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DYSKURS PODRĘCZNIKOWY. MIĘDZY TRADYCJĄ A ZMIANĄ: CASUS NIEMIECKICH PODRĘCZNIKÓW DO KLAS POCZĄTKOWYCH

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Zalewska E.

Colloquium Wydziału Nauk Humanistycznych i Społecznych AMW

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2018

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issue 4

127-142

EN

The school textbook is a tool for creating the identity of young generations. Its traditional formula has depleted its socialization potential. Education is facing new challenges related to the necessity of learning throughout life and the specificity of the media culture society. Polish textbooks for early childhood education have only to a small extent adapted to current social needs and modern didactic concepts. Meanwhile, on the basis of the German textbook discourse, we are dealing with a profound change process in which delegitimization of the authoritarian relationship of power and knowledge plays a key role.

PL

Podręcznik szkolny jest narzędziem kreowania tożsamości młodych pokoleń. Jego tradycyjna formuła wyczerpała współcześnie swój socjalizacyjny potencjał. Edukacja staje bowiem wobec nowych wyzwań związanych z koniecznością uczenia się przez całe życie i specyfiką społeczeństwa ery kultury medialnej. Polskie podręczniki do edukacji wczesnoszkolnej jedynie w niewielkim stopniu dostosowały się do aktualnych potrzeb społecznych i nowoczesnych koncepcji dydaktycznych. Tymczasem, na gruncie niemieckiego dyskursu podręcznikowego mamy do czynienia z głębokim procesem zmiany, w którym kluczową rolę odgrywa delegitymizacja autorytarnej relacji władzy i wiedzy.

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To Whom Does the Knowledge Belong? The Researcher-Researched Relationship and Vulnerability in Refugee Studies

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Krawczyk M. M., Kikalage Dieudonné J.

Ethics in Progress

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2023

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vol. 14

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issue 2

110-129

EN

Research ethics address concerns related to power imbalances. These dynamics are particularly prominent in refugee camps, where the contemporary ‘protracted’ state (UNHCR, 2004) turns them into quasi-laboratories, where refugees are subjected to scrutiny, measurement, observation, and analysis by researchers, NGOs, and governmental organizations. Researchers typically conduct brief field trips to perform predetermined scientific activities, limiting their comprehensive understanding of the subject under study. Fieldwork conducted in Nakivale Refugee Settlement (Uganda) since 2019 has highlighted an often-one-way communication dynamic between researchers and refugees, where refugees rarely receive feedback on the information they provide. Consequently, refugees develop a lack of trust towards researchers, impacting their subjectivity and self-esteem. They perceive themselves as information providers rather than owners, lacking simultaneous access to that information. The concept of power-knowledge (Foucault 1980) is instrumental in understanding this issue and reflecting on researchers’ responsibilities in studying vulnerable populations.

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„UWIEDZOWIENIE” SZTUKI: PROBLEM INTELEKTUALIZACJI WSPÓŁCZESNYCH DZIAŁAŃ ARTYSTYCZNYCH / The Problem of the Intellectualisation of Contemporary Art

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Franczak K.

Kultura i Społeczeństwo

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2013

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vol. 57

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issue 1

69-84

EN

Analyses of contemporary forms of public life reveal that they increasingly often include the presence of various artistic activities. The traditional image of artists, in which they are largely identified as passive observers of the public sphere, must more andmore frequently be confronted with the growing aspirations of contemporary artists in the sphere of civic communication. The article’s main aim is to show how theoreticians outside the art world support this trend through the fashionable discourses of contemporary humanism that try to define the role of art in public life. In their endeavours, artists acquire advocates among recognized representatives of the academic world: for instance, Pierre Bourdieu, Rosalyn Deutsche, or Chantal Mouffe, to name a few. The intellectual support granted to artists today plays an unusually important role in creating their public missions, to which the intellectuals are happy to add their names. Taking inspiration from the work of Michel Foucault and Nikolas Rose, the author proposes that tne intellectualisation of art should be considered a new version of ‘power-knowledge’.

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1 Colloquium Wydziału Nauk Humanistycznych i Społecznych AMW

1 Ethics in Progress

1 Kultura i Społeczeństwo

1 Franczak K.

1 Kikalage Dieudonné J.

1 Krawczyk M. M.

1 Zalewska E.

1 2023

1 2018

1 2013

DYSKURS PODRĘCZNIKOWY. MIĘDZY TRADYCJĄ A ZMIANĄ: CASUS NIEMIECKICH PODRĘCZNIKÓW DO KLAS POCZĄTKOWYCH

To Whom Does the Knowledge Belong? The Researcher-Researched Relationship and Vulnerability in Refugee Studies

„UWIEDZOWIENIE” SZTUKI: PROBLEM INTELEKTUALIZACJI WSPÓŁCZESNYCH DZIAŁAŃ ARTYSTYCZNYCH / The Problem of the Intellectualisation of Contemporary Art