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    Wyświetlanie 1-6 z 6
    Tytuł:
    EDUCATION FOR A TRANSCULTURAL LIFE-WORLD OR FOR A HEGEMONIC NATION? SCHOOLING IN THE BRITISH EMPIRE, IN FRANCE, AND IN CANADA, 1830S-2000S
    Autorzy:
    Hoerder:, Dirk
    Powiązania:
    https://bibliotekanauki.pl/articles/579861.pdf
    Data publikacji:
    2014
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    TRANSCULTURAL
    IMPERIAL EDUCATION
    MULTICULTURALISM
    EDUCATION
    IMMIGRANT CHILDREN
    Opis:
    To understand transcultural education in societies with children from many cultural backgrounds, this essay looks at socialization in colonial-hierarchical settings and uses the analysis of cultural impositions to discuss consequences and needs in present-day immigration societies. The analysis begins with an historical approach to intercultural education. In a first section, focusing on British as well as French and Dutch colonies it analyses memories as reflected in life-writings of colonized resident children in schools run by in-migrant – “third-culture” – imperial administrators and teachers – a remote-control education. Present-day constructs of mono-cultural national values may be equally remote to the life-worlds of many-cultured societies. The second part traces the migration of imperially-educated students and working adults to the (former) colonizer core with India-to-England (late 19th to early 20th century) and Suriname-to-The Netherlands (1960s-2000s) as examples. In a third section, as an exemplary case for today’s multicultural cities, I discuss French-speaking university students from North and West Africa in Paris, i.e. migrant students facing a national/nation-centred/nationalist educational system. In a concluding part, I will interpret present-day Canada’s educational practices in terms of transcultural socialization. How did children and adolescents connect the "facts" learned in educational institutions to their everyday lives -- if they did so at all?
    Źródło:
    Studia Migracyjne - Przegląd Polonijny; 2014, 40, 3(153); 17-32
    2081-4488
    2544-4972
    Pojawia się w:
    Studia Migracyjne - Przegląd Polonijny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Edukacja kobiet w kontekście imperialnej polityki narodowej (na przykładzie ziem byłego Wielkiego Księstwa Litewskiego w latach 1830–1860)
    Women’s Education in the Context of Imperial National Policies (the Lands of the Former Grand Duchy of Lithuania in 1830–1860)
    Autorzy:
    Mastianica-Stankiewicz, Olga
    Powiązania:
    https://bibliotekanauki.pl/articles/29519619.pdf
    Data publikacji:
    2023
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Women’s education
    Imperial Politics
    Opis:
    The article traces the process of elaboration of education policies in women’s education in the Northwest of the Russian Empire by different agents of the imperial state on the central and local levels in the 1830s–1860s. The principal goal is not the history of education in a gendered perspective but rather the history of female social roles and national differences in this troubling imperial borderland. The ethnic and confessional markers of difference in the analysis aimed at producing a complex and dynamic picture of conjuncture of social, national, and gender discourses as well as idiosyncratic local considerations in contradictory efforts of imperial social engineering are complicated by the gender marker.
    Źródło:
    Biuletyn Historii Wychowania; 2021, 45; 31-46
    1233-2224
    Pojawia się w:
    Biuletyn Historii Wychowania
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Moral Scens from Urban Life: Moral Perception of Modernity in Imperial Brazil
    Autorzy:
    Narita, Felipe Ziotti
    Powiązania:
    https://bibliotekanauki.pl/articles/1012888.pdf
    Data publikacji:
    2017-03-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Imperial Brazil
    modernity
    morals
    processes of education
    urbanity
    Opis:
    In this article, I analyze moral perceptions of modernity in Rio de Janeiro between the 1850s and 1860s. Against a long theoretical tradition in the Latin American social sciences that emphasizes nineteenth-century modernity in the region as an opaque process (a mere attempt at imitating the Western European “pure” model), I would like to follow another theoretical path; that is, my analysis focuses on tangible experiences of modernity during the apogee of the Brazilian Empire. This research looks to newspapers, schoolbooks, books, and speeches delivered by the cultural elite in the public sphere. I analyze how moral perceptions of urban life in nineteenth-century Rio de Janeiro can be articulated into a structure based on processes of education. In other words, beyond the materiality in urban space (public street lighting, oil and gas companies, urban cleanliness, public gardens, etc.), there is an implicit relationship between the inner problems (political turbulence, poverty, and moral management of the urban population) and the moral content of modernity (which can be understood in terms of structural prescriptions). These processes of education, instead of an institution-centered practice concentrated only on schools, elaborate a diffuse set of prescriptions whose nexus is constituted by the content of morality. The paper reflects on the conditions of production and reproduction of modernity in a peripheral area (former colonial space) in the nineteenth century.
