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    Wyświetlanie 1-6 z 6
    Tytuł:
    Introduction
    Autorzy:
    Maciej, Tanaś,
    Anna, Odrowąż-Coates,
    Powiązania:
    https://bibliotekanauki.pl/articles/890439.pdf
    Data publikacji:
    2018-02-27
    Wydawca:
    Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
    Tematy:
    Introduction
    Opis:
    This 7th volume of International Journal of Pedagogy, Innovation and New Technologies, contains 12 papers focused on a number of educational, technological and sociological themes. In this issue, the authors represent universities (in alphabetical order) from Egypt, Germany, Hungary, India, Poland and Ukraine.
    Źródło:
    International Journal of Pedagogy, Innovation and New Technologies; 2017, 4(2); 1-1
    2392-0092
    Pojawia się w:
    International Journal of Pedagogy, Innovation and New Technologies
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Message from the Guest Editor
    Autorzy:
    Odrowaz-Coates, Anna
    Goswami, Sribas
    Powiązania:
    https://bibliotekanauki.pl/articles/513818.pdf
    Data publikacji:
    2019-06-30
    Wydawca:
    Akademia Pedagogiki Specjalnej. Language and Society Research Committee
    Tematy:
    Symbolic violence
    Opis:
    This thematic issue of Language, Discourse and Society is dedicated to language as a tool to investigate power, discourses, and cultural and semiotic practices. Language is conceived per se and looking at its social functions entangled in hidden power structures and complex internal and external relations. This subject is closely connected to the issues of globalization and ethnicity crisis.
    Źródło:
    Language, Discourse & Society; 2019, 7, 1; 5-6
    2239-4192
    Pojawia się w:
    Language, Discourse & Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    LIST CAŁKIEM PRYWATNY DO DYREKTORA MUZEUM LITERATURY IM. ADAMA MICKIEWICZA W WARSZAWIE PANA JANUSZA ODROWĄŻ-PIENIĄŻKA
    Autorzy:
    Łukasz, Kossowski,
    Powiązania:
    https://bibliotekanauki.pl/articles/433295.pdf
    Data publikacji:
    2016
    Wydawca:
    Krajowy Ośrodek Badań i Dokumentacji Zabytków
    Opis:
    Another turning point in the 63-year history of the “Museology” Annual arrived in December 2015, with the death of Janusz Odrowąż-Pieniążek, the Editor-in-chief of “Museology” from 1981 to 2011, and who later had a permanent emotional bond with the editors, and remained a spiritual patron of our magazine. Janusz Odrowąż-Pieniążek graduated in Polish Philology from the University in Warsaw. He was a historian of literature, a museologist, but above all a writer. His major passion and field of activity, apart from holding the post of Director of the Adam Mickiewicz Museum of Literature for 37 years (1972–2009), consisted in writing and editorial activity.
    Źródło:
    Muzealnictwo; 2016, 57; 27-32
    0464-1086
    Pojawia się w:
    Muzealnictwo
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Soft power of language in social inclusion and exclusion and the unintended research outcomes
    Autorzy:
    Odrowaz-Coates, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/513815.pdf
    Data publikacji:
    2018-12-30
    Wydawca:
    Akademia Pedagogiki Specjalnej. Language and Society Research Committee
    Tematy:
    language
    soft power
    gender
    soft system methodology
    social inclusion
    Opis:
    The paper refers to a small fraction of raw data obtained during 50 interviews carried out in Lisbon and in Warsaw in 2017-2018. Through the preliminary interpretative analysis with the use of MAXQDA 2018, a connection between English language and soft power (Nye 2004) was established. 'Soft power' is a political concept, re-introduced in this paper through the novel interpretation of the research data, whilst looking at the English language from a sociopolitical, critical pedagogy perspective, in order to investigate its implications for social inclusion and exclusion. Moreover, unexpected matrixes of language, gender and power were discovered, embodying Boudon's concept of unintended consequences of social action (1993). The study was conducted with the use of soft system methodology (SSM) and the notion of 'soft' in social sciences was explored. It also introduced SSM to the analysis of social aspects of the English language in public spaces in Poland and Portugal. Moreover, the results of the study confirmed that there is a connection between English language acquisition and the socio-economic positioning of workers in these locations. The study should be treated as singular and with no intention of building a universal theory, but aims to look into language from an original perspective and to share the most interesting quotes from the research participants, to reveal people's own voices and their own words (appropriately coded to maintain anonymity) and to establish direct contact between the interviewees and their audience.
