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Intercultural education – Swedish textbooks as the source of inspiration for Polish educators

100%
Pogorzelska M.
Edukacja Międzykulturowa
|
2014
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vol. 3
154-172
EN
As the importance of intercultural education has been increasing in the last years, the solutions worked out in this area in different countries may be inspiring and worth disseminating. The paper draws upon the qualitative analysis of the chosen textbooks used in Sweden in relation to their intercultural education potential. In the text I am firstly defining intercultural education as the departing point for further discussion on the textbooks as the agents of transmitting it. After that, I am describing some problems related to tackling intercultural issues in the textbooks used in Poland and presenting methodological questions. In the main body of the paper, I am looking into the way intercultural competences are developed in the sample of the textbooks used in Sweden. The article is complete with some conclusions concerning the application of Swedish approach in the textbooks used in Poland.
PL
Rosnące w ostatnich latach znaczenie edukacji międzykulturowej powoduje, że rozwiązania w tym obszarze wypracowane w różnych krajach mogą okazać się inspirujące i godne rozpowszechnienia także w Polsce. Niniejszy tekst opiera się na jakościowej i ilościowej analizie treści wybranych podręczników używanych w Szwecji pod kątem zawartości w nich treści o potencjale międzykulturowym. Punktem wyjścia dla przedstawionych w tekście rozważań są uwagi dotyczące cech edukacji międzykulturowej, roli podręczników w kształtowaniu postaw międzykulturowych i problemów związanych z transmisją treści międzykulturowych w polskich podręcznikach. W głównej części tekstu wyodrębniłam dwie kategorie, w oparciu o które analizowałam zgromadzony materiał (udział podręczników we wspomaganiu rozwoju indywidualnego uczniów oraz udział podręczników w rozpoznawaniu, akceptacji i pozytywnym wartościowaniu różnorodności kulturowej). Każdej z tych kategorii przyporządkowałam następnie szczegółowe pytania badawcze. Artykuł kończy się wnioskami dotyczącymi możliwości zastosowania szwedzkiego podejścia w przekazywaniu treści międzykulturowych w materiałach dydaktycznych stosowanych w polskich szkołach.
2
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Sto lat metody projektów w Polsce

100%
Pogorzelska M.
Biuletyn Historii Wychowania
|
2017
|
issue 36
147-156
EN
A Hundred Years of the Project Method in PolandThe text presents the development of the project method in Polish education throughout the last century. The project method was introduced into Poland after regaining independence, and it was implemented during the inter-war period (1918–1939) in some schools, both in urban and rural environments. Nevertheless, the method was at that time treated as a pedagogical novelty andexperiment, rather than a natural part of school life. After 1945, education, like other aspects of socio-political life, was influenced by the communist propaganda, and the project method, supporting autonomy, democracy and empowerment, was not promoted as a valuable educational approach.After 1989, when progressive trends appeared in Polish schools, the project method gained some popularity but it was not until 2008 when it was granted national and formal recognition. Then, the new core curriculum was developed, and the project method became an obligatory part of school reality. The revival of the project method was connected with the alarming findings concerningsocial capital in Poland. In this situation, making students cooperate within projects seemed a remedy for the decreasing social capital. As the author points out, formal introduction of the method does not necessarily mean its effective accomplishment, which should be accompanied by spontaneity and authentic engagement. What is more, as the author shows, after decades of theabsence of this method in Poland, and the lack of the relevant socio-cultural background, teachers might find it difficult to implement a project so as to contribute to the increase of social capital. All these areas need further investigation. Nevertheless, the author hopes that the text will contribute tobetter understanding of contemporary challenges and opportunities related to the implementation of the idea of projects in Polish education.
PL
A Hundred Years of the Project Method in PolandThe text presents the development of the project method in Polish education throughout the last century. The project method was introduced into Poland after regaining independence, and it was implemented during the inter-war period (1918–1939) in some schools, both in urban and rural environments. Nevertheless, the method was at that time treated as a pedagogical novelty andexperiment, rather than a natural part of school life. After 1945, education, like other aspects ofsocio-political life, was influenced by the communist propaganda, and the project method, supporting autonomy, democracy and empowerment, was not promoted as a valuable educational approach. After 1989, when progressive trends appeared in Polish schools, the project method gained somepopularity but it was not until 2008 when it was granted national and formal recognition. Then, the new core curriculum was developed, and the project method became an obligatory part of school reality. The revival of the project method was connected with the alarming findings concerning social capital in Poland. In this situation, making students cooperate within projects seemed aremedy for the decreasing social capital. As the author points out, formal introduction of the method does not necessarily mean its effective accomplishment, which should be accompanied by spontaneity and authentic engagement. What is more, as the author shows, after decades of theabsence of this method in Poland, and the lack of the relevant socio-cultural background, teachers might find it difficult to implement a project so as to contribute to the increase of social capital. All these areas need further investigation. Nevertheless, the author hopes that the text will contribute tobetter understanding of contemporary challenges and opportunities related to the implementation of the idea of projects in Polish education.
3
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Presence, Masks, Traces, and Absences. The Women’s Strike in the Selected Titles of the Teachers’ Press in Poland