    Źródło:
    Praktyka Teoretyczna; 2017, 23, 1; 269-302
    2081-8130
    Pojawia się w:
    Praktyka Teoretyczna
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Szkoły średnie w 1803 roku na obszarach Wileńskiego Okręgu Szkolnego zlecone do inspekcji Franciszkowi Ksaweremu Michałowi Bohuszowi (1746–1820)
    Autorzy:
    Prašmantaitė, Aldona
    Powiązania:
    https://bibliotekanauki.pl/articles/1927001.pdf
    Data publikacji:
    2021-12
    Wydawca:
    Związek Nauczycielstwa Polskiego
    Tematy:
    Vilnius School District: Franciszek Ksawery Michal Bohusz
    general visitation report
    secondary education.
    Imperial University of Vilnius
    Opis:
    Aim: The aim of the article is to reconstruct the image of secondary education in the area of the Vilnius School District in 1803 designated for inspection by Franciszek Ksawery Michal Bohusz as the general visitor. Methods: The author relies on archival sources and takes account of the literature on the subject to date. She uses the traditional historical and statistical method. Results: The author analyzes the situation of secondary education in three Gubernias – that of Grodno, Minsk and Vilnius – out of eight ones belonging to the Vilnius School District in 1803. Primarly, she uses the report on the general visitation written by Bohusz for the Imperial University of Vilnius. During his visit in 1803, Bohusz visited 31 out of 33 secondary schools functioning in the Grodno, Minsk and Vilnius Gubernias. The researcher drew up a list of schools and systematized the statistical data in a table taking the number of classes and the number of students and teachers into consideration. Conclusions: The analysis of education in the area of the three Gubernias (Grodno, Minsk, Vilnius) in 1803, the territory of the Vilnius School District, confirms the thesis about persistence of the tradition of the National Education Commission – the thesis already present in the historiography. Despite several years of break and fundamental changes in the administration, the network of secondary schools subordinate to Vilnius University in the period of Commission of National Education was not destroyed. In 1803, at the time of their incorporation in the educational system of the Russian Empire, there were 33 secondary schools in the Grodno, Minsk and Vilnius Gubernias. Their structure, however, was varied, and this lack of uniformity is reflected, among others, in the number of classes. Schools with four classes dominated there. Most of them were in the Minsk Gubernia, where, after Commission of National Education ceased its activity, the authority over the schools was transferred to the Chamber of Social Welfare. The density of the secondary school network was not the same either, and the largest number was found in the Vilnius Gubernia. Her study of the information provided by Bohusz as the general visitor and of other sources from the era allowed the author of the article to conclude that the statistical data used in the literature on the subject (concerning both the number of students and teachers in individual secondary schools) are far from credible, and to a much greater extent than previously thought.
    Źródło:
    Przegląd Historyczno-Oświatowy; 2021, LXIV, 3-4; 7-29
    0033-2178
    Pojawia się w:
    Przegląd Historyczno-Oświatowy
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Communicative Behaviours in the Spotlight:The Identity of a Polish High School Intellectually Gifted Student and the Formation of Higher Education Curricula
    Autorzy:
    Bielak, Marlena Iwona
    Powiązania:
    https://bibliotekanauki.pl/articles/2076591.pdf
    Data publikacji:
    2017
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    identity
    Imperial Tetragon of Embodiment
    intellectual giftedness
    communicative behaviours of a Polish high school gifted student
    higher education curricula
    Opis:
    The paper makes reference to the concept of identity which constitutes the result of the interaction of four parameters comprising the model of the Imperial Tetragon of Embodiment (ITE) by Puppel (2009, 2011). With reference to the above theoretical framework, this contribution makes an attempt to describe the status of the ITE parameters in relation to the communicative behaviours of a Polish high school intellectually gifted student with regard to his functioning in an educational institution (which will enable one to establish the identity of the aforementioned learner). Notably, it is postulated that the potential of intellectually gifted students should be given due consideration in the process of forming higher education curricula.
