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Domácí vzdělávání jako výraz kulturního kreativismu

100%
Kašparová I.
Sociologický časopis. Czech Sociological Review
|
2017
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vol. 53
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issue 1
79-100
EN
The article reflects on whether and when it is possible to see home schooling as a reflection of cultural creativism as defined by Ray and Anderson. The heterogeneous nature of home schooling is explored here through the theoretical frame of the anthropology of education, with a more narrow focus on different parental ethnotheories (Harkness and Super) and the theory of capital (Bourdieu). Set against primary research, represented by two case studies, the article shows how families that practise home schooling enter the game of capital, how they justify their decisions, and how they negotiate their difference. Based on personal practice these families contribute to the overall transformation of the field of education. Given that they do so not from the position of a lobbyist or a movement leader but from a position where they are convinced of their ideological and action isolation, the author concludes that it is possible to consider here a parallel with cultural creativism.
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Migrujące podmioty. Relacje, konteksty i przyszłość problemu zróżnicowania kulturowego w edukacji

88%
Drozdowicz J.
Kwartalnik Pedagogiczny
|
2020
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vol. 65(2 (256))
28-38
PL
The issue of migration is now becoming part of a wider debate on cultural diversity. This article explores selected aspects of this debate in the context of school education. A relatively new subdiscipline, the anthropology of education, is indicated as a useful perspective in this matter. Anthropological research on migration and cultural differences in general can be regarded here as a scientific reconstruction of the processes that lead to the construction of otherness. The cultural figure of a migrant in particular serves as an example of these processes in the context of European education. Western concepts of otherness thus build large part of the current political and social debates on migration and the presence of migrants in the educational milieu. The article examines these concepts in relation to the main contemporary migration trends visible in the West.
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Koncepcja terapii kulturowej George’a Spindlera oraz jej zastosowanie we współczesnej edukacji

75%
Labatiuk I.
Forum Oświatowe
|
2012
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vol. 24
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issue 2(47)
49-60
EN
This article aims at examining the interaction between anthropology and education with a particular focus on reciprocal advantages of such interaction for both disciplines. Cultural therapy, a model developed by George Spindler, serves as an illustration of the positive outcome of this interdisciplinary co-operation, presenting an important contribution to the theory and practice of scholars and practitioners in the fields of anthropology, educational anthropology and education. This article also provides a number of examples of application of cultural therapy by both anthropologists and educators.
PL
Celem niniejszego artykułu jest opis interakcji między antropologią a edukacją, a szczególnie przedstawienie wzajemnych korzyści takiej interakcji dla obu dyscyplin. Terapia kulturowa, której model opracował i rozwinął George Spindler, stanowiąca ważny wkład w teorię i praktykę, zarówno naukowców jak i specjalistów, z dziedzin antropologii, antropologii edukacji i edukacji, służy tu jako ilustracja pozytywnych rezultatów takiej właśnie interdyscyplinarnej współpracy. Artykuł podaje liczne przykłady wykorzystania terapii kulturowej przez antropologów i pedagogów
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Wychowanek w „spojrzeniu” wychowawcy – w ujęciu Chiary Lubich i Janusza Korczaka

63%
Siniscalco M. T.
Paedagogia Christiana
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2019
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vol. 1/43
245-260
PL
W artykule została ukazana w perspektywie pedagogicznej zbieżność wybranych myśli Chiary Lubich z jej tekstu Patrzeć na wszystkie kwiaty z niektórymi poglądami Janusza Korczaka. Uniwersalizm wpisany w zachęcie Lubich, aby „patrzeć na wszystkie kwiaty”, odnajduje się w zachęcie Korczaka, aby „szanować każdy etap życia” – co jest wynikiem jego najgłębszego uznania dla dziecka i jego praw, na czele z prawem do szacunku. Przyjęte przez Lubich znaczenie „patrzenia” jako synonimu kochania zostało ukazane i wyjaśnione w świetle dzieła wychowawczego Korczaka. Zestawienie wybranych fragmentów z tekstów obu autorów ujawnia głęboki związek w antropologicznych podstawach ich myśli.
EN
The article aims to highlight some pedagogical implications of the text of Chiara Lubich Looking at all the flowers, putting it in dialogue with the work of Janusz Korczak. The universality inherent in Chiara Lubich’s exhortation to “look at all the flowers”, can be found in the exhortation of Korczak to “respect all the ages of life”, as a consequence of the high consideration that he has of the child and his rights, first of which the right to respect. The depth of meaning that “looking at” assumes in this text of Chiara Lubich, where it becomes synonymous with “loving”, can be found declined and deployed in pedagogical terms in the work of Korczak. The juxtaposition of some passages of the texts of these two authors reveals profound assonances in the anthropological foundations of their thought.
5
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Antropologia i etnografia edukacyjna – na pograniczu dyscyplin

