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1
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Recenzja książki pod red. Thomasa Sterna, Andrew Townsenda, Franza Raucha i Angeli Schuster: Action Research, Innovation and Change: International perspectives across disciplines (London: Routledge, 2014), ss. 230

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Czerepaniak-Walczak M.
Forum Oświatowe
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2014
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vol. 26
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issue 2(52)
179-183
2
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Edukacja pod baobabem. O reformowaniu szkolnictwa w Republice Kenii

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Czerepaniak-Walczak M.
Rocznik Pedagogiczny
|
2018
|
vol. 41
151-160
EN
In the text, on the background of a brief presentation of the political and demographic specifics of the Republic of Kenya, the education system in this country is discussed, with particular emphasis on its structure following the latest reform. The premises and assumptions of the reform of the school system and teachers’ education are briefly outlined. Current changes at universities are also discussed.
3

Ile techne, ile praxis? W poszukiwaniu koncepcji praktyki jako elementu kształcenia nauczycielskiego profesjonalizmu

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Czerepaniak-Walczak M.
Teraźniejszość – Człowiek – Edukacja
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2012
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issue 3(59)
7-22
EN
The text poses a question about teachers’ workplace. It sounds like a heresy, but it is extremely important from the point of view of this profession. School is only one of venues of teachers’ work and students’ learning. Information openness and diversity of situations that create a learning possibility significantly distant teachers’ workplaces from a classroom or an after-school club. This, in turn, forces us to view the practice from a wider perspective than ever and perceive it as an integral element of teachers’ education. That means seeking concepts of such practices which will become a real source of teachers’ competences, i.e. the knowledge about learning determinants and mechanisms, practical and cognitive skills used in the process of professional practice, abilities of autonomic and responsible performance of undertaken tasks and reflective self-evaluation. In this understanding the practices of teachers-to-be have not only educational functions, i.e. are a source of knowledge and skills that are necessary to be a teacher in various situations, but they are also a crucial circumstance of evaluating the appropriateness and candidates’ success/failure in their future teaching job. This role of teachers’ practices is often underestimated, neglected or simply unnoticed both by the organisers and students.
4
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Homo academicus w świecie homo oeconomicus. O obszarach i przejawach zmagań z akademickim zniewoleniem

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Czerepaniak-Walczak M.
Pedagogika Szkoły Wyższej
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2014
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issue 1
11-24
EN
In the text I am seeking the answer of a question about conditions and possibilities of functioning homo academicus at the university formed by the homo oeconomicus, according to the rules of neoliberalism. Both are ideal types (in the sense of M. Weber). Taking it as a frame of this text is a consequence of presence of these concepts in the debate on the condition of the university. Differences between them help to see the tensions, in particular between the orientation towards research and learning and the orientation towards the pro fi t, the opposition of the academic and the market discourse, as well as humanistic and economic paradigm. These tensions affect of the research and educational teleology. In this text I am trying to pinpoint conditions of experiencing the trouble and enslaving, peculiar to both perfect types and in that theoretical frame I seek the possibility and chances of coping by subjects of the university with these restrictions. In the end are questions for conditions of co-existing of these two types at the university of nowadays. In the text I am seeking the answer of a question about conditions and possibilities of functioning homo academicus at the university formed by the homo oeconomicus, according to the rules of neoliberalism. Both are ideal types (in the sense of M. Weber). Taking it as a frame of this text is a consequence of presence of these concepts in the debate on the condition of the university. Differences between them help to see the tensions, in particular between the orientation towards research and learning and the orientation towards the pro fi t, the opposition of the academic and the market discourse, as well as humanistic and economic paradigm. These tensions affect of the research and educational teleology. In this text I am trying to pinpoint conditions of experiencing the trouble and enslaving, peculiar to both perfect types and in that theoretical frame I seek the possibility and chances of coping by subjects of the university with these restrictions. In the end are questions for conditions of co-existing of these two types at the university of nowadays.
5
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Janina Kostkiewicz (Ed.), Crime without Punishment… The Extermination and Suffering of Polish Children during the German Occupation 1939–1945, Jagiellonian University Press, Kraków 2020, pp. 272

