalak,
Powiązania:
https://bibliotekanauki.pl/articles/892975.pdf
Data publikacji:
2018-01-25
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
social pedagogy
social work
crisis
biography
education
development
Opis:
There is a developmental value in each crisis. Crises are a part of every society, economy, system… They are experienced by the individuals at the various stages of their lives. Most clearly, the path of life is defined in the relation to the biographical perspective. On one hand, it is perceived as the institutionalization of the course of life (M. Kohli 1985), and on the other, as an autonomous, resource-based project and individual construction of one’s own development path. From the perspective of late modernity the ways of overcoming difficulties and life crises have changed their sense and meaning. The biography has lost the character of a socially determined construct to its diverse, mobile, subjectifying form. It is because of education and migration processes as well as the cultural changes and development of new technologies. The opportunities to go beyond the frames of social environment are the hallmarks of progress and modernity and at the same time make human life highly uncertain and vulnerable to the developmental crises. The subjectification of the biography most fully expressed in the concept of ‘self-governance’ by M. Foucault (2000) brings with it many difficulties and pitfalls. This probably explains the phenomenon of increasing social differences, deepening dysfunctionality of institutions, weaknesses of systematic solutions and insufficient theories in social practice. This area brings many challenges to social policy, social pedagogy and social work. The current issue of our journal is dedicated to the reflection on such topics.
Źródło:
Papers of Social Pedagogy; 2017, 7(2); 5-5
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Children’s rights and childhood studies as a challenge and a driver of social change
Autorzy:
MARKOWSKA-MANISTA, URSZULA
ODROWĄŻ-COATES, ANNA
Powiązania:
https://bibliotekanauki.pl/articles/1202986.pdf
Data publikacji:
2021-05-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
social pedagogy
education
socialization
participatory research
childhood
Opis:
This paper contains an introduction to a selection of papers across social sciences and humanities, based on empirical explorations and theoretical conceptualizations. Authors highlight the issues of parental roles, parental styles, child and family positioning in the family and society. The lens of children’s rights and participatory approaches is also discussed. Authors focus on diverse practices in parenting, different approaches to children’s agency and freedom of choice, family as a negotiated space mediated by culture, children’s position in family and society, life chances and wellbeing, critical approaches to children’s rights perspectives, early intervention, socio-political context, finally Freire’s and Korczak’s pedagogies.
Źródło:
Society Register; 2021, 5, 2; 7-12
2544-5502
Pojawia się w:
Society Register
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Evaluation of Social Work Education: Historical and Current Perspectives
Autorzy:
Suvada, Jozef
Czarnecki, Pawel S.
Otim, Robert
Akol, Zainab
Powiązania:
https://bibliotekanauki.pl/articles/2135336.pdf
Data publikacji:
2013
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Tematy:
social pedagogy
social work
education
evaluation
work-based education
Źródło:
Humanum. Międzynarodowe Studia Społeczno-Humanistyczne; 2013, 2(11); 261-283
1898-8431
Pojawia się w:
Humanum. Międzynarodowe Studia Społeczno-Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Review of „Symbolic violence in socio-educational contexts A post-colonial critique” Edited by Anna Odrowąż-Coates & Sribas Goswami, Warsaw: Wydawnictwo Akademii Pedagogiki Specjalnej, 2017.
Autorzy:
Justyna, Pilarska,
Powiązania:
https://bibliotekanauki.pl/articles/892979.pdf
Data publikacji:
2018-01-12
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
symbolic violence
post-colonial
education
globalization
social pedagogy
Opis:
The book 'Symbolic violence in socio-educational contexts A post-colonial critique' (2017) is packed with theory of Foucauldian 'governmentality', the power - knowledge discourses, the Derridian deconstruction and critical political sociology of education embedded in Freire and Giroux concepts. Authors of individual chapters represent scholars involved with both cultural and academic contexts. Authors of individual chapters come from diverse backgrounds across the globe, reflecting vast diversity of thoughts and experiences.
Źródło:
Papers of Social Pedagogy; 2017, 6(1); 67-69
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Z tradycją w przyszłość. Pedagogika społeczna wobec przemian cywilizacyjno-kulturowych. Czterdziestolecie Katedry Pedagogiki Społecznej Uniwersytetu Śląskiego w Katowicach
With Tradition into the Future. Social Pedagogy in View of Civilizational and Cultural Transformations. Forty Years of the Department of Social Pedagogy at the University of Silesia in Katowice
Autorzy:
Jarosz, Ewa
Syrek, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/1808275.pdf
Data publikacji:
2019-09-25
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
social pedagogy
environment
social capital
socialization
upbringing
rehabilitation
prevention
family
education
culture
health
health promotion
Opis:
The article presents the development, directions and areas of scientific research conducted by scholars at the Department of Social Pedagogy at the University of Silesia in Katowice from the beginning of the Department’s existence (1980/1981) until 2018. The conducted analyses emphasize first of all the expansion of research areas and the successive formation of the so-called “school” of social pedagogy characteristic of our academic centre. The areas of interest of the Department’s research staff correspond to the cognitive and research needs resulting from the current socio-cultural transformations that are significant for the course of socialization and upbringing processes. The results of scientific research have been reflected, among others, in scientific publications (monographs and articles), and the titles of the most important ones are given in the article.
