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Tytuł:
HISTORICAL POLITICS, MELTED CITIZENSHIP AND EDUCATION ABOUT THE HOLOCAUST: INTERVIEW WITH JOLANTA AMBROSEWICZ-JACOBS
Autorzy:
AMBROSEWICZ-JACOBS, JOLANTA
ODROWĄŻ-COATES, ANNA
Powiązania:
https://bibliotekanauki.pl/articles/1036407.pdf
Data publikacji:
2019-08-14
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Holocaust
historical politics
melted citizenship
education
Opis:
Dear Professor Ambrosewicz-Jacobs, you are an icon for education about the Holocaust in Poland, you are very well regarded abroad and well known for that reason. I will start with some simple questions to get our conversation going. First question: Would you say that there are challenges in the preservation of memory about the Holocaust and challenges for the preservation of historic objectivity?
Źródło:
Society Register; 2019, 3, 1; 163-168
2544-5502
Pojawia się w:
Society Register
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
Tytuł:
ATTEMPTING TO REGISTER CHANGES: THE EDUCATIONAL DIMENTION OF CONTEMPORARY SOCIETIES
Autorzy:
BARANOWSKI, MARIUSZ
ODROWĄŻ-COATES, ANNA
Powiązania:
https://bibliotekanauki.pl/articles/1036434.pdf
Data publikacji:
2018-12-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
social change
contemporary society
sociology of education
Opis:
When registering the changes affecting our societies, which undoubtedly have a multidimensional character and occur at different speeds, it is impossible to disregard the issue of education. This is especially true in the context of the discourse focusing on so-called cognitive capitalism, creative industries, intangible work, gig/sharing economy, education is an extremely important element of not only “the personal troubles”, but also “the public issues of social structure”, to use C. Wright Mills (2000:8) terms.
Źródło:
Society Register; 2018, 2, 2; 7-10
2544-5502
Pojawia się w:
Society Register
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Critical Thinking – Tightening the Link Between Business and Education
Autorzy:
Baranowski, Mariusz
Odrowąż-Coates, Anna
Powiązania:
https://bibliotekanauki.pl/articles/2139230.pdf
Data publikacji:
2018-12-31
Wydawca:
Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej
Tematy:
critical thinking
business
education
development
labour market
economy
policy
Opis:
In this paper, one will find a discussion, based on the desk analysis of works dedicated to policy refocus towards critical thinking skills and the socio-educational factors relevant to business. It will be argued that critical thinking (CT) capacity is important not only for problem solving but most importantly for overall corporative success and for further development in business and the economy of the future. The paper consists of CT definitions, its position in educational policy and the global market economy, its relevance to business and its embedment in education.
Źródło:
Forum Oświatowe; 2018, 30, 2(60); 117-133
0867-0323
2450-3452
Pojawia się w:
Forum Oświatowe
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
INTRODUCTION TO SOCIETY REGISTER
Autorzy:
Baranowski, Mariusz
Odrowąż-Coates, Anna
Powiązania:
https://bibliotekanauki.pl/articles/1036519.pdf
Data publikacji:
2017-11-14
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
society
society register
social sciences
Opis:
In this issue, one may find both theoretical and empirical papers, followed by three book reviews. The issue opens with papers in English, which is our target language, followed by papers in Polish. There are papers from authors based in Algeria, India, Iran, UK, USA, Vietnam, Turkey and Poland, who are all social researchers and active observers of social life at different stages of their academic and professional career.We present you with a selection of current social, educational, political and philosophical topics in a socio-historical context: intercultural issues, identity and resistance, social systems, social control and rehabilitation, communication, reflexivity, spirituality and religion, social justice, issues relevant to education and care, politics, language and even poetry.We aim to become an open forum of scientific thought exchange, inviting scholars with a wide range of experience within the rich field of social sciences, embracing subjects that are both central and peripheral to the further development of disciplines such as sociology, comparative pedagogy, social psychology, anthropology, education, social policy, international relations and philosophy.What makes us unique in Central Europe is that we wish to offer avenues to be heard and visible for early career scholars alongside established authorities in these fields of expertise. We would like to be comprehensive internationally and in order to do so we promote comparative studies.