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Czerepaniak-Walczak M.
Kultura i Edukacja
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2021
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issue 2(132)
199-203
EN
The text is a review of a collective work devoted, as the title indicates, to the extermination and suffering of Polish children during World War II. The content of the chapters focuses on the fate of Polish children in the General Government and East Prussia of the Third Reich as well as in the territory of Germany after 1945. The individual chapters contain documented crimes against Polish children not only in concentration camps but also in places of residence (Łódź, Zamojszczyzna, CONFIDENTIAL: FOR PEER REVIEW ONLY Białystok, and others). The book includes 12 chapters presenting the effects of the policy of the occupant towards the youngest generation in the period indicated by the caesura, and 2 chapters devoted to the fate of Polish children, who the end of the war found in Germany. The publication of this monograph in English enables the dissemination of knowledge about the fate of Polish children during World War II among a wide range of English-speaking readers. It also fosters reflection on the long-term consequences of wars and the paradox of the 20th century as the “Centenary of the Child” that was announced by Ellen Key
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Uniwersytet: miejsce edukacji całożyciowej czy salon profesora Higginsa? Perspektywa pedagogiczna

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Czerepaniak-Walczak M.
Pedagogika Szkoły Wyższej
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2011
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issue 1
69-90
EN
his article is an attempt of seeking the answers about the conditions that promote the realization of lifelong learning in the institutions of higher education and the emancipation through education. On the background of current indicators of academic scholarization, the scale of opened access to education and students’ competencies are presented opportunities to implement this idea. There are also indicated some traps inherent in the well-established tradition forms of educational interactions. Those are illustrated by examples taken from the movie’s versions of the drama G.B. Shaw Fri: Pygmalion. In the conclusions, there is the table with the specific features of university (as a place of LLL and salon of professor Higgins) which are given in the title of the text.
7
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O „poetyce” eksperckich recenzji wniosków w konkursie NCN FUGA

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Czerepaniak-Walczak M.
Rocznik Pedagogiczny
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2015
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vol. 38
31-36
EN
In this text are shown the chosen specific manifestations of rhetoric used by NCN experts in the evaluation of grant applications. The subject of analysis are the phrases and expressions contained in the opinions of requests in competitions FUGA (national competitions for internships after obtaining a doctoral degree, postdoc position), which are characterized by ambiguity and commonness. Makes it difficult to incorporate them in re-applying for the grant. Moreover, some of them express patronize attitudes towards potential applicants and their advisors. As an example one could present an expression: „as for pedagogue she has a good achievements”.
8
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O zmianach w szkolnictwie wyższym – orientacja na posłuszeństwo czy na transgresję i emancypację? O paternalizacji relacji w edukacji akademickiej

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Czerepaniak-Walczak M.
Rocznik Pedagogiczny
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2017
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vol. 40
57-69
EN
The text addresses the issue of academic education, especially its presence in the three projects of the Act 2.0. As it is shown, in each of them, mission and function of academic education is based on the formally decreed of the Polish Qualifications Framework, which means the traditional approach to education at the university. The consequences of maintaining of the paradigm of teaching and the instrumental interest in education are stressed. The author argues that this leads the patterns of paternalism in educational interactions and the infantilisation of both students and teachers. On this background, negative consequences for democratic experiences, the shaping of social capital in higher education and the emancipation of participants in educational interactions are indicated.
PL
W tekście podjęta jest problematyka edukacji akademickiej, a szczególnie jej obecność w trzech projektach Ustawy 2.0. W każdym z nich misja i funkcja kształcenia akademickiego opiera się na formalnie zadekretowanej Polskiej Ramie Kwalifikacji, co oznacza tradycyjne podejście do edukacji na uniwersytecie. Podkreślone są konsekwencje podtrzymania paradygmatu nauczania oraz instrumentalnego interesu w kształceniu. Autorka argumentuje, że prowadzi to do przewagi wzorów paternalizacji w interakcjach edukacyjnych oraz udziecinniania zarówno studentów, jak i nauczycieli. Na tym tle wskazane są negatywne konsekwencje dla doświadczeń demokratycznych, kształtowania kapitału społecznego w szkole wyższej oraz emancypowania się uczestników interakcji edukacyjnych.
9
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EDUKACJA POD BAOBABEM. O REFORMOWANIU SZKOLNICTWA W REPUBLICE KENII

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Czerepaniak-Walczak M.
Rocznik Pedagogiczny
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2019
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vol. 41
151-160
PL
In the text, on the background of a brief presentation of the political and demographic specifics of the Republic of Kenya, the education system in this country is discussed, with particular emphasis on its structure following the latest reform. The premises and assumptions of the reform of the school system and teachers’ education are briefly outlined. Current changes at universities are also discussed.
10
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Autorytaryzm akademicki, jego źródła, przejawy i (niektóre) konsekwencje; perspektywa realizmu krytycznego

