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Sprawozdanie z IV Transdyscyplinarnego Sympozjum Badań Jakościowych

100%
Ciechowska M.
Edukacja Elementarna w Teorii i Praktyce
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2015
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issue 3(37)
175-178
2
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Introduction

72%
Ciechowska M., Szymańska M.
Edukacja Elementarna w Teorii i Praktyce
|
2020
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vol. 15
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issue 3(57)
5-6
EN
Exclusion and inclusion in the culturally, economically, and politically deter- mined educational space are one aspect of social life and its many micro-, meso-, eco-, macro-, and chronosystems. This issue is often addressed from theoretical, cognitive, practical, and research angles, which is reflected in scholarly and popular-science pub- lications as well as literary fiction. It is not bound to any particular time or place and it is relevant at all stages of a person’s life, from conception to death. It can therefore be assumed that, to a greater or lesser extent, it governs the integral, holistic develop- ment of a human being, and, by the same token, the development of civilization. Moreover, one could argue that as the biological, psychological, social, cultural, and spiritual (religious) exclusion of the human being is more and more mitigated by his/ her participation in creating a living environment in the local, regional, national, and international spaces, we can observe an increasingly higher quality of the functioning of education systems. This is particularly a challenge for schools, which perform the basic functions-educational and preventative, didactic and protective-as defined by the educational law in Poland.
3
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The inclusion of respondents in qualitatice pedagogical research. Methodological dilemmas and legal conditions

72%
Ciechowska M., Kusztal J.
Colloquium Wydziału Nauk Humanistycznych i Społecznych AMW
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2022
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vol. 14
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issue 1
51-67
EN
Artykuł ma charakter przeglądowy i prezentuje problem włączania badanych do jakościowych badań pedagogicznych. Problem ten nie jest często poruszany w literaturze z obszaru metodologii badań pedagogicznych, tymczasem dynamicznie rozwijająca się filozofia badań jakościowych w tym zakresie (paradygmaty partycypacyjne) świadczy o konieczności dyskutowania o sposobach i możliwościach współpracy badacza z badanymi. Cel poznawczy artykułu to zdefiniowanie opisywanego zagadnienia i tym samym wzbogacenie teorii badań pedagogicznych, natomiast ukazanie sposobów włączania pod-miotów do aktywnego udziału uczestników w badaniach oraz prawnych standardów związanych z ich partycypacją stanowi praktyczny cel artykułu. Najnowsza literatura polsko- i anglojęzyczna oraz doświadczenia praktyczne badaczy jakościowych wskazują na istnienie inkluzyjnych sposobów gromadzenia danych, ich analizy i interpretacji we współpracy z badanymi podmiotami. Artykuł może być inspiracją dla pedagoga-nauczyciela-edukatora-wychowawcy, który realizuje zadania diagnostyczne (badawcze) w procesie kształcenia i wychowania swoich uczniów i wychowanków.
PL
The review article is an attempt to present the issue of including respondents' inclusions in the process of qualitative pedagogical research. The problem is not often discussed in the literature in the field of pedagogical research methodology, while the dynamically developing philosophy of qualitative research in this area (participatory paradigms) proves the need to discuss the methods and possibilities of coop-eration between the researcher and the respondents. The theoretical aim of the authors is to define the described issue, whereas the practical goal of this article is to show how to include respondents in the active participation in research, and legal issues related to their participation. The latest Polish and English-language literature and practical experience indicate the existence of a number of inclusive ways of data collection, analysis and interpretation in cooperation with the surveyed entities. The article may be an inspiration for a pedagogue - teacher - educator - tutor who carries out diagnostic (research) tasks in the process of educating his pupils.
4
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Problemy prawne i dylematy etyczne w badaniach autoetnograficznych w pedagogice resocjalizacyjnej

72%
Ciechowska M., Kusztal J.
Studia Edukacyjne
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2021
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issue 61
159-180
EN
The aim of this article is to present and analyze the legal problems and ethical dilemmas of researchers studying difficult ways of life. There are a lot of questions about the ethical, acceptable and legal ways of research and in relation to the participants of the research. The practical aim of this article is to answerthe question what we should do when we face different ethical dilemmas in our studies. A special difficult situation occurs to the researcher – pedagogue of social rehabilitation, because by conducting research on the phenomena of social exclusion or social pathology they describe and analyze situations related to crime, para-criminal behaviors, addictions, and provide profound diagnosis of disorders or therapy. During scientific research, the scholar penetrates the difficult situations, faces ethical dilemmas and encounters legal problems. Legal awareness and ethical responsibility are the guarantees of the pedagogue’s safety but above all the safety of the respondents. Although the article is not a complete and comprehensive study, it responds to the needs of researchers who themselves have to answer many questions about legal issues and solve many ethical dilemmas in the process of collecting and developing data.
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