Źródło:
Society Register; 2017, 1, 1; 5-6
2544-5502
Pojawia się w:
Society Register
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Supporting the social inclusion of children and young adults with IDD and psychiatric comorbidities: Autobiographical narratives of practitioners and academics from Europe
Autorzy:
Boyle, Andrew
Abdulla, Sam
Odrowąż-Coates, Anna
Tah, Jude
Kiss, Julien
Grung, Rolf Magnus
Ahlström, Margareta
Marsh, Lynne
Powiązania:
https://bibliotekanauki.pl/articles/28408752.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
disability
social policy
nurse
social pedagogue
psycho-pedagogue
social worker
situated knowledge
autoethnography
psychiatric comorbidity
mental disorder
Intellectual and Developmental Disability (IDD)
Opis:
The article provides a reflection on the social inclusion of children and young people with IDD and associated psychiatric comorbidity through the eyes of practitioners and academics from Norway, Scotland, Sweden, and Romania. Using an autoethnographic approach to share the first-hand experiences of supporting children and young adults with IDD from the perspective of experienced practitioners, telling their stories (individual case studies) and mapping the challenges and successes (best practice) through these professional narratives. The article also acknowledges psychiatric comorbidity in young people with IDD and how psychiatric disorders can impact social inclusion. The results of the self-reflection of active practitioners involved with complex disabilities may serve as a guide for others in sharing best practices and facing difficulties. It also shows the policy developments on a timeline of their practice. Practice-informed issues clinicians and support staff face may aid the training and share the knowledge with other experts. The value added is the interprofessional exchange created by the international contributors.
Źródło:
Society Register; 2023, 7, 2; 33-48
2544-5502
Pojawia się w:
Society Register
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Strategies of teachers towards Muslim students in Polish schools
Autorzy:
Górak-Sosnowska, Katarzyna
Odrowąż-Coates, Anna
Powiązania:
https://bibliotekanauki.pl/articles/36206516.pdf
Data publikacji:
2023-10-03
Wydawca:
Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie
Tematy:
muzułmanie
szkoła
Polska
uczniowie
Opis:
Due to over 40 years of seclusion behind the iron curtain (until 1989) and the myth of a single ethnicity, single religion nation, the Polish education system lacks exposure to a multireligious classroom environment. With EU accession in 2004, the situation is gradually changing. Although higher education facilities provide teachers with comprehensive training in this matter, the actual first-hand experience is rare and new. In this paper, we used an exploratory study, based on qualitative data collected in autumn 2022, using an interpretative approach, to identify and describe strategies for the best practices of teachers when working with Muslim students in a Polish classroom. The empirical data was derived from 37 interviews with teachers (25) and with Muslim students (12) covering 5 voivodeships. We aim to provide a valuable source of information for professionals on how to create an inclusive classroom environment. The exploratory study is part of a larger research project that received funding from the EU, titled EMPATHY: Challenging discourse about Islam and Muslims in Poland, [101049389 CERV-2021-EQUAL]. In effect, we identified 2 predominant strategies of teachers for engagement with Muslim students and several best practice examples on how to overcome obstacles to classroom inclusion.
Źródło:
Studia z Teorii Wychowania; 2023, XIV(3 (44)); 115-123
2083-0998
2719-4078
Pojawia się w:
Studia z Teorii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Response to Challenging Behavior as a Barrier to Social Inclusion Erasmus+ Project Participants’ Perspectives on Policy and Practice
Autorzy:
Grung, Rolf Magnus
Odrowąż-Coates, Anna
Tah, Jude
Maloret, Paul
Kiss, Julien
Ortan, Florica
Powiązania:
https://bibliotekanauki.pl/articles/1833791.pdf
Data publikacji:
2021-10-21
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Opis:
The paper is the result of collaboration between seven European universities and covers health, social pedagogy, and special education programs, aimed at the removal of barriers to social inclusion and social participation facing children and young adults with intellectual and developmental disabilities (IDD). The collaboration received funding from the Erasmus+ Intensive Program with the aim of developing a common curriculum on social inclusion for children and young adults with IDD. Identifying variables that support inclusion for individuals with IDD who engage in challenging behavior is critically important and this paper is built on reviewing social and educational policies from 5 European countries in order to do so. The paper reveals loopholes and paradoxes in policy that hinder social inclusion when addressing challenging behavior. The greatest challenges identified by the researchers are the gaps in training for different professions and the lack of overarching legislation for these professions. Another issue identified is government tolerance of a lack of clear competencies and codes of conduct amongst unregulated service providers.