100%
Pogorzelska M.
Kultura i Edukacja
|
2023
|
issue 2(140)
49-63
EN
The article presents the results of the content analysis of the selected examples of teacher press. The research focuses on the phenomenon of the Women’s Strike, engaging young people at an unprecedented scale in recent Polish history and significantly influencing the youth’s worldview. The research methodology, derived from Protest Event Analysis, applied quantitative and qualitative content analysis and the methods used in ecolinguistics to analyse discursive absences, defined in the form of voids, traces, and masks. The research sample comprised four titles of teacher press with issues published during and after the Women’s Strike. The analysis showed the meaningful absence of the issue of the Women’s Strike, with only some cases of presence, traces and masks, all showing an underrepresentation of the topic in the research sample. Moreover, the press research revealed significant differences between Catholic press and ideologically neutral magazines in quantitative and qualitative dimensions.
4
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Gender Issues in Polish Education Compared with European Experiences

100%
Pogorzelska M.
Kultura i Edukacja
|
2013
|
issue 5(98)
92-107
EN
The education system and its role in reproducing gender inequality have been discussed in different European countries for over 40 years. The research-based reports from 16 European countries delivered to European Commission within Exchange of Good Practice on Gender Equality forum created a unique opportunity to learn about the main themes, intensity and stages of development of gender and education discourse across Europe. The analysis of the situation in various countries revealed some differences and similarities in the approach to introducing gender in education between post-communist countries and countries with long-time history of gender equality debate. The areas of difference refer to social perception of gender, discrepancy between official legislation and practice, cooperation with educational authorities, textbooks contents and attitude to sexual education. The major similarities concern teachers’ awareness and attitudes, gender gap between boys and girls in scholastic achievements, segregation in vocational choice and feminization of teaching profession. The country overview allows to locate Poland on the map of this European discourse as well as to show inspiring examples coming from the countries far more developed in introducing gender sensitive mechanisms in educational practice.
5
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Globalne Południe poza kulturową różnorodnością. Dyskurs wykluczenia w podręcznikach językowych

100%
Pogorzelska M.
Edukacja Międzykulturowa
|
2024
|
vol. 24
|
issue 1
121-133
PL
Celem artykułu jest prezentacja wyników analizy przekazów dotyczących globalnego Południa w podręcznikach językowych, które, ze względu na kulturowe aspekty nauczania języka obcego, mają szczególne znaczenie w edukacji międzykulturowej. W badaniu zastosowano metodę analizy treści, z kodowaniem danych metodą indukcyjną i dedukcyjną w programie Atlas.ti 7. Przedstawione rezultaty analizy pokazują sposoby dyskursywnego wykluczania globalnego Południa, co sprawia, że książkowy wizerunek opisywanego regionu świata cechuje jednostronność i europocentryzm. Zgromadzone dane pozwoliły na wyodrębnienie takich elementów dyskursu wykluczenia jak wiktymizacja (łączenie wizerunku globalnego Południa z różnorodnymi problemami), egzotyzacja (opisy globalnego Południa w kontekście tradycyjnych obrzędów lub bogactwa natury) oraz ubezwłasnowolnienie (nieobecność w tekstach reprezentantów globalnego Południa lub prezentowanie ich jako biernych beneficjentów pomocy udzielanej z zewnątrz). Pomimo potencjału kształtowania kompetencji międzykulturowych, jaki niesie ze sobą edukacja językowa, w badanym aspekcie konieczna wydaje się modyfikacja treści podręczników w kierunku zróżnicowania wizerunku globalnego Południa, równego traktowania kultur, wyzbycia się poczucia wyższości i postaw etnocentrycznych w prezentowanych przekazach.
EN
The aim of the article is to present the results of the analysis of the contents related to the Global South in language textbooks, which, due to the cultural aspects of teaching a foreign language, are of particular importance in intercultural education. The method of content analysis was used in the study, with inductive and deductive data coding in the Atlas.ti 7 program. The results show the ways of discursive exclusion of the Global South, characterized by one-sidedness and Eurocentrism noticeable in textbooks images of this world region. The collected data made it possible to distinguish such elements of the discourse of exclusion as victimization (linking the image of the Global South with various problems), exoticization (descriptions of the Global South in the context of traditional rituals or the richness of nature) and incapacitation (absence of representatives of the Global South in the texts or presenting them as passive beneficiaries of external aid). Despite the potential of shaping intercultural competences that language education brings, in the aspect of the Global South, it seems necessary to modify the content of textbooks in the direction of diversity, equal treatment of cultures, getting rid of the sense of superiority and ethnocentric attitudes.
6
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Kształcenie badawcze w czasach globalizacji z perspektywy europejskiej