    Źródło:
    Kwartalnik Neofilologiczny; 2017, 2; 207-219
    0023-5911
    Pojawia się w:
    Kwartalnik Neofilologiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Emigration as an artistic turning point – Ignacy Szczedrowski, Konstanty Kukiewicz and Tadeusz Gorecki at the Imperial Academy of Arts in Saint Petersburg
    Emigracja jako artystyczny punkt zwrotny - Ignacy Szczedrowski, Konstanty Kukiewicz i Tadeusz Gorecki w Akademii Sztuk Pięknych w Petersburgu
    Autorzy:
    Świętosławska, Agnieszka
    Powiązania:
    https://bibliotekanauki.pl/articles/593829.pdf
    Data publikacji:
    2015
    Wydawca:
    Łódzkie Towarzystwo Naukowe
    Tematy:
    Imperial Academy of Arts in Saint Petersburg
    Ignacy Szczedrowski (1815–1870)
    Konstanty Kukiewicz (1817/18–1840)
    Tadeusz Gorecki (1825–1868)
    academic education
    artistic emigration
    Akademia Sztuk Pięknych w Petersburgu
    edukacja akademicka
    emigracja artystyczna
    Opis:
    The article describes a turning point in an individual artistic development as a result of emigration and study abroad. The discussion centers on three artists from Vilnius, who after receiving initial training, left to study at the Imperial Academy of Arts in Saint Petersburg. The decision to leave their home city was forced by the changes in the political situation. In 1832, as a result of the repressions in the aftermath of the November Uprising, the Vilnius University was closed, and so was its school of painting. For each of the artists examined in this article, the years of study at the Saint Petersburg Academy became a turning point in the development of their personal style, though each of them chose a different artistic path: Ignacy Szczedrowski was inspired by the so-called “Venetsianov school of painting”, Konstanty Kukiewicz learned from the old Dutch genre and battle paintings, and Tadeusz Gorecki was influenced by the approved academic doctrine. The purpose of this article is to demonstrate how a stay in Saint Petersburg completely changed the approach of the three painters to art, and left its imprint not only on their artistic achievements, but also on the course of their painting careers and personal lives.
    Artykuł podejmuje problematykę zwrotu w indywidualnym rozwoju artystycznym, który jest efektem emigracji i studiów zagranicznych. Podstawą rozważań są sylwetki trzech artystów pochodzących z Wilna, którzy po początkowej nauce w rodzimym środowisku wyjechali na studia do Akademii Sztuk Pięknych w Petersburgu. Decyzja o opuszczeniu rodzinnego miasta wymuszona została zmianą sytuacji politycznej. W 1832 roku, w wyniku represji po Powstaniu Listopadowym, zamknięto Uniwersytet Wileński wraz ze szkołą malarstwa. Dla każdego z omawianych w artykule artystów lata nauki w Akademii stały się punktem przełomowym w wykrystalizowaniu się indywidualnego stylu malarskiego, choć każdy z nich poszedł inną drogą twórczą: Ignacy Szczedrowski wszedł w krąg tak zwanej „szkoły Wenecjanowa”, Konstanty Kukiewicz odkrył dla siebie dawne holenderskie malarstwo rodzajowo-batalistyczne, zaś Tadeusz Gorecki uległ wpływom powszechnie cenionej doktryny akademickiej. Celem artykułu jest wykazanie w jaki sposób pobyt w Petersburgu całkowicie przekształcił podejście tych trzech malarzy do sztuki, odciskając piętno nie tylko na ich dorobku artystycznym, lecz również przebiegu kariery malarskiej i życiu osobistym.
    Źródło:
    Art Inquiry. Recherches sur les arts; 2015, 17; 321-345
    1641-9278
    Pojawia się w:
    Art Inquiry. Recherches sur les arts
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-6 z 6

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