Źródło:
Society Register; 2021, 5, 3; 37-62
2544-5502
Pojawia się w:
Society Register
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Suicide rates amongst adolescents A mental health practitioner’s perspective in Poland and a global, Big Data context
Autorzy:
Kulesza, Marta
Odrowaz-Coates, Anna
Perkowska-Klejman, Anna
Powiązania:
https://bibliotekanauki.pl/articles/1627352.pdf
Data publikacji:
2021-09-24
Wydawca:
Fundacja Pedagogium
Tematy:
adolescence
suicide
anomy
social environment
social pedagogy
psychology
mental health
Opis:
The paper contributes to mental health studies of children and youth’s suicide and suicide attempts. Inspired by early sociological concepts such as Durkheim’s contribution to understanding suicide through social anomy, we ran statistical analysis of worldwide suicide rates and tested for correlation between suicide rates amongst children and youth and “Big Data” on social, educational, economic and environmental factors around the world. Amongst them we considered 88 variables including Human Development Index (HDI) and its indicators, rates of religious observance and denomination, and even the hours of sunlight and the average temperature in each country. The statistical section of the paper is preceded by the results of analysis from the anonymised mental health records of adolescents with suicidal and self-harming tendencies. The data came from a Polish psychotherapist and was accompanied by in-depth analysis of contributing factors from purposely selected, attempted suicide cases, in order to enrich the statistical perspective with biological, individual, environmental and situational factors. Finally, we identify trigger factors and protective indicators, derived from both the statistical and the empirical part of our study.
Źródło:
Resocjalizacja Polska; 2021, 21; 461-486
2081-3767
2392-2656
Pojawia się w:
Resocjalizacja Polska
Dostawca treści:
Biblioteka Nauki
Artykuł
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:
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:
A PRELIMINARY STUDY OF POLISH STUDENTS’ APTITUDE FOR THINKING REFLEXIVELY, DIFFERENTIATED BY HIGHER EDUCATION FACULTIES AND THE LEVEL OF STUDY
Autorzy:
Odrowąż-Coates, Anna
Perkowska-Klejman, Anna
Powiązania:
https://bibliotekanauki.pl/articles/1036550.pdf
Data publikacji:
2017-11-14
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
reflexive thinking
higher education
QRT
Kember
Opis:
The paper contains the original empirical study, based on quantified qualitative questionnaire, containing reflexivity scales - called QRT (Questionnaire to measure the Level of Reflexive Thinking) - developed by Kember et al. (2002) - translated, adjusted, validated and adopted to Polish circumstances. The aim was to compare the reflexivity levels amongst higher education students at differentiated faculties and at different levels of study (bachelor's, Master's and doctoral) to capture dependent variables and to promote reflexivity as a subject of scientific enquiry.
Źródło:
Society Register; 2017, 1, 1; 97-106
2544-5502
Pojawia się w:
Society Register
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Can Religion Stand in the Way of Globalization? The Phenomenon of the 21st-Century Saudi Arabia.
Autorzy:
Odrowąż-Coates, Anna
Powiązania:
https://bibliotekanauki.pl/articles/441165.pdf
Data publikacji:
2013
Wydawca:
Wyższa Szkoła Europejska im. ks. Józefa Tischnera
Tematy:
social control
faith
tradition
system reproduction
Kontrola społeczna
wiara
tradycja
reprodukcja systemów
Opis:
This paper is based on the author's two-year sociological field research in Saudi Arabia, where Islam has a major influence on every aspect of life. For example, the need for specialists and affordable manual labor from abroad is a direct result of the dysfunctional education system, which is heavily influenced by the cultural and sociological consequences of the Wahhabi interpretation of the Qur'an. The author demonstrates that the Wahhabi vision of Islam is the key factor responsible for preserving traditional customs, the maintenance of power by the Royal family, and that it holds back the sociological effects of globalization.
Przedstawiony esej jest wynikiem dwuletnich badań terenowych w Arabii Saudyjskiej, gdzie Islam ma głęboki wpływ na każdy aspekt życia. Na przykład, zapotrzebowanie na wykwalifikowanych zagranicznych pracowników fizycznych w osiągalnej cenie wynika w prostej linii z dysfunkcyjnego systemu edukacji, który pozostaje pod silnym wpływem wahhabistycznej interpretacji Koranu. Autorka wykazuje, iż wahhabistyczna wizja Koranu jest kluczowym czynnikiem odpowiedzialnym za zachowanie tradycji, pozostanie królewskiej rodziny przy władzy, oraz że powstrzymuje ona społeczne efekty globalizacji.
