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1
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Prywatne może być publiczne? Vouchery – najbardziej radykalna forma prywatyzacji amerykańskiej edukacji

100%
Potulicka E.
Kultura-Społeczeństwo-Edukacja
|
2013
|
vol. 3
|
issue 1
47-88
EN
Privatization is the main theme of educational politics in XXI century. The idea of vouchers is connected with the believe, that if parents can use publicly funded vouchers to cover tuition at the school of their choice, schools will be forced to compete for paying customers and hence will have reason to improve. But those who believe that education is a part of the implicit social contract required for an e ective democracy place emphasis on a school system that is free, publicly funded and guided by democratic decisions rather than that the market ones. Against vouchers was even Chief Justice Earl Warren, who have said that the opportunity of an education is a right which must be made available to all on equal terms.
2
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Andrzej Murzyn, Bogusław Śliwerski, Irlandia. Zielona Wyspa międzykulturowej oraz egalitarnej edukacji i opieki, Oficyna Wydawnicza Impuls, Kraków 2020, ss. 224

100%
Potulicka E.
Studia Edukacyjne
|
2021
|
issue 60
293-297
PL
Recenzja
3

Rynek w edukacji amerykanskiej jako teoria oraz ideologia

100%
Potulicka E.
Teraźniejszość – Człowiek – Edukacja
|
2012
|
issue 2(58)
23-36
EN
If the research results serve their purposes, the supporters of specific ideologies make use of them in political actions such as educational reforms. That does not leave too much room for neutrality. The fact is that the debates on education have always been political struggles about who shall specify what should be taught. The two decades of attempts to integrate the public education system with the market brought about sectarian controversies in the USA. The supporters of a democratic school are convinced that its major aim is to shape citizenship as a way of living, while the advocates of a market school think that such aim consists in shaping consumption as a way of living. The latter ones say that they put forward instrumental means to achieve the required and universal targets. The conflict between these camps is normative and philosophical. It focuses on the question who and what shall set up political aims of public education. The key question in this dispute is a question whether the market is a utilitarian and instrumental answer to a clearly specified set of educational problems or whether it is an ideological agenda. The clarification of positive and normative dimensions of market theory and neoliberal ideology will be one of the aims of this paper.
4

Ruch restrukturyzacji w szkolnictwie amerykańskim – reforma oddolna?

100%
Potulicka E.
Teraźniejszość – Człowiek – Edukacja
|
2013
|
issue 1(61)
27-46
EN
Restructuring schools has been the second neoliberal reform since Ronald Reagan government. It was an attempt to improve schools from the bottom up. There were two very different groups introducing the reform. The first group – of teachers and other professionals – planned the reform according to the theory and experience of effective schools. The second group – of businessmen and managers – conducted a typical neoliberal reform according to the needs of business, not of education. Students in schools restricted by educators had better achievements than in schools that had not been restructured.
5
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Andrzej Murzyn, Bogusław Śliwerski, Irlandia. Zielona Wyspa międzykulturowej oraz egalitarnej edukacji i opieki, Oficyna Wydawnicza