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EQUAL, THE MORE EQUAL AND THE LEAST EQUAL i.e. on social barriers to educational access (Równi, równiejsi i ... najmniej równi, czyli o spolecznych barierach w dostepie do edukacji)

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Zahorska M.
Polityka Społeczna
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2009
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vol. 36
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issue 9(426)
51-55
EN
The article is about social inequalities in education by which the auhoress understands the relationship between social background, i.e. parents' socioeconomic status, and the student's achievements at school. The Polish educational system creates the chance for advancement only for some people. There are children living in bad material conditions, whose families cannot take care of their proper development. Two education institutions are responsible for creating chances to these children: kindergarten and school. Neither of them fulfils its role accurately. The small number of kindergartens that are in Poland very seldom are attended by children from families with the lowest SES. Moreover, working with those children at school is not very effective, both in educational and didactic terms. These children form a group that only formally finish junior high school, creating the so called 'hidden dropouts'. Polish schools are proud of the fact that they have one of the lowest indicators of school dropouts in Europe. It seems however, that this is the effect of both imprecise data and the practice of 'pushing' students through junior high school. The authoress observed this phenomenon in several schools and it was also mentioned in many interviews with teachers. It seems therefore, that it requires a more careful diagnosis as well as applying preventive measures.
2
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POOR AND VERY POOR STUDENTS (Uczniowie zli i bardzo zli)

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Zahorska M.
Rocznik Lubuski
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2008
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vol. 34
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issue 1
91-108
EN
The educational reform of 1999 changed the structure of the Polish educational system. A new kind of school was created - lower secondary school (gimnazjum). One of the objectives of this change was to equalize the education levels (or rather to reduce the differences) between urban and rural schools. Unfortunately, the results of external exams have shown a systematic deepening of these differences. Rural schools have increasingly poor, and urban schools - increasingly good results. On the basis of a research conducted in lower secondary schools in six selected rural communities, the authoress has attempted to show the factors which influence their poor educational results. In each rural community, many students are brought by school buses from their homes in the countryside to the school located usually in the biggest village of the community. The poorest results are attained by those travelling students, whereas local students are coping better. Only two of the examined schools have implemented a strategy of assistance for students living in the countryside, and only one has any successes in the field. The group of students brought from small villages includes a group of persons in a very disadvantageous economic situation, encountering learning difficulties due to the fact that they fall behind very strongly and they are not looked after appropriately. Many of them have very low motivation to study and they often skip classes. The creation of gimnazjum became an advantage for the inhabitants of those villages in which such schools were established. Definitely too little has been done to provide realistic opportunities for those who are brought to school from the countryside.
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Nauczyciel jako podmiot i jako przedmiot polityki edukacyjnej

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Zahorska M.
Kwartalnik Pedagogiczny
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2014
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issue 1-2(231-232)
155-166
EN
In many countries, teachers, owing to their number and significance, have considerable political power. In Poland, after WWII, the communist system radically reduced their influence, not unlike that of other professions. Especially in the 1950s, schools were very tightly controlled by state authorities. That period of terror and surveillance left an ineradicable mark upon the subsequent functioning of schools, promoting passivity and conformity among teachers. That is not to say that there were no outstanding individuals who managed to maintain their subjectivity and positively influence their pupils. Anna Radziwiłł was undoubtedly such an exceptional teacher.
4
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Not willing to or not able to? Teachers on their role in addressing social inequalities in education

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Zahorska M., Institute of Sociology W. U., martazahorska@wp.pl
Acta Universitatis Lodziensis. Folia Sociologica
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2014
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vol. 49
EN
Sociologists of education are often divided into those who are interested in ‘macro’ and those interested in ‘micro’ theories. This paper is an attempt to show how it is difficult to explain what is taking place in schools by concentrating only on the micro (school) level. Explanation should be sought in school system, educational politics, etc. My paper presents the initial conclusions of my research on educational inequalities, which is being conducted at primary and middle schools in several towns and villages in Poland. It is not an article on educational inequalities per se; the purpose of this paper is much more limited. The aim of the project is to present the opinions of teachers with regard to the possibilities of schools to reduce inequalities. The statements made by teachers of various classes and schools, located in both small and big towns, will be compared. The particular feature of this research lies in its methodology. We used qualitative and not quantitative methods, the latter of which are the most popular in analyzing educational inequalities. We were interested in the mechanisms involved in the categorization of ‘good’ and ‘bad’ students. Our study is based on the observation of selected classes, interviews (IDI) with teachers, school principals and school counsellors. We also talked with representatives of local governments, who were responsible for education, and representatives of social care institutions, but this paper focuses only on the interviews conducted in the schools.
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