Źródło:
Kultura i Polityka; 2013, 14; 122-137
1899-4466
Pojawia się w:
Kultura i Polityka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
English: a neutral language of global communication? Sociopedagogical implications
Angielski: neutralny język komunikacji globalnej? Implikacje socjopedagogiczne
Autorzy:
ODROWĄŻ-COATES, Anna
Powiązania:
https://bibliotekanauki.pl/articles/2150900.pdf
Data publikacji:
2022
Wydawca:
Uniwersytet Wrocławski. Wydział Nauk Historycznych i Pedagogicznych. Instytut Pedagogiki. Zakład Historii Edukacji
Tematy:
social structure
soft power
language
inclusion
exclusion.
struktura społeczna
miękka władza
język
inkluzja
wykluczenie.
Opis:
Introduction. English, as a language of global communication, has become an element of social status and therefore connected to the issues of inclusion and exclusion. Within privileged social groups, its position has changed from a foreign language to a second language, which demonstrates a linguistic shift with long-term consequences. Aim. The aim is to capture the cultural and individual implications of the observed phenomenon reported in Poland and Portugal. Materials and methods. The methodological framework is based on institutional ethnography. It is accompanied by the concept of “soft power” and “positioning theory”. Results. The research results indicate that English can be seen as a new tool for social stratification with an effect on language policies, impacting people’s lives and their opportunities. Whilst critical of the neoliberal, neo-colonial and imperialistic dimensions of English language hegemony, the author captures an original gender perspective on English as a language of opportunity, inclusion, and empowerment.
Wprowadzenie. Angielski jako język globalnej komunikacji stał się elementem statusu społecznego, tym kojarzonym z problematyką włączenia i wykluczenia. W uprzywilejowanych grupach społecznych jego pozycja zmieniła się z języka obcego na język „drugi”, co wskazuje na zmianę językową o długofalowych konsekwencjach. Cel. Celem artykułu jest uchwycenie kulturowych i indywidualnych implikacji obserwowanego zjawiska zauważonych w Polsce i Portugalii. Materiały i metody. Ramy metodologiczne oparto na etnografii instytucjonalnej. Metodzie tej towarzyszą koncepcje teoretyczne „miękkiej władzy” i „teorii pozycjonowania”. Wyniki. Rezultaty badań wskazują na to, że język angielski może być widziany jako nowe narzędzie stratyfikacji społecznej, mające wpływ na politykę językową, codzienne życie ludzi i ich możliwości. Krytykując neoliberalny, neokolonialny i imperialistyczny wymiar hegemonii języka angielskiego, zastosowano oryginalną perspektywę związaną z płcią, gdzie to angielski staje się językiem możliwości, integracji i upodmiotowienia.
Źródło:
Wychowanie w Rodzinie; 2022, XXVII, (2/2022); 157-165
2082-9019
Pojawia się w:
Wychowanie w Rodzinie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Fading memories of the Second World War in a socio-educational and cultural perspective. A research report from Poland
Autorzy:
Odrowąż-Coates, Anna
Kulbaka, Jacek
Gondek, Bartosz
Powiązania:
https://bibliotekanauki.pl/articles/2187227.pdf
Data publikacji:
2022-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
teaching history
memory
WW2
schoolbooks
reconstruction
living
history
Opis:
Memories of World War II (WW2) have a deeply cultural dimension and therefore are interesting for intercultural studies. This paper is based on an interpretative analysis of some field and desk research data, carried out in Poland by an interdisciplinary team of social scientists, educators and historians in 2018–2020. It is focused on socio-educational factors in the transfer of knowledge and memory of WW2. The researchers try to distinguish socio-educational factors responsible for the preservation of this memory across a range of age cohorts. Sources of knowledge, school curricula and socio-demographic aspects are set against the measured levels of historic facts concerning WW2. The data sets derive from questionnaires, telephone interviews and in-depth interviews with diverse groups of respondents along with a review of teaching history curricula in 1946–2020. On the basis of the findings, it is argued that a successful transfer of memory and knowledge of WW2 goes beyond teaching history at schools and beyond the contemporary political agenda. This article is meant to serve as a barometer of social changes in respect to fading memories of WW2.
Źródło:
Edukacja Międzykulturowa; 2022, 19, 4; 27-47
2299-4106
Pojawia się w:
Edukacja Międzykulturowa
Dostawca treści:
Biblioteka Nauki
Artykuł
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