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Alternatywność i innowacyjność w edukacji współczesnej – na przykładzie Czech

100%
Zamojska E.
Kultura-Społeczeństwo-Edukacja
|
2012
|
vol. 1
EN
The article in its introduction does present an attempt of facing the dificulties in defining alternativity and innovation in education, taking as the basis opinions of Polish and Czech pedagogists and theoreticians. Second part of the paper is made by a description of examples of alternative and innovative educational activities undertaken in contemporary Czech Republic.
2
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Edukacja i film – punkty styczne. Refleksja o filmie w edukacji i w badaniach edukacyjnych

100%
Zamojska E.
Kultura-Społeczeństwo-Edukacja
|
2016
|
vol. 9
|
issue 1
43-55
EN
The paper reflects on the use of film in education and in education research. The author sets out to answer questions on legitimization and specific nature of pedagogical interpretation of films and audiovisual materials. She searches for answers to these questions in two ways: on the one hand, by broadening the research field in connection with a constructivist methodology and using interpretive approaches in social sciences and humanities; on the other hand, by following the postulates of contemporary pedagogy promoting empowering students in the education process.
3
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Naród, gender, popkultura. Nacjonalistyczne konstrukcje płci i seksualności w popkulturowej odsłonie

100%
Zamojska E.
Kultura-Społeczeństwo-Edukacja
|
2017
|
vol. 12
|
issue 2
361-378
PL
The paper is a short theoretical summary of relationships between the notions of nation, gender and sexuality in a nationalistic discourse. It is also an attempt at applying this knowledge for analyzing selected artifacts of pop culture. In the first part of the paper, theoretical and research findings on the constructs of gender and sexuality in a nationalistic discourse are presented. In the second part these findings are used for a discursive analysis of gender and sexuality constructs in selected songs / stage acts presented at the Eurovision Song Contest 2014 and a pastiche cover version of one of them.
4
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„Klatka bez drzwi i bez klucza”. Analiza aspektów poznawczych i etycznych wybranych przedstawień artystycznych niepełnosprawności i osób z niepełnosprawnościami

100%
Zamojska E.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
|
2017
|
issue 16
143-162
EN
The aim of my paper is to analyse the cognitive and ethical aspects of selected literary and film depictions of disabilities. Based on theoretical and methodological assumptions of sociology of literature and critical discourse analysis, I set out to demonstrate how selected literary and film works depict situations and problems related to social inclusion of people with disabilities. I focus on two questions: 1) How do artistic creations build able people’s knowledge of the social situation and position of people with disabilities? 2) What ethical problems can such depictions involve?
PL
The aim of my paper is to analyze cognitive and ethical aspects of selected literary and film depictions of disabilities. Based on theoretical and methodological assumptions of sociology of literature and critical discourse analysis I set out to demonstrate how selected literary and film works depict situations and problems with social inclusion of people with disabilities. I concentrate on two questions: 1) How do artistic creations build non-disabled people's knowledge of the social situation and position of people with disabilities? 2) What ethical problems can such depictions involve?
5
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Construction of Non-heteronormativity in Children’s World: Analysis of Selected Books for Children

100%
Zamojska E.
Kultura i Edukacja
|
2021
|
issue 4(134)
105-122
EN
Heteronormativity refers to a rigorous social gender order in which the only assumed and accepted gender division is between male and female. Non-heteronormativity implies a loosening of the social gender dichotomy. Both the concepts of heteronormativity and non-heteronormativity in relation to children are rarely used, probably because of prevailing notions of an essentially asexual and unproblematically heteronormative, ‘natural’ process of gender identity acquisition in childhood. In this paper, I address the issue of gender and sexuality in childhood in academic discourses and analyse the construction of non-heteronormativity in selected children’s books. Impulses for the research are provided by critical readings of classical psychological and sociological developmental theories, as well as theories and research on the construction of gender identities in children rooted in the paradigm of social constructivism. The presentation of books created with children in mind, in which the authors point to a way of “taming” non-heteronormativity in the children’s world, may strengthen inclusive tendencies in educational activities and change the existing social gender order.
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