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Życie towarzyskie młodzieży szkolnej i akademickiej w dwudziestoleciu międzywojennym. Zarys problemu

100%
Magierek E.
Res Historica
|
2012
|
issue 34
83-100
EN
The paper presents changes that occurred in social mentality after World War I. It shows the diminishing role of social conventions in social life and the evolution in the approach to children. It presents not only the kinds and forms of play and games suitable for children, high school and university students, but also their role in the process of education. Special attention is paid to the development of social and class consciousness. The article shows differences in the treatment of girls and boys and the changes occurring in this field. It classifies and describes particular kinds of games and social gatherings, and it emphasizes the most important moments in the life of a young man/woman showing his/her gradual entry into the adult world.
2
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POLISH STUDENTS AT LONDON UNIVERSITIES AND THEIR ATTITUDES TOWARDS THE POLISH DIASPORA IN THE UK

100%
Andrejuk K.
Studia Migracyjne - Przegląd Polonijny
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2011
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vol. 37
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issue 1(139)
291-307
EN
Integration of the European Union has modified the traditional understanding of the notion of “migration”. As Adrian Favell puts it, currently - after the EU enlargement - migration from the Eastern European to the Western European states takes 2 forms: one is traditional immigration into European nation-states; the other one is “elite migration” of the EU citizens whose career strategies are cosmopolitan and post-national. Educational migration may be described as the second form; students are moving temporarily and they are open to decisions to further migrate. It is interesting to examine the links between these two types of migration; I will do this on the example of the Polish society in the UK, where both the labour migration and the educational migration has significantly increased after the Poland’s accession to the EU. My study is based on in-depth interviews, followed by a short questionnaire. The query took place in London in the academic year 2009/10 and included students and graduates of the four London universities: Westminster, Metropolitan, City University and colleges of University of London. In addition, I pay attention to government reports and statistic surveys.
3
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Tożsamość narodowa polskich studentów przebywających za granicą

63%
Łuczak M.
Studia Migracyjne - Przegląd Polonijny
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2018
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vol. 44
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issue 1 (167)
145–161
PL
Autorka podejmuje próbę odpowiedzi na pytanie, w jaki sposób tożsamość narodowa jednostki jest modyfi kowana w sytuacji migracji. Badania własne zostały przeprowadzone wśród polskich studentów, którzy przebywają za granicą w celu odbycia studiów. Dla celów operacyjnych autorka przyjęła, że tożsamość narodowa to zbiór autodefi nicji jednostki, odnoszących się do dwóch elementów, a mianowicie: do identyfi kacji narodowej oraz do walencji kulturowej. Na podstawie analizy przypadków zostało wyróżnionych pięć typów modyfi kacji tożsamości tj.: „ja” Polak – obywatel świata; „ja” obywatel świata, urodzony w Polsce; „ja” Polak, obywatel obecnego kraju pobytu i obywatel świata; „ja” Polak i obywatel obecnego kraju pobytu; „ja” obywatel świata i/lub obywatel obecnego kraju pobytu.
EN
The author attempts to answer the question of how the national identity of individuals is modified by migration. The fieldwork was conducted among Polish students who were living abroad to study at university. Th e author assumed, for the purposes of the research, that national identity is the self-defi nition that refers to national identifi cation and cultural valence. Based on case studies analyses, five types of modified identities were distinguished: “I” Polish – a citizen of the world; “I” a citizen of the world born in Poland; “I” Polish, a citizen of the country of residence and a citizen of the world; “I” Polish and a citizen of the country of residence; “I” a citizen of the world and/or a citizen of the country of residence.
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