Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 5

first rewind previous Page / 1 next fast forward last

Search results

help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

Cultures of More and Less Successful Schools

100%
Lukšík I.
Journal of Pedagogy
|
2011
|
vol. 2
|
issue 1
73-91
2

Analysis of the Slovak Discourses of Sex Education Inspired by Michel Foucault

63%
Lukšík I., Marková D.
Human Affairs
|
2010
|
vol. 20
|
issue 1
9-22
EN
The aims, rules and topics of sex education exist on paper, but have yet to be implemented in Slovakia. Although the curriculum creates the illusion of openness in this field, the silence on sex education in schools provides space for the alternative, "more valuable" quiet discourses of religious education. Under these conditions, it is silence that is proving to be an advantageous strategy for the majority of those who should be voicing their opinions. Instead, they listen and control. By contrast, those who do speak out, children and young people, do not in fact, speak to them, but mainly among themselves. Those who are silent and listen are not prepared for the younger generations confessions on sexuality, which are mostly taken from the liberal area of media, especially the internet. The silent frequently lack, at the very least, the basic ability to react and debate in this changed situation. Those who are involved in the discussion on sexuality in Slovakia are those who should listen and supervise.
3

Sexual lifestyles in the field of cultural demands

63%
Lukšík I., Marková D.
Human Affairs
|
2012
|
vol. 22
|
issue 2
227-238
EN
In the research we focus on the construction of the sexual lifestyles of young people-undergraduates-in Slovakia and ask “which cultural sources are used?” and “which cultural demands exert pressures on these constructions?” The analysis was based on the answers respondents provided to a questionnaire relating to the preferences of values, aspirations regarding partner and sexual life as well as the socio-economic background of respondents. On the basis of the factor analysis and other steps, we obtained five groups of respondents with different lifestyles: 1. Liberal-free, 2. Partner-monogamous, 3. Natural-instinctive, 4. Hedonistic-free, 5. Submissive-partner. The research proves that while constructing their sexual lifestyles, young people experience confusion as to their personal interests, preferences, internal orientation of partner relationships, and culturally prescribed norms of monogamous relationships.
4

Challenges to the Social Norms on Reproduction: “Irreplaceable Mother” and Affirmative Fatherhood

51%
Popper M., Bianchi G., Lukšík I.
Human Affairs
|
2015
|
vol. 25
|
issue 3
288-301
EN
This study presents an analysis of recent developments in fathers’ roles in Slovakia, a country that has experienced multiple social and economic transformations in post-totalitarian Central Eastern Europe. Data from a qualitative study (14 focus group discussions, 87 participants) show that the social norms associated with the Second Demographic Transition do not constitute a homogenous unit. Young people delay reproduction due to numerous needs. A new norm is emerging-the necessity of establishing a family only once a state of economic independence has been reached. The study discusses the role of the “irreplaceable mother” and the problem of the complementarity of parental roles, shifts in negative stereotypes about men, and emerging forms of affirmative fatherhood.
5

School culture at risk of political and methodological expropriation

51%
Kaščák O., Pupala B., Lukšík I., Lemešová M.
Human Affairs
|
2012
|
vol. 22
|
issue 4
524-538
EN
The aim of this article is to problematize the concept of school culture both as a concept and as a subject of investigation. It deals with the historical roots of this concept and the fact that it is shrinking-a consequence of the managerial imperatives of effectiveness and accountability in education. School culture, in relation to the quality of schools and the quality of education, has become the subject of audits, arrived at through a developed network of standardisation in education, testing and evaluation. The methodology of evaluation currently lending particular substance to school culture, however, generates different methodological perspectives on investigating school culture and thus research is becoming an instrument of political power. In the research it is then necessary to either abandon the concept of school culture or to free it from spinning round the cycle of evaluation/self-evaluation-a change in school culture-improving the “quality of the school”-a new evaluation/self-evaluation. One way to do this is to employ ethnographic approaches in research into schools and to understand school culture as a system of texts.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.