Źródło:
Chowanna; 2019; 231-276
0137-706X
2353-9682
Pojawia się w:
Chowanna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
O wzrastającym znaczeniu edukacji międzykulturowej w edukacji, pedagogice społecznej i pracy socjalnej
On the growing importance of intercultural education in schooling, social pedagogy, and social work
Autorzy:
Odrowąż-Coates, Anna
Powiązania:
https://bibliotekanauki.pl/articles/19944823.pdf
Data publikacji:
2023-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
edukacja
różnorodność
praca socjalna
pedagogika społeczna
międzykulturowy
wielokulturowy
education
diversity
social work
social pedagogy
intercultural
multicultural
Opis:
The article contains reflections on the growing importance of intercultural education in the context of Polish pedagogical literature. Statistics related to the internationalization of the Polish social context are explored. The following scientific journals in Poland and Europe were selected, considered important in the discursive space of social pedagogy and social work: European Journal of Social Work, International Journal of Social Pedagogy, Pedagogika Społeczna quarterly, Pedagogika Społeczna NOVA (Social Education NOVA), Praca Socjalna (Social Work) and the journal Edukacja Międzykulturowa (Intercultural Education). Their content was analyzed in terms of topics in the field of intercultural education with the use of quantitative systematic semantic analysis to establish how many articles (directly related to intercultural education and intercultural context) and in what periods were published in the selected journals. This part of the article is its empirical section, based on desk research of the existing documents. The thesis on the growing importance of intercultural education in the fields of social pedagogy and social work was presented and arguments in support of this thesis were formed.
W niniejszym artykule zawarto rozważania na temat rosnącego znaczenia edukacji międzykulturowej w kontekście polskiego piśmiennictwa pedagogicznego. Przytoczono między innymi statystyki związane z umiędzynarodowieniem polskiego kontekstu społecznego. Wyselekcjonowano następujące czasopisma naukowe w Polsce i w Europie, uznane za istotne w przestrzeni dyskursywnej pedagogiki społecznej i pracy socjalnej: „European Journal of Social Work” (Europejski Dziennik Pracy Socjalnej), „International Journal of Social Pedagogy” (Międzynarodowy Dziennik Pedagogiki Społecznej), kwartalnik „Pedagogika Społeczna”, „Pedagogika Społeczna NOVA”, „Praca Socjalna” oraz czasopismo „Edukacja Międzykulturowa”. Poddano ich zawartość analizie systematycznej semantycznej, ilościowej, w celu zdiagnozowania, jak wiele artykułów oraz w jakim okresie, dotyczących zagadnień międzykulturowych, w tym szczególnie edukacji międzykulturowej, publikowanych jest na łamach wskazanych czasopism. Przeprowadzono zatem analizę pod względem tematyki z zakresu edukacji międzykulturowej, która stanowi empiryczną część pracy o charakterze przeglądu materiałów zastanych. W artykule przedstawiono tezę o rosnącym znaczeniu edukacji międzykulturowej w piśmiennictwie z obszarów pedagogiki społecznej i pracy socjalnej oraz zawarto argumenty na jej poparcie.
Źródło:
Edukacja Międzykulturowa; 2023, 21, 2; 204-220
2299-4106
Pojawia się w:
Edukacja Międzykulturowa
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Education in Social Work and Didactics
Autorzy:
Brnula, Peter
Vaska, Ladislav
Almašiová, Angela
Powiązania:
https://bibliotekanauki.pl/articles/2141384.pdf
Data publikacji:
2011
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Tematy:
social work
pedagogy
science
education
didactics
Opis:
Education in social work is the concern of authors of this paper. First, the social work is classified within the system of sciences, not only from the point of view of contemporary understanding but also from the point of view of development of discipline classification among individual science systems. The historical development of education in social work is explained then up to present days in Slovakia. Contemporary possibilities of education in social work within the territory of Slovakia, which is linked to the European context, are described in detail. After education description, authors of this paper deal with definition of relationship between pedagogy and social work through social workers’ competences and explain the importance of didactics for social work.