63%
Niemczyk E. K., Pogorzelska M.
Studia Edukacyjne
|
2019
|
issue 55
205-222
PL
This qualitative research study takes a closer look at developing competent researchers and thus buildingresearch capacity within Europe. The rapidly changing research environment driven by globalisation,internationalization, technological advancements, and the use of innovative methodologiesimpacts how research is designed, conducted, and reported on. We argue that the current complexresearch environment calls for globally competent researchers able to engage in research projects andresearch communities across disciplines and across geographic borders. However, there is scarceempirical evidence about research knowledge and competencies which global researchers need toconduct quality research. Relevant literature is also almost silent on what kind of educational opportunitieswithin higher education institutions allow graduate students to acquire these competencies.To address the existing gap in the literature, this article brings perspectives of twenty-three novice andexperienced scholars from ten European countries. The findings showcase a spectrum of competenciesrequired by globally competent researchers as well as opportunities and challenges associated withthe acquisition of these competencies. According to the respondents, efforts need to be maximized tobuild research capacity via emerging talents. This implies paying close attention to the research learningspaces, practices, and polices where future globally competent researchers can be nurtured andshaped. Considering the small sample size of participants, the findings are not meant to be conclusivebut rather informative in nature for those involved in research.
7

Intercultural and global dimension of textbooks – points of consideration for language teachers

63%
Pogorzelska M., Biniecki S. M. Y.
Beyond Philology: An International Journal of Linguistics, Literary Studies and English Language Teaching
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2019
|
issue 16/3
81-99
PL
Biorąc pod uwagę, iż nauka języka obcego jest potencjalnie związana z kształtowaniem kompetencji globalnych i międzykulturowych, celem niniejszego artykułu jest krytyczna analiza treści związanych z różnorodnością kulturową zawartych w podręcznikach używanych do nauki języka angielskiego. Rama teoretyczna analizy jest oparta na wybranych aspektach programu ukrytego, edukacji globalnej i międzykulturowej oraz związkach między nimi a nauką języka angielskiego. Jakościowe badanie treści podręczników pozwoliło autorkom zidentyfikować główne tematy związane z różnorodnością etniczną, określone jako petrification (petryfikacja), exotization (egzotyzacja) oraz povertization (ukazywanie osób i grup przez pryzmat ubóstwa). Wnioski płynące z analizy dotyczą ograniczonego zakresu promowania wartości globalnych i międzykulturowych w badanym materiale, a także konieczności krytycznego podejścia w stosowaniu materiału dydaktycznych w praktyce edukacyjnej oraz potrzebę dalszych badań w tym zakresie z zastosowaniem ramy teoretycznej zaproponowanej w niniejszym tekście.
EN
As foreign language acquisition is potentially connected with shaping intercultural and global competences, this paper focuses on textbooks used for learning English to critically reflect on their diversity-related contents. The conceptual frame of the research is based on specific aspects of intercultural and global education, connections between them, and learning English and the hidden curriculum. The qualitative study of textbook analysis content allowed the authors to identify main themes related to ethnic diversity, including petrification with exotization, and povertization. Thus, the findings of the study highlight the limitations in fostering intercultural and global values in the analysed material and stress both the need for critical approach in classroom practice and further study in this area with the use of a theoretical framework suggested by the authors.
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