100%
Czerepaniak-Walczak M.
Pedagogika Szkoły Wyższej
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2016
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issue 1
EN
The aim of this text is preliminary analysis of issue of power in the higher education. As the theoretical framework of this analysis is a perspective of critical realism on the agency and the status of subjects: the individual and the collective. In the area of interest is the specifcity of authoritarianism in social relations at universities in various felds of its operation designated by the Act Law on Higher Education (dated 27 July 2005. As amended. Changes). The focus is on the question: how conscious entities constitute objective social reality, including authoritarian and oppressive behavior of authority, and how these behaviors constitute conscious entities, arousing reactions of resistance and processes of emancipation? In order to exceed the one-way of determinism is sought answers rooted in the thesis of realism critical, namely, between the person and public awareness there is a simultaneous mutual transformation that preserves or changes both the person and the community, changes or reinforces the standards governing the relationship and understanding by subjects of their situation. Subjective perpetration, both primary and collective remains in relation to the academic authoritarianism in each feld and level of interactions in HE.
11
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Od podstawy programowej do egzaminów maturalnych. W poszukiwaniu szkolnej edukacji źródeł treści i form całożyciowego uczenia się

100%
Czerepaniak-Walczak M.
Przyszłość. Świat-Europa-Polska
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2013
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issue 1
32-45
PL
Artykuł omawia kwestie uczenia się przez całe życie, które nie jest wynalazkiem naszych czasów, choć w Polsce nie dostrzega się edukacyjnego potencjału tkwiącego w życiu codziennym, szans i możliwości uczenia się w każdej sytuacji. Artykuł analizuje więc pytania: komu i do czego potrzebna jest szkoła? W czyim interesie działa? Czego uczy przebywanie w szkole? Komu i czemu służą nowe środki i przestrzenie uczenia się? Komu i do czego potrzebne są badania nad edukacją? Jakich nauczycieli potrzebuje edukacja – przewodników i tłumaczy czy funkcjonariuszy i strażników pamięci? W końcowych wnioskach artykuł stwierdza, że zmiana w zakresie całożyciowego uczenia się wymaga nowego, odmiennego podejścia do instytucjonalnego kształcenia na wszystkich poziomach, w tym także innej koncepcji zawodowej roli nauczyciela.
EN
The paper discusses issues of life-long learning that is not an invention of our times, even if in Poland we do not understand the educational potential of everyday life, of chances and possibilities of learning in each situation. Thus, the paper analyzes the questions: for whom and what for the school is needed? In whose interests it functions? What we learn by attending school? Whom and what for serve new tools and spaces of learning? Whom and what for serve educational studies? What teachers we need in education – guides and translators or functionaries and memory custodians? Finally, the paper states that a change in the domain of life-long learning requires a new, quite different approach to institutional education at all levels, including the concept of the professional role of the teacher.
12
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Funkcje towarzystwa naukowego

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Czerepaniak-Walczak M.
Przegląd Historyczno-Oświatowy
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2022
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vol. LXV
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issue 3-4
31-39
EN
Aim: The purpose of this text is to present the specific characteristics of associations, whose activity is focused on education, upbringing, and pedagogy as science. Due to the extensive experience in this field in Poland since the 19th century, as well as the volume of this text, the content presented here does not pretend to be complete. Methods: The research method used while working on this text is desc research, i. e. the use of data contained in publicly available sources. Results: As a result of the analyses, an overview of the specific functions of the scientific societies with particular references to the Polish Educational Research Association was produced. Conclusions: Scientific societies are an inseparable link in the dissemination of knowledge, bringing together people interested in science, involved in its creation, and sharing discoveries.
13
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Szanse i zagrożenia emancypacji poprzez edukację w szkole wyższej

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Czerepaniak-Walczak M.
Pedagogika Szkoły Wyższej
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2016
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issue 2
EN
The aim of the text is to present ways of understanding by the students of the master’s studies (II cycle) of pedagogy at the University of Szczecin of their own potential for changes of the world and own position in it. The theoretical perspective of analysis is theory of emancipation through education. Focus on the adaptive rationality indicates the prevalence of adaptive attitudes over transgressive. From the narrations of participants of research emerges attitude to gain of specialized, narrow competences as well as the predominance of instrumental rationality, the adaptation to an existing order. This makes that the center of attention are individual matters, personal, timely, current and short-term. On the basis of the results of these studies, it can be concluded that the academic education is a chance, but due to the organization and the rigid framework of qualifcations, it is mainly a barrier of emancipation.
14
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Wychowanie do (nie)posłuszeństwa

