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EN
Massive student protests in South Africa in the past few years, largest since the times of the anti-apartheid struggles, raised several questions for political scientists. Are we witnessing a generational change? Or are they a sign of a broader global shift towards “assertive citizenship” present in advanced democracies and democratizing countries? To answer these questions, this paper examines the levels of political support and nature of political participation among the young generation. The paper also points out that generational change is not immediately visible in public opinion polls but is a process of a gradual narrative construction. Protests brought with them a challenge to the founding narrative of a united Rainbow Nation and reconciliation with the past, leading to a fracture in democratic stability. For the democratic project to succeed, it is essential that the national project in South Africa does not fall apart.
EN
The article aims at an in-depth analysis of the Communist Party of Ukraine crisis at the time of Perestroika (1985-1991). The consequences of the crisis are mass resignations, formation of fractions and platforms, regionalization and decentralization of party structures. Furthermore, the crisis contributes to continuing fall in authority of CPSU in general and of CPU in particular limiting its access to real levers of influence upon the transformational processes; the loss of control over the course of reforms; the growth of spontaneity, chaos and uncontrollability in the development of society. In order to overcome the crisis, the Communist Party makes an attempt at a generational change in the Soviet party nomenclature, which is supposed to significantly rejuvenate the political elite of the USSR and the Ukrainian SSR. However, the authors of the article, having analyzed archival documents, prove that in the Ukrainian SSR, a generational change does not take place, and the young cadres who come to power have no real influence. An attempt to change generations in the country's political elite fails and becomes the cause of internal political conflict.
EN
This article addresses the issue of the patterns of pursuing academic careers by people with working-class backgrounds, a topic that has not been explored by Polish researchers so far. The analysis was based on narrative biographical interviews with the academic staff of Polish universities born after 1980, who, despite coming from families with modest intellectual traditions and scarce social, cultural, and economic capital, managed to enter the academic world successfully. Based on the collected data, we try to identify the factors influencing their academic careers. The main point of this article is that the course of an academic career and the chances of achieving success in the world of science depend on diverse factors. They are both dependent on and independent of an individual, and range from: 1) individual talents, competencies, and psychosocial predispositions; 2) external conditions, e.g. legislative, technological, etc.; and 3) socio-demographic categories such as class background, generational changes, and gender.
PL
Niniejszy artykuł dotyka problematyki wzorów prowadzenia karier akademickich przez osoby wywodzące się z klas ludowych, która to tematyka w polskiej przestrzeni badawczej nie była dotychczas eksplorowana. Podstawowym źródłem danych w niniejszym artykule są narracyjne wywiady biograficzne z pracownikami dydaktyczno-badawczymi polskich uczelni, urodzonymi po 1980 r., którzy, wywodząc się z rodzin o skromnych tradycjach intelektualnych oraz deficytowych kapitałach społecznych, kulturowych i ekonomicznych, zdołali z powodzeniem wejść w świat akademicki. Autorki, opierając się na zebranych danych, próbują uchwycić czynniki wpływające na kariery naukowe tych osób. Główną tezą niniejszego artykułu jest stwierdzenie, że przebieg kariery akademickiej i szanse osiągnięcia sukcesu w świecie nauki zależne są od zróżnicowanych czynników, związanych i niezwiązanych z jednostką: indywidualnych talentów, kompetencji i predyspozycji psychospołecznych, zewnętrznych uwarunkowań, np. legislacyjnych, technologicznych czy kategorii społeczno-demograficznych, takich jak pochodzenie klasowe, zmiany pokoleniowe, płeć.
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