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Dyskretny urok władzy – czyli kilka słów o tym dlaczego ulegamy wpływowi populistów? Perspektywa krytyczna

100%
Karkowska M.
Studia Edukacyjne
|
2021
|
issue 61
77-100
EN
The book Critical Theory and Authoritarian Populism edited by Jeremiah Morelock was published by University of Westminster Press in 2018. It is not only a recent, but also an extremely up-to-date publication due to the subject matter. The 299-page volume is divided into three chapters: “Theories of Authoritarianism”, “Foundations of Authoritarianism”, and “Digital Authoritarianism.” Within each of these, three, or in the case of the first chapter, four sections can be distinguished. Below, I will present the main themes of the book with reference to the political situation in Poland and Europe. From the pedagogical point of view, the developmental and educational implications of the issues discussed seem particularly important.
2
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Medialne konstrukcje tożsamości w dobie pandemii-implikacje rozwojowe i edukacyjne

100%
Karkowska M.
Podstawy Edukacji
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2020
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vol. 13
87-103
EN
The main purpose of the author of the article is to analyze the way in which COVID-19 content in the media influences the shaping of the identity of their recipients.I ask whether they fulfill their functions properly, being by definition a place of constructing experiences, sensations and opinions of people. What vision of the world appears after reading the materials, the subject of which are social changes caused by the epidemic situation? In search of answers to these questions I apply such analytical tools like functions and models of identity.I present a thesis about the violation of the developmental idea of the individual’s assimilation with culture, as well as the violation of the integrity of the psyche in relation to three approaches to identity: sociological, psychological, and philosophical, illustrating the analysis with examples taken from the media in the period from March 20 to April 25, 2020.
PL
Celem postawionym sobie przez autorkę artykułu jest dokonanie analizy sposobu, w jaki pojawiające się w dobie pandemii COVID-19 w mediach treści wpływają na kształtowanie tożsamości odbiorców. Stawiam pytanie, czy we właściwy sposób spełniają one swoje funkcje – będąc z założenia miejscem konstruowania przeżyć, doznań, opinii i doświadczeń odbiorców? Jaka wizja świata wyłania się po lekturze materiałów, których przedmiotem zainteresowania są przemiany społeczne wywołane epidemią? W poszukiwaniu odpowiedzi na te pytania korzystam z takich na-rzędzi analitycznych, jak funkcje i modele tożsamości.Stawiam tezę o naruszeniu rozwojowej idei asymilacji jednostki z kulturą oraz naruszeniu integralności psychiki w odniesieniu do trzech ujęć tożsamości: socjologicznego, psychologicznego i filozoficznego, ilustrując analizę przykładami zaczerpniętymi z mediów z okresu od 20 marca do 25 kwietnia 2020 roku.
3
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Terapeutyczne aspekty wywiadu narracyjnego w perspektywie prowadzenia badań biograficznych

100%
Karkowska M.
Studia Edukacyjne
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2018
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issue 50
107-120
EN
The article is devoted to an attempt to present a biographical approach in pedagogical research, taking into account not only exploratory but also therapeutic functions of narrative interviews. The reflections focus of looking for the answer to the question: whether and to what extent telling a story of one’s life (especially marked by traumatic experiences) may contribute to integrating the past and the present, increasing self-awareness, and thus (re-)constructing the narrator’s identity? I ask a question about the conditions to be met in order for the narrator to realize the limitations posed by the past and next to overcome the crisis by pointing out the main motives of action, epiphanies, crises, or breakthrough moments.
4
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JAK BADAĆ SZKOŁĘ? – PRZYKŁADY ZASTOSOWANIA BADAŃ JAKOŚCIOWYCH I MIESZANYCH W ANALIZIE I INTERPRETACJI RZECZYWISTOŚCI SZKOLNEJ NA TLE DYSKUSJI DOTYCZĄCEJ STRATEGII BADAWCZYCH