63%
Gołębniak M.
Forum Oświatowe
|
2017
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vol. 29
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issue 2(58)
45-60
EN
In this article, I am discussing common themes of ethnographic andpedagogical research, looking at approaches that are some kind of interdisciplinaryhybrid that goes beyond one or the other scientific discipline, and formed in theUnited States and in the United Kingdom last century. I pay particular attention tothe research tradition of the emergence and institutionalization of educational anthropology,a sub-discipline of American cultural anthropology from the mid-1950swhose educational ethnography is an important field element. I point to the distinctionbetween educational ethnography and the ethnography of education, focusingon the conclusions of the argument on the characteristics of two opposing ways ofdefining the broader concept, namely the term "ethnography" in scientific discourse– i.e., inclusive and exclusive definitions.
PL
W artykule prezentuję wspólne tematy zainteresowań badawczych etnografii i pedagogiki, przyglądając się podejściom, stanowiącym pewnego rodzaju hybrydy interdyscyplinarne, wykraczające poza ramy jednej czy drugiej dyscypliny naukowej, a ukształtowane w ubiegłym wieku w Stanach Zjednoczonych i w Wielkiej Brytanii. Szczególną uwagę poświęcam tradycji badawczej związanej z wyłonieniem się i instytucjonalizacją antropologii edukacyjnej, stanowiącej od połowy lat pięćdziesiątych XX wieku subdyscyplinę amerykańskiej antropologii kulturowej, której etnografia edukacyjna stanowi istotny, terenowy element. Wskazuję tym samym na dystynkcję pomiędzy etnografią edukacyjną a etnografią edukacji, skupiając się w konkluzji wywodu na charakterystyce dwóch opozycyjnych sposobach definiowania pojęcia szerszego, a mianowicie pojęcia „etnografia” w dyskursie naukowym – tj. rozumieniu inkluzyjnym i ekskluzyjnym.  
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Culture in its holistic and differential aspect, in anthropology and educational studies

63%
Drozdowicz J.
Kultura-Społeczeństwo-Edukacja
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2017
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vol. 11
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issue 1
97-118
EN
In the present day, culture is a term which due to its complex nature, raises many theoretical and methodological questions. It is being perceived as something described more in plural terms rather than as a whole and a universal pattern, despite the impact made on the debate by the globalisation discourse. Therefore, it is presently an object of study in many academic disciplines. However, the discipline, which shows the most significant interest in the scientific investigation of culture, is anthropology. This paper examines the key issues in the understanding of culture within anthropology and its relation to pedagogy. The latter issue is being raised in order to highlight a relatively new anthropological subdiscipline, i.e. anthropology of education as a research perspective which could deliver certain answers to the problem of cultural diversity, multiculturalism, and multicultural education.
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L’educando nello sguardo dell’educatore: spunti nel pensiero di Chiara Lubich e di Janusz Korczak

63%
Siniscalco M. T.
Paedagogia Christiana
|
2019
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vol. 1/43
229-243
IT
L’articolo mira a evidenziare alcuni spunti pedagogici del testo di Chiara Lubich Guardare tutti i fiori, mettendoli in dialogo con il pensiero di Janusz Korczak. L’universalità insita nell’esortazione della Lubich a “guardare tutti i fiori”, si ritrova nell’esortazione di Korczak a “rispettare tutte le età della vita”, conseguenza della considerazione alta che egli ha del bambino e dei suoi diritti, primo dei quali il diritto al rispetto; lo spessore di significato che il “guardare” assume nel testo della Lubich, dove diventa sinonimo di “amare”, lo si ritrova declinato e dispiegato in chiave educativa nell’opera di Korczak. L’accostamento di alcuni brani dei testi dei due autori rivela profonde assonanze nelle fondamenta antropologiche del loro pensiero.
EN
The article aims to highlight some pedagogical implications of the text of Chiara Lubich Looking at All the Flowers, putting it in dialogue with the work of Janusz Korczak. The universality inherent in Chiara Lubich’s exhortation to “look at all the flowers”, can be found in the exhortation of Korczak to “respect all the ages of life”, as a consequence of the high consideration that he has of the child and his rights, first of which the right to respect. The depth of meaning that “looking at” assumes in this text of Chiara Lubich, where it becomes synonymous with “loving”, can be found declined and deployed in pedagogical terms in the work of Korczak. The juxtaposition of some passages of the texts of these two authors reveals profound assonances in the anthropological foundations of their thought.
8
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Antropologia edukacji, etnografia szkoły czy antropologia pedagogiczna? W stronę nowej formuły badań nad zróżnicowaniem kulturowym i edukacją

51%
Drozdowicz J.
Podstawy Edukacji
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2018
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vol. 11
65-89
EN
This paper attempts to deliver a reconstruction in historical terms of anthropology of education and the ethnographic research on the relation between culture and upbringing. This aims is being realized through comparison of the theses and concepts found in diverese schools and research traditions that had grown out of different paradigms. In this case the main issue of that comparison is the anglosaxon and German tradition. This enables in a large extent to draw the main theoretical and methodological presented by anthropology of education in the past, as well it presents today in a more global context.
PL
Niniejszy tekst stanowi próbę rekonstrukcji historycznej nurtu antropologii edukacji i etnograficznych badań nad związkiem kultury i wychowania. Cel ten realizowany jest poprzez porównanie tez i koncepcji realizowanych w obrębie różnych szkół i tradycji badawczych wyrosłych w odrębnych kręgach paradygmatycznych. W tym przypadku najważniejszym przedmiotem porównania jest tradycja anglosaska i niemiecka. Zestawienie takie pozwala bowiem w znaczniej mierze określić główne założenia teoretyczno-metodologiczne, jakie antropologia edukacji przedstawiała w przeszłości, jak i przedstawia obecnie, czyniąc to już w kontekście globalnym.
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