    Źródło:
    Language, Discourse & Society; 2018, 6, 2; 15-30
    2239-4192
    Pojawia się w:
    Language, Discourse & Society
    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:
    Book review of: Aleksandra Tłuściak-Deliowska (2017). School bullying. Socio-pedagogical analysis of the phenomenon [Dręczenie szkolne. Społeczno-pedagogiczna analiza zjawiska.] Wydawnictwo Akademii Pedagogiki Specjalnej, Warsaw.
    Autorzy:
    Anna, Odrowąż-Coates,
    Powiązania:
    https://bibliotekanauki.pl/articles/893026.pdf
    Data publikacji:
    2018-09-04
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    book review
    school bullying
    social pedagogy
    Opis:
    The book "School bullying. Socio-pedagogical analysis of the phenomenon" by A. Tlusciak-Deliowska (2017) is an important theoretical contribution to the field of social pedagogy, social psychology and educational studies. The subject of the analysis - the phenomenon of school bullying - has an enormous impact on people's lives and achievements throughout their school years and beyond. This means that a deeper understanding of bullying mechanisms and its prevention are of paramount importance for the future of our societies. This book's vital contribution to the field relies on a thorough revision and critical analysis of the state of knowledge, regarding the phenomenon of school bullying, which at this point, has not been carried out within the landscape of Polish pedagogy nor psychology. This complex and comprehensive review of world-wide literature and research about interpersonal aggression amongst children, is methodically structured and systemised in accordance with the newest strategies in an attempt to understand the phenomenon of bullying, its socio-cultural and psychological conditioning and most importantly to identify the most efficient strategies and programmes dedicated to prevention. The author distinguishes two main perspectives that she uses as frames for the analysis. The first is the individualised one - focused on personal differences amongst persons involved in school bullying, based on biological, personal and social factors. The second perspective is the processual one, based on group dynamics, social positioning, power relations and status hierarchies within peer groups at school. Moreover, the author has taken an informed decision to interpret school bullying within the symbolic field of social interaction that takes place in a peer group, using functionalism as one of the chosen interpretative frames for analysis. The book opens with an overview of works dedicated to etymology and a selection of classical publications devoted to bullying and mobbing. The cultural conditioning of how these terms are defined is discussed at length. Furthermore, the questions of anonymity, the process of ongoing primary and secondary stigmatization of the victim are analysed. International statistical data on self-reported bullying and the victimization of school children gives the reader an improved understanding of how widely spread and common this issue is. Moreover, the author runs through multiple methods of measuring the attitudes towards bullying, the experiences of bullying and group socio-metrics related to it. In the individualised approach, she looks at who the common victim and perpetrator are and how they are individually conditioned and characterised? What is relatively original and fresh is the acknowledgement and the exploration of the role of a witness in a situation of bullying. This discovery may be crucial in building strategies of prevention, impediment and coping. In the group approach, the role of a family as a support buffer is discussed and also identified as initially responsible for aggressive behaviour. The author considers classroom ecology, issues of popularity and group relations, descriptive classroom norms and social cohesion, which surprisingly may be linked to bullying. The analysis includes a debate over the active or the passive roles of witnesses and their responsibility for strengthening the bully or for protecting the victim. A fascinating discovery highlighted in the book is that bullying is more likely to take place in smaller classes than in larger ones. Moreover, according to the author’s findings, witnesses who defend a victim in a solidly structured group with a well established leader suffer greater emotional and positional costs than when defending a victim in a loosely structured or unstructured ones. The author discusses peer culture, the culture of bullying, its socio-interactional character and the requirement of collective group inaction to permit the bullying to continue. The author also shows that a steady pattern of bullying works as a stabilisation of inter-peer relations in the classroom. The added value and perhaps the most practical dimension of the book is the assessment of different prevention and intervention programmes that combat bullying in schools and have been developed in multiple countries. The overview of these programmes leads to useful recommendations of which prevention and intervention programmes work the best and the book concludes with the useful discovery that in such programmes one should focus on the role of witnesses. After reading this book I view bullying from a different perspective and it has triggered me to think this may be the case for many other readers, ready to engage with this sophisticated work, which is written in a clear and easy to read manner. As a mother of two young children, I rate this book as source of solid knowledge and I have found many unexpected answers to questions I had about bullying. I also feel that parts of this book should be considered a must read for teachers, school councillors, therapists, educators, students of relevant faculties and parents.
    Źródło:
    Papers of Social Pedagogy; 2018, 9(2); 64-66
    2392-3083
    Pojawia się w:
    Papers of Social Pedagogy
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-6 z 6

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