100%
Karkowska M.
Rocznik Pedagogiczny
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2019
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vol. 41
193-212
PL
Content presented in this article is focused on the reflection of the factors determining the choice of research strategy in the analysis of school environment. Some of the elements to be examined refer to the structural and functional model of a school, others to the interpretative model. As the assump- tions about the nature of school reality are completely different within these models, depending on how the school is perceived, there are different ways of designing and conducting research. It is arguable whether derived from a structural and functional model of school (the school as an environ- ment education, positivist paradigm) only quantitative analysis are justified, and after the adoption of the interactive model (the school as a system of socio-cultural, interpretative paradigm) only qualitative research should be conducted? The choice, at the first glance, quite obvious is a matter of more complex, because the strategy of research procedure also depends on some another factors: the order in which the study is carried out, the subject and the scope of the analysis, the experience of the researcher and to some extent, to the fact who are beneficients of the results. In the first part of this article author is trying to deal with these relationships, in the second part, there are presented a few examples of analysis when using qualitative methods or strategies. Most of them are realized within the model of so-called mixed research. They are only some examples presented and they should be understood as exemplifications, not in –depth exploration. Described problems might be explained and explored in the future using other methods and techniques, as well as combining them.
5
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Jak badać szkołę? – przykłady zastosowania badań jakościowych i mieszanych w analizie i interpretacji rzeczywistości szkolnej na tle dyskusji dotyczącej strategii badawczych

100%
Karkowska M.
Rocznik Pedagogiczny
|
2018
|
vol. 41
193-212
EN
Content presented in this article is focused on the reflection of the factors determining the choice of research strategy in the analysis of school environment. Some of the elements to be examined refer to the structural and functional model of a school, others to the interpretative model. As the assumptions about the nature of school reality are completely different within these models, depending on how the school is perceived, there are different ways of designing and conducting research. It is arguable whether derived from a structural and functional model of school (the school as an environment education, positivist paradigm) only quantitative analysis are justified, and after the adoption of the interactive model (the school as a system of socio-cultural, interpretative paradigm) only qualitative research should be conducted? The choice, at the first glance, quite obvious is a matter of more complex, because the strategy of research procedure also depends on some another factors: the order in which the study is carried out, the subject and the scope of the analysis, the experience of the researcher and to some extent, to the fact who are beneficients of the results. In the first part of this article author is trying to deal with these relationships, in the second part, there are presented a few examples of analysis when using qualitative methods or strategies. Most of them are realized within the model of so-called mixed research. They are only some examples presented and they should be understood as exemplifications, not in –depth exploration. Described problems might be explained and explored in the future using other methods and techniques, as well as combining them.
6
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Doświadczanie wielokulturowości osób pochodzenia żydowskiego w perspektywie dialogu międzypokoleniowego

63%
Karkowska M., Krawczyk A.
Podstawy Edukacji
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2021
|
vol. 14
87-106
EN
In this paper we present the ways in which young adults of Jewish origin experience multiculturalism. Gaining such experiences helps to shape self-knowledge and to build narrative identity. We also analyze the role that different cultures play for the socialization of a young person. The following concepts constitute the theoretical axis of our article: cultural pattern, habitus, intergenerational transmission, communicative knowledge, conjunctive knowledge and multiculturalism. We supplement our consideration of them with data from interviews that were conducted in a community of young adults of Jewish origin. We refer primarily to such life experiences as: sources of knowledge about oneself and Jewish culture, intergenerational transmission, the sense of one's own difference, giving meaning to one's origin, the need for community, intellectualism and mysticism, and constructing one's own identity. The research referred to falls within a qualitative orientation.
PL
W artykule prezentujemy sposoby doświadczania wielokulturowości przez młode osoby dorosłe pochodzenia żydowskiego. Zdobywanie takich doświadczeń pozwala na kształtowanie wiedzy o samym sobie i na budowanie tożsamości narracyjnej. Analizujemy również rolę, jaką różne kultury odgrywają dla socjalizacji młodego człowieka. Oś teoretyczną naszego artykułu stanowią następujące pojęcia: wzór kulturowy, habitus, przekaz międzypokoleniowy, wiedza komunikacyjna, wiedza koniunktywna oraz wielokulturowość. Rozważania nad nimi uzupełniamy danymi pochodzącymi z wywiadów, które zostały przeprowadzone w społeczności młodych osób dorosłych pochodzenia żydowskiego. Odnosimy się przede wszystkim do takich doświadczeń życiowych jak: źródła wiedzy o sobie i kulturze żydowskiej, przekaz międzypokoleniowy, poczucie własnej odmienności, nadawanie znaczenia własnemu pochodzeniu, potrzeba wspólnotowości, intelektualizm i mistycyzm, konstruowanie własnej tożsamości. Przywoływane badania mieszczą się w orientacji jakościowej.
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