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Going back to School. An Interpretative Analysis of a Dialogical Interview with Adult Women during the Pandemic

100%
Luraschi S.
Teraźniejszość – Człowiek – Edukacja
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2021
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vol. 23
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issue 2(90)
69-87
EN
This paper offers an extensive guide for researchers who wish to pay greaterattention to the reflexivity in their own research. The author provides an example ofself-observation and critical self-reflection of her own involvement in the processof doing research and being part of the moment of co-shaping (new) knowledge.The work focuses on the educational experiences of women placed in the contextof their lifelong experience, women’s learning through shared experience, and therole of cultural context in these processes. A non-standard structure was used,in which analysis of the author’s own experiences is interwoven with analysis ofthe biographies of the women studied, and the researcher’s individual analysisis compared with the group analysis among other women. The aim is to presentan interpretive perspective of feminist ethnography on these experiences andemphasizes the role of informal learning through experiencing relationships ineveryday life, including through art.
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Proust, metodą Ollendorffa

86%
Jan Zieliński J.
Załącznik Kulturoznawczy
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2014
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issue 1
327-349
EN
The first part of the paper discusses the meandric cooperation between Marcel Proust and the Paris based publisher Paul Ollendorff that lasted over 20 years (1893-1913). Further on, the Western expansion of the Ollendorff family from Rawicz, Poland, is briefly sketched. Another passage con- cerns a Maeterlinck pastiche by Proust (Echo, 1911), seen in the context of Ollendorff’s conversation method of learning languages. The author suggests Proust was using this method to learn English himself. The paper ends with a survey of several mentions of Ollendorff’s method in the twentieth century Polish prose.
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