Źródło:
Humanum. Międzynarodowe Studia Społeczno-Humanistyczne; 2011, 1(6); 297
1898-8431
Pojawia się w:
Humanum. Międzynarodowe Studia Społeczno-Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Curse of Totalitarianism and the Challenge of Critical Pedagogy
Autorzy:
Giroux, Henry A.
Powiązania:
https://bibliotekanauki.pl/articles/1808128.pdf
Data publikacji:
2020-06-29
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
totalitarianism
critical pedagogy
education
social responsibility
educators
crisis
Opis:
Expanding critical pedagogy as a mode of public pedagogy suggests being attentive to and addressing modes of knowledge and social practices in a variety of sites that not only encourage critical thinking, thoughtfulness and meaningful dialogue, but also offer opportunities to mobilize instances of moral outrage, social responsibility and collective action. Such mobilization opposes glaring material inequities and the growing cynical belief that today’s culture of investment and finance makes it impossible to address many of the major social problems facing the United States, Canada, Latin America and the larger world. Most importantly, such work points to the link between civic education, critical pedagogy and modes of oppositional political agency that are pivotal to creating a politics that promotes democratic values, relations, autonomy and social change.
Źródło:
Chowanna; 2020, 1(54); 1-22
0137-706X
2353-9682
Pojawia się w:
Chowanna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Edukacja przywięzienna w perspektywie czasowej. Wybrane zagadnienia
Autorzy:
Pierzchała, Kazimierz
Powiązania:
https://bibliotekanauki.pl/articles/1789797.pdf
Data publikacji:
2020-05-26
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
convicted
education
pedagogy
professional competences
social rehabilitation
teacher
Opis:
Education in prison conditions is mostly focused on resocialization. In Poland, imprisonment also aims to educate and motivate people to lead a generally acceptable lifestyle. To achieve this, penitentiary institutions use appropriate educational measures by means of which changes in the personality of the convict are created. One of such methods is the introduction of education. In order to facilitate the selection of the educational content for the school’s didactic and educational tasks, it is necessary to make the inclusion of learning objectives more concrete and operational. By definition, prison schools help convicts in intellectual transformation as well as arousing interests. They are also helpful in building positive personal qualities, deepening competences in the field of ability to behave in difficult situations, etc. Education allows the convict to obtain professional and life maturity, and also teaches competition and teamwork. teamwork. Apart from scientific requirements about choosing appropriate educational content there are also some program concepts such as pedagogical theories about selecting the content of education.
Źródło:
Kwartalnik Pedagogiczny; 2020, 65(1 (255)); 99-115
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
La educación como espacio de resistencia. Una propuesta desde las Artes y la Educación Social asentada en la pedagogía queer (pedagoqueer)
Autorzy:
Ledesma, Irene Escudero
Powiązania:
https://bibliotekanauki.pl/articles/458884.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Warszawski. Ośrodek Studiów Amerykańskich
Tematy:
educación
no heterocisnormativa
pedagogía queer
Educación Social
Educación Artística
education
no heterocis-rule
queer pedagogy
social education
artistic education
Opis:
En el momento actual asistimos a la supervivencia de la institución educativa moderna, asentada en un currículo arcaico y cerrado que genera prácticas educativas y pedagógicas que perpetúan una norma en relación al cuerpo, el deseo y la identidad y reproducen un discurso violento hacia aquella realidad que la subvierte. Por ello, las prácticas educativas deben apostar por nuevos enfoques asentados en la educación posmoderna, transfeminista y queer. Así, desde esta propuesta se aboga por una nueva visión: la pedagoqueer o pedagogía queer. Este nuevo enfoque propone un espacio de resistencia hacia la norma heterocisexista, buscando romperla para ofrecer nuevos modelos de cuerpos, deseos e identidades. Así, se indagará en la conceptualización de la pedagogía queer desde la Educación Social y la Educación Artística como estrategia clave para la ruptura de la heterocisnorma.
In this moment we attend to the survival of the modern educational institution, established in an archaic and closed curriculum that generates educational and pedagogical practices which perpetuate a rule related to the body, sexual attraction and identity, and reproduce a violent discourse towards the reality that subverts the rule.Therefore, educative practices have to claim for a new perspective established in a postmodern, transfeminist, and queer education. Hence, this proposal advocates a new view: the pedagoqueer or queer pedagogy. This new perspective proposes a space of resistance against the heterocisexist rule, seeking to break it up in order to introduce new models of bodies, sexual attractions and identities. In this way, the article will investigate the conceptualization of the queer pedagogy, considering the social education and the artistic education as key strategies for the break with the heterocis-rule.
Źródło:
InterAlia: Pismo poświęcone studiom queer; 2017, 12; 40-52
1689-6637
Pojawia się w:
InterAlia: Pismo poświęcone studiom queer
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 16

Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies