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1
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Unwanted, rejected, unaccepted: around the problem of “invisible” Romani and Dom children in Georgia

100%
Markowska-Manista U.
Problemy Wczesnej Edukacji
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2015
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vol. 31
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issue 4
58-76
PL
The text outlines fragments of Georgian Romani and Dom children’s reality through the prism of their everyday life and educational practices. Romani (or Roma) and Dom children are usually perceived by the majority of society as well as by national and ethnic minorities as an identical, uniform group. Their images are burdened with stereotypes and they themselves – as begging participants in public space – have become inconvenient for the majority of the society, hence excluded and marginalized. With regard to social representations, Roma and Dom children can be included in the category of “street children”, children “out of place”, “invisible” children, and children remaining “at the crossroads” of tradition and postmodernity. A portrayal of the situation of Roma and Dom minorities in Georgia reveals the reality of children in big city environments as well as the dimensions of their social exclusion and poverty. The text was written within field research: “The forgotten minorities in Georgia” conducted by the author in 2013 and 2014 in Georgia, South Caucasus.
2
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Dzieci „czarownicy” – „zaczarowane” dzieci. Społeczne tabu, które powraca

100%
Markowska-Manista U.
Problemy Wczesnej Edukacji
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2013
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vol. 9
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issue 2(21)
53-64
EN
The text discusses the situation of children, accused of practicing magic by their close or distant relatives, neighbours, or other individuals, which leads to them being stigmatized in their living environments in benin, Nigeria and Democratic Republic of Congo. Accusations or suspicions of witchcraft, including parents accusing, abandoning or killing their own children, pronounced as ‚witches‘ (‚bana bandoki‘), is an internal tabu in certain traditional African communities, where the belief in wizardry and magic constitutes an important part of the worldview. The issue of witchcraft accusations, pronouncing children as ‚enchanted‘ and turning them into scapegoats, has been resurfacing in recent years, due to progressing poverty in the countries of central and eastern Africa. In addition, the emergence of numerous false ‚healers/priests‘ has become a noticeable problem. These individuals take advantage of religion (which, in countries such as benin, Nigeria or the Democratic Republic of Congo, is a significant, integral part of the cultural life), as a basis for experimental methods of‚ releasing‘ children from the power of ‚evil spirits‘, which, in turn, provides them a source of income and a means of exerting power over local communities.
3
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Nienormatywność epizodyczna i normatywność tradycyjna w relacjach rodzinnych Ba’Aka w obliczu przemian

100%
Markowska-Manista U.
InterAlia: Pismo poświęcone studiom queer
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2013
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issue 8
14
PL
Tekst powstał w oparciu o badania terenowe w Republice Środkowoafrykańskiej i analizy tekstów źródłowych. Jego celem jest przybliżenie zmieniających się w procesie przemian cywilizacyjnych – na przestrzeni ostatnich dwóch dekad – relacji rodzinnych w sąsiedzkim środowisku osad i wiosek zamieszkałych przez osoby należące do tradycyjnych społeczności Ba’Aka, Bantu (Mbimou, Gbaya) i Mbororo w regionie Sangha Mbaéré w Republice Środkowoafrykańskiej (RŚA). Zaprezentowane przykłady praktyk rodzinnych, konstruowania rodzin i więzi rodzinnych ukazują powstawanie tam nowych przestrzeni dla związków dotychczas nieobecnych w hermetycznych strukturach poszczególnych społeczności regionu, bądź relacji i praktyk nieaprobowanych (np. samotne macierzyństwo kobiet).
EN
The following text is based on field research in Central African Republic and an analysis of textual sources. It concerns family relations – altered within the last two decades by processes of civilisational change – in the environment of settlements and villages, where members of traditional Ba’Aka, Bantu (Mbimou, Gbaya) and Mbororo communities live as neighbours in the Sangha Mbaéré region of the Central African Republic (CAR). Examples of family practices as well as the construction of families and family ties show the creation of new spaces for relationships, which were heretofore absent from the hermetic structures of individual communities in the region. Relationships and practices previously unacceptable and sporadically-appearing emerge too (e.g. single motherhood.)
4
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Anna Odrowąż-Coates, Socio-Educational Factors and the Soft Power of Language: The Deluge of English in Poland and Portugal, Lexington Books, Rowman & Littlefield, New York 2019, ss. 188

100%
Markowska-Manista U.
Kultura i Edukacja
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2020
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issue 3(129)
210-213
5
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Non-contextual teaching of sensitive topics focusing on cultural diversity in polish schools

100%
Markowska-Manista U.
Rocznik Lubuski
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2021
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vol. 47
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issue 1
141-156
PL
Celem niniejszego artykułu jest uchwycenie specyfiki i zasadności bezkontekstowego nauczania tematów drażliwych z uwzględnieniem rosnącej różnorodności kulturowej w polskich szkołach. Termin „nauczanie bezkontekstowe” oznacza naukę o różnorodności kulturowej w szkołach, które przez długi czas nie były, ale z czasem stają się coraz bardziej kulturowo zróżnicowane. Z jednej strony, artykuł poświęcony jest asymetrii szkolnej związanej z programami nauczania. Z drugiej opisuje potrzeby zróżnicowanych grup uczniów i nauczycieli związane z dekolonizacją treści edukacyjnych w coraz bardziej zróżnicowanym świecie. Ze względu na ograniczoną ilość miejsca artykuł jest jedynie próbą zasygnalizowania pewnych istotnych dla omawianego tematu kwestii, które mogą stanowić punkt wyjścia do dalszych analiz i refleksji nad koniecznością dekolonizacji szkolnych programów nauczania.
EN
The aim of this article is to capture the specifics and validity of non-contextual teaching of sensitive topics focusing on the increasing cultural diversity in Polish schools. The term ’non-contextual teaching’ refers to teaching about cultural diversity in schools which were non-diverse for a long period of time, but are becoming increasingly culturally diverse. On the one hand, the paper looks at school asymmetries related to school curricula. On the other hand, it describes the needs of diverse groups of students and teachers connected with the decolonisation of educational content in the increasingly diversified world. Due to the limited space available in the paper, the article is only an attempt at signalling certain issues important for the subject at hand that can be a point of departure for further analysis and reflection about the necessity to decolonise school curricula.
6
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Jacqueline Bhabha, Can We Solve the Migration Crisis?

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Markowska-Manista U.
Ruch Prawniczy, Ekonomiczny i Socjologiczny
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2019
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vol. 81
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issue 3
295-298
7
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Research “about” and “with” children from diverse cultural backgrounds in Poland – dilemmas and ethical challenges

100%
Markowska-Manista U.
Edukacja Międzykulturowa
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2021
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vol. 14
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issue 1
233-244
EN
The text refers to contemporary research about children from diverse cultural backgrounds in Polish educational institutions. I reflect on the need to decolonise this research and to sensitise scholars to the ethics of research “about” and “with” children. I argue that this should be oriented towards participation and the right to be properly researched, as postulated by J. Ennew. Ethics is crucial in the search for non-discriminatory research strategies (also in the area of affirmative action) due to the dominating research “about” children rather than “with” children or from the perspective of children. I reflect on research practices with children from diverse cultural backgrounds in Polish schools and preschools. I also draw attention to the ethical need to verify research about this group of children in the light of protecting their rights in a new country, language, education system and new culture. The absence of children’s voices and the prevalence of narrations about them as well as the lack of participatory research with this group of children preclude a deeper insight into their situation and ways of looking at the world. With this article I aim at making children’s voices heard.
8
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“Observe, Reflect and Act” – dziecięcym oknem na świat? Wokół dylematów nauczania dzieci łowców-zbieraczy w Afryce Środkowej

100%
Markowska-Manista U.
Problemy Wczesnej Edukacji
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2012
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vol. 8
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issue 3(18)
60-71
EN
The following text presents two examples of the educational paths of autochthonous children, conducted in territories inhabited by the Ba’Aka Pygmies and other ethnic groups (Mbororo, Bantu: Gbaya, Mbimou) in the Central African Republic. The first path is the so-called ‘forest education’, based on the philosophy, tradition and practical knowledge of the equatorial forest as the basic living environment for the hunter-gatherers. The second is a proposition based on private pre-school and school education, directed at projects aiding education and access to formal education for marginalized children, which the Pygmy children are seen to be, as indigenous people living on the territory of central-African countries. The text is based on the results of field research conducted under project BSTM 5/11: ‘The right of the child to education as a condition of and chance for their social emancipation. A diagnosis of the condition of the ORA-method of education among the Bantu, Baka and Mbororo and culturally and ethnically heterogeneous regions of Monasao and Belemboke in the Central African Republic’, realized in the first half of 2012, as well as earlier research conducted since 2002, among the Ba’Aka, Mbororo and Bantu in the Central African Republic.
9
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Kompetencje międzykulturowe młodzieży akademickiej w kontekście ruchów migracyjnych

63%
Dąbrowa E., Markowska-Manista U.
Pogranicze. Studia Społeczne
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2013
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vol. 21
183-196
EN
The text deals with the issues of cross-cultural competencies of students that are relevant in the era of intensifying internal and external migration. It has attempted to answer the following questions: What are cross-cultural competencies of students – modern nomads? Are these competencies sufficient to function in the modern world in the perspective of social integration and simultaneous collision of cultures?
10
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Przygotowanie nauczycieli i pedagogów w zakresie edukacji międzykulturowej – prezentacja projektu badawczego

63%
Dąbrowa E., Markowska-Manista U.
Edukacja Międzykulturowa
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2018
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vol. 8
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issue 1
169-184
EN
The article presents a research project aiming at diagnosis of vocational preparation of Polish educators (working at varies levels of formal education) in the field of intercultural education. The issue of the project is a response to the changes in the contemporary world (including a particularly expressive migration growth in last years), which require from teachers subject-matter and methodological knowledge to work in a culturally diverse classroom/school and in the multicultural society. The basis of the methodological techniques is a set of research instruments – a questionnaire and measurement scales, created as a result of previous explorations and adopted to conduct further national and international researches.
PL
Artykuł stanowi prezentację projektu badawczego mającego na celu diagnozę przygotowania polskich nauczycieli i pedagogów (pracujących na różnych etapach kształcenia formalnego) w zakresie edukacji międzykulturowej. Podjęta w projekcie problematyka stanowi odpowiedź na zmiany zachodzące we współczesnym świecie (w tym – na szczególnie wyrazistą w ostatnich latach – intensyfikację ruchów migracyjnych), które wymagają od nauczycieli wiedzy merytorycznej i metodycznej do pracy w zróżnicowanej kulturowo klasie/szkole i wielokulturowym społeczeństwie. Podstawę warsztatu metodologicznego stanowi zbiór autorskich narzędzi – kwestionariusz ankiety i skale pomiarowe, stworzone w efekcie wcześniejszych poszukiwań badawczych i zaadoptowane informatycznie do realizacji badań ogólnopolskich i międzynarodowych.
11
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Living up to the intercultural education in a monocultural school. The case of Poland

63%
Górak-Sosnowska K., Markowska-Manista U.
Edukacja Międzykulturowa
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2022
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vol. 19
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issue 4
139-152
EN
Since Poland joined the EU in 2004, intercultural education has become one of the fundamental goals of the Polish educational system. Many Polish educators believed that it was only through intercultural education that they would be able to teach students necessary skills which would support them in the transition to becoming truly multicultural and cosmopolitan. In other words, intercultural education was perceived as a must for post-socialist CEE countries in order to catch up with Western Europe. Our argument is that intercultural education has been created, developed and implemented in the specific context of Western, multicultural societies. However, our sstandpoint is far from negating its importance and role in education in the 21st century. On the basis of a critical reflection on the Eurocentric approach within educational studies, the problem is outlined of teaching intercultural education “by dry run” in the context of Polish schools – i.e. teaching about global dependencies without a direct link with or presence of cultural “Others”, who are usually known only through the media and literary canon. It is indicated that this form of education often fails to serve its goal as it is frequently implemented in a one-sided way: by Polish educators, in monocultural schools, as narrations about Others rather than their presentations through the lens of their experiences, stories or methodologies and so considering the voices from outside thecontext of Central and Eastern European countries.
12
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Refleksje nad zastosowaniem korczakowskich metod partycypacyjnej pracy z dziećmi w obozach dla uchodźców

63%
Markowska-Manista U., Zakrzewska-Olędzka D.
Problemy Wczesnej Edukacji
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2019
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vol. 45
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issue 2
72-80
EN
The aim of the article is to outline the specifics of places and spaces – refugee camps and centers, where children constitute the majority. Through reference to activities implemented there and oriented towards children, we discuss their problematic character connected with e.g. the absence of participatory, rights-based approach (art. 12 CRC) that serves children’s emancipation and equality. In the second part of the article, we propose the implementation of Janusz Korczak’s methods – solutions for participatory work with children (“underprivileged” groups), which seem both timeless and universal. An ethical and contextual adaptation or inspiration based on Korczak’s methods in work designed for backgrounds connected with children remaining in closed and semi-closed systems, provides a chance for children’s basic participation in decision-making in matters that concern their lives. At the same time, it is an opportunity to learn children’s opinions and an expression of respect for the child as a per-son who functions here and now, in the place and space of his or her temporary stay – a refugee camp, where an international protection system for children and adults is far from effective.
13
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Tackling sensitive and controversial topics in social research - sensitivity of the field

63%
Markowska-Manista U., Górak-Sosnowska K.
Society Register
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2022
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vol. 6
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issue 2
7-16
EN
The article discusses issues concerning sensitive topics in diverse social research, primarily connected with sensitive field research. The authors first analyse issues concerning sensitive topics and then move on to discuss examples of socially sensitive research in difficult research-related situations and areas. They also focus on the complex situation of a social researcher conducting research in sensitive, socially, culturally and politically diverse contexts, including in the context of education.
14
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Migrant Children and Youth “On the Move”: Between the Legacy of the Past and Challenges of the Future

63%
Markowska-Manista U., Sawicki K.
Kultura i Edukacja
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2019
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issue 2(124)
9-23
EN
The paper presents thematic analyses relating to migration processes, situated between the Legacy of the Past and Challenges of the Future. The authors focus on a complex migration process referring to key factors that characterise it as well as dominant concepts in host societies: segregation and integration. The theoretical considerations undertaken in the text are primarily oriented towards presenting the diverse situation of Migrant Children and Youth “On the Move” as a category of the young generation affected by migration processes. The text is an attempt to reflect on the functioning of migrant backgrounds in the context of children’s and adolescents’ integration with the new place of residence. Particular attention was drawn to fragile areas generating distance, social exclusion and consequently hindering the process of integration.
15
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Intercultural education in a monocultural context: global and local dimensions of sensitive topics

63%
Górak-Sosnowska K., Markowska-Manista U.
Society Register
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2022
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vol. 6
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issue 1
7-18
EN
The article critically engages in teaching intercultural education in Poland-a country that is to a great extent homogenous in ethnic or religious terms. It starts with a brief overview of the complicated nature of intercultural education, followed by a case study of how intercultural education is studied and researched in Poland in a top academic journal dedicated to intercultural education. Quantitative content analysis shows that intercultural education is generally approached and unrelated to the local Polish context. The only exception is the borderland type of intercultural education. This leads to a conclusion that teaching intercultural education without a context-i.e. real-life experiences-proves to be a challenge in monocultural schools.
16
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Kontakt z Innym w – „innym” niż dotychczasowy – czasie pandemii. Rozważania o inkluzyjnej kulturze szkoły

63%
Dernowska U., Tłuściak-Deliowska A., Markowska-Manista U.
Edukacja Międzykulturowa
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2022
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vol. 17
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issue 2
149-160
PL
Koncepcja inkluzyjnej kultury szkoły wskazuje na potrzebę wieloaspektowego otwarcia się na różnorodnych Innych i ich zróżnicowane potrzeby edukacyjne. Szczególnego znaczenia nabierają w niej strategie nakierowane na wirtualny kontakt i relacje online z Innymi w „innym” niż dotychczasowy, znany nam świat. W artykule poruszono zagadnienie (e-)inkluzyjnej kultury szkoły w czasie pandemicznych zakłóceń COVID-19. Przedstawiono wybrane egzemplifikacje badań empirycznych, które pokazują, że choć czas pandemii jest niełatwy dla implementacji idei inkluzji w szkolnym środowisku uczenia się, to jednak, nawet w tak trudnych warunkach, możliwe jest tworzenie uczniom różnorodnych okazji do budowania relacji z Innymi w duchu idei edukacji integracyjnej i sprawiedliwej dla wszystkich.
EN
The concept of an inclusive school culture indicates the need for a multifaceted opening to different Others and their diverse educational needs. In this context, strategies oriented towards virtual contact and online relations with Others in a “different” world from the one were familiar with become particularly important. This article addresses the issue of (e)inclusive school culture in times of the COVID-19 disruptions. It presents selected illustrations of empirical research showing that despite the fact that the implementation of the idea of inclusion in the school learning environment is not easy during the pandemic, it is still possible, to provide various opportunities for students to build relations with Others in the spirit of the integration education and justice for all.
17
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Korczakowskie metody partycypacyjnej pracy z dziećmi i aktualność ich zastosowania w edukacji międzykulturowej

63%
Markowska-Manista U., Zakrzewska-Olędzka D.
Edukacja Międzykulturowa
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2019
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vol. 10
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issue 1
241-253
EN
In the text, the authors present the methods of participatory work with children applied in the Orphans’ Home by Janusz Korczak – a Jewish-Polish educator, doctor, writer and children’s rights activist. Attention is drawn to the possibility of applying Korczak’s methods in the contemporary world – particularly in intercultural work with children in difficult conditions of their functioning, in the era of increased migration and growing social inequalities. The text refers to aspects of children’s rights, their agency and participation as part of the educational approach initiated by Korczak. It is an approach based on the values of respect for the child and cooperation in partnership with the child.
PL
W artykule autorki przedstawiają metody pracy partycypacyjnej z dziećmi w Domu Sierot, wykorzystywane przez Janusza Korczaka – żydowsko-polskiego pedagoga, lekarza, pisarza i działacza praw dziecka. Zwracają uwagę na możliwości zastosowania metod Korczaka we współczesnym świecie – zwłaszcza w pracy międzykulturowej z dziećmi w trudnych warunkach ich funkcjonowania, w okresie wzmożonych ruchów migracyjnych i pogłębiających się nierówności społecznych. Odwołują się do aspektów praw dziecka, ich aktywności i uczestnictwa w ramach podejścia edukacyjnego zainicjowanego przez Korczaka. Jest to podejście oparte na wartościach szacunku dla dziecka i współpracy w partnerstwie z dzieckiem.
18
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Teaching Social Studies Online. Insights from a Preliminary Quantitative Study in Poland in the COVID-19 Era

51%
Górak-Sosnowska K., Markowska-Manista U., Tołczyk A.
Kultura i Edukacja
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2022
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issue 2(136)
129-146
EN
The COVID-19 situation has made higher education institutions face the unprecedented challenge of transition into distance learning. As a result, students had to acquire some skills and knowledge remotely, including the experience of learning social research. The article presents the results of research on students’ attitudes and perceptions regarding online teaching, learning, their digital skills, and the presence of subjects connected with social research in their diverse study programmes. The study was conducted to investigate how social research is taught at the university level. Using an online survey distributed in May and June 2021, data were collected from 103 students enrolled in bachelor (BA) and master (MA) studies at Polish higher education institutions. Findings from the study show a broad spectrum of students’ diverse experiences connected with their participation in online education.
19
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W poszukiwaniu modelu partycypacyjnego w edukacji międzykulturowej uczniów i uczennic ze zróżnicowanym kontekstem społeczno-kulturowym – doniesienie z badań

51%
Markowska-Manista U., Dobkowska J., Balkan M.
Edukacja Międzykulturowa
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2023
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vol. 21
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issue 2
163-176
PL
Artykuł przedstawia wyniki badania jakościowego, opartego na metodologii humanizującej oraz podejściu transformacyjnym, które przeprowadzone zostało w przestrzeni wspólnych, międzykulturowych, partycypacyjnie zorientowanych działań uczniów i studentów oraz badaczek. Międzykulturowe działania i badania zostały zrealizowane w trzecim miesiącu wojny w Ukrainie jako odpowiedź na bieżące wyzwania, przed którymi stanęły polskie szkoły i polskie uniwersytety. Wyniki pochodzą z obserwacji uczestniczącej (3) oraz częściowo ustrukturyzowanych wywiadów (34) przeprowadzonych ze studentami pracującymi z uczniami polskimi i uczniami ukraińskimi metodą projektu w partycypacyjnym modelu L. Lundy w przestrzeni Uniwersytetu Warszawskiego. Analiza wyników przedstawia główne aspekty dotyczące rozumienia przez studentów pedagogiki przedszkolnej i wczesnoszkolnej pojęcia partycypacji w pracy z uczniami i uczennicami ze zróżnicowanym kontekstem społeczno-kulturowym w środowisku międzykulturowym. Badanie pokazało również, jak ważne jest włączanie w działanie i wspólne partycypowanie dzieci polskich oraz dzieci z doświadczeniem uchodźstwa i migracji, pozwalające budować bezpieczną przestrzeń werbalnej i pozawerbalnej (poprzez sztukę) komunikacji dzieci z dziećmi i dzieci z dorosłymi.
EN
This article presents the results of a qualitative study based on the humanizing methodology and a transformative approach, conducted in a space of collaborative intercultural, participatory activities of children and university students, as well as female researchers. The intercultural activities and research were implemented in the third month of the war in Ukraine as a response to current challenges faced by Polish schools and universities. The results are obtained from participant observation (3) and semi-structured interviews (34) conducted with university students working with Polish and Ukrainian pupils, using the project method based on L. Lundy’s participation model in the space of the University of Warsaw. The analysis of the results presents the main aspects of how preschool and early childhood education students understand participation in their work with children from diverse sociocultural backgrounds. The study also showed how important it is to include Polish children and children with refugee and migration experience in the activities and joint participation, which allows one to build a safe space for verbal and non-verbal communication (through art) of children with children and adults.
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