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Czerepaniak-Walczak M.
Rocznik Lubuski
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2021
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vol. 47
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issue 1
31-41
EN
The article addresses the issue of one of the aspects of civic education in educational interactions, namely obedience to the norms and rules of collective coexistence and disobedience to various forms of oppression that restrict the exercise of human and children’s rights. The author describes and analyses the specificity of obedience and disobedience, which may take on an infantile/childish form or a mature, courageous and responsible one.Each of these can be shaped and reinforced through experiences in the process of formal education. The paper is structured around the following hypothesis: both obedience and disobedience in educational interactions are related to students’, teachers’ and parents’ everyday life experiences, the type of social order and educational management policies and policies in education.
PL
W tekście podjęta jest problematyka jednego z aspektów wychowania obywatelskiego w interakcjach edukacyjnych, a mianowicie posłuszeństwa normom i zasadom współżycia zbiorowego i nieposłuszeństwa wobec różnych form opresji ograniczających korzystanie z praw człowieka i praw dziecka. Przedmiotem opisu i analizy jest specyfika posłuszeństwa i nieposłuszeństwa, które mogą przybrać postać infantylną/dziecięcą albo dojrzałą, odważną i odpowiedzialną. Każda z tych postaci może być kształtowana i utrwalana poprzez doświadczenia w procesie formalnej edukacji. Treść tekstu organizuje następująca teza: zarówno posłuszeństwo jak i nieposłuszeństwo w interakcjach edukacyjnych pozostaje w związku z uczniowskimi, nauczycielskim i rodzicielskimi doświadczenia w codziennym życiu, z typem ładu społecznego oraz polityką zarzadzania edukacją i w edukacji.
15
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Stanley Aronowitz – ten, który uczył nas, że nauczanie musi być polityczne

100%
Czerepaniak-Walczak M.
Teraźniejszość – Człowiek – Edukacja
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2021
|
vol. 23
|
issue 2(90)
125-127
16
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Respect for the Right to Education in the COVID-19 Pandemic Time. Towards Reimagining Education and Reimagining Ways of Respecting the Right to Education

100%
Czerepaniak-Walczak M.
The New Educational Review
|
2020
|
vol. 62
57-66
EN
The main aim of this paper is to raise reflection on the conditions of respect for the right to education in the unexpected, pandemic time and after. The right to education is presented as the main agent of personal and social well-being, respect for human dignity, and the power of changing the world. The main question that organizes the structure of this paper concerns the conditions of respecting the right to education in Poland during remote education forced by a pandemic. Attention is focused on conditions, such as the place of living, possibilities for parents with different levels of education to support students, and access to broadband Internet. The discussion highlights the role of imagination as a factor of change in education and ways of respect for the right to education.
17
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Education Reform – cui bono?

100%
Czerepaniak-Walczak M.
The New Educational Review
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2019
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vol. 55
185-194
EN
In the text, types of reforms to formal education are introduced, and against this background, an answer is sought to the question of who they serve, who is interested in this multi-layered effort, who is or can be a beneficiary and who is a loser in this process. The central part of the text is a presentation of types of the reform. Then, the effects of reforming education are indicated. The conclusion underlines the importance of research in the process of reform, in the action, as a professional practice of integrating cognition and change.
18
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Od pomysłu przez wystąpienie do publikacji. Zeszyty Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN

63%
Czerepaniak-Walczak M., Bochno E.
Rocznik Pedagogiczny
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2020
|
vol. 43
241-249
EN
The aim of the article is to introduce / recall the idea of Prof. Maria Dudzikowa, who for a quarter of a century was the head of the Summer Schools of Young Pedagogues at KNP PAN, what is and what role does the work on the Forum of Young Pedagogues as an experience in writing scientific texts and editing collective works.
19
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Od pomysłu przez wystąpienie do publikacji. Zeszyty Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN

63%
Czerepaniak-Walczak M., Bochno E.
Rocznik Pedagogiczny
|
2021
|
vol. 43
241-249
EN
The aim of the article is to introduce / recall the idea of Prof. Maria Dudzikowa, who for a quarter of a century was the head of the Summer Schools of Young Pedagogues at KNP PAN, what is and what role does the work on the Forum of Young Pedagogues as an experience in writing scientific texts and editing collective works.
PL
  
20
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Trust in Educational Interactions in Higher Education Institutions: Examination as an Experience of Trust

63%
Czerepaniak-Walczak M., Perzycka E.
The New Educational Review
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2014
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vol. 36
182-193
EN
The article presents the results of the research on one of the manifestations of trust in higher education institutions, namely the attitude of students to examination and test supervision executed by objective observers. The research was conducted in June 2013 and the specific question applied in the research tool was a real example from the academic life, which was discussed in the media. The context of the analysis is mass nature of higher education. The text presents statistics showing the scale and growth of academic enrolment rate in Poland in the last quarter-century. The analysis focuses on the consequences of the mass nature of higher education for the experience of trust in educational interactions, and precisely on the experience of trust during examinations. In this paper we present a small part of our research on culture of trust in educational interactions assisted by ICT.
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