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    Wyświetlanie 1-2 z 2
    Tytuł:
    Family changes and women’s rights in Europe. Towards gender equality?
    Autorzy:
    Roland, Pfefferkorn,
    Powiązania:
    https://bibliotekanauki.pl/articles/893075.pdf
    Data publikacji:
    2019-02-08
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    women’s rights
    family
    gender
    equality
    Europe
    Opis:
    In this article I will try to articulate that gender equality means also changing the patriarchal system. In my opinion, family changes in the last decades contributed to defense and development of women’s rights. Family changes and family varies from one society to the other. Anywhere and at any time in the history of human societies, kinship systems and family systems have evolved and continue to do so. But European societies today are torn between two contradictory trends, on the one hand we can observe the extension of social relationship in the case of blended families, and on the other hand the continuing reference to a genealogical, therefore biological relationship, because adoption in Europe and the United States still refers to the model of a fictitious family lineage. It displaces real family lineage of birth parents which legally disappear.
    Źródło:
    Papers of Social Pedagogy; 2018, 10(3); 10-27
    2392-3083
    Pojawia się w:
    Papers of Social Pedagogy
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Education and families experiencing the problem of domestic violence - between engagement and indifference
    Autorzy:
    Jolanta, Sokołowska,
    Powiązania:
    https://bibliotekanauki.pl/articles/890363.pdf
    Data publikacji:
    2020-10-12
    Wydawca:
    Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
    Tematy:
    family and education
    domestic violence
    the school and child abuse
    abused children’s rights
    social discourse on abused children’s rights
    abused children’s participation and emancipation
    Opis:
    Discussions about the support system for children experiencing violence have been taking place both on an international forum as well as locally in Poland. (Zmarzlik, 2011; Wójcik, 2013; Jarosz, 2007; Jarosz, 2008; Jarosz, 2018; Dąbrowska, 2012). The questions about who should undertake tasks in this area and what their scope and type should be are still unresolved. Individuals who work with abused children agree that teachers may be an important link in the support system due to their role. The purpose of the current study is to examine the tasks of the school in the context of the experience of children growing up in a family with a problem of domestic violence. In contemporary discourses on preventing domestic violence against children, the active participation of the children themselves in creating solutions in this area is increasingly emphasized. Due to the participatory and emancipatory character of the project, the current research represents the paradigm of qualitative methodology and, within it, the assumptions of radical humanism. The final result is a description which includes answers to the above research questions and an analysis of legal and statutory actions aimed at social emancipation through education and participation of individuals experiencing domestic violence. In light of international standards of support for abused children, education can and should play a significant support role. Education and participation are considered significant factors in the social emancipation of children - victims of domestic violence - and their families. However, in the perception of individuals experiencing violence, schools do not effectively fulfill their role in this respect. It seems that the place a teacher will take in the process of supporting abused children and their families will depend largely on how the teachers themselves define their own role, as well as on the appropriate legislative solutions for their education. I think that the curricula of teachers’ studies should not only include obligatory exercises in cooperation procedures and communication skills workshops, but they should also address issues shaping active attitudes towards the situations the teachers will find themselves in over the course of their careers.
    Źródło:
    International Journal of Pedagogy, Innovation and New Technologies; 2020, 7(1); 125-135
    2392-0092
    Pojawia się w:
    International Journal of Pedagogy, Innovation and New Technologies
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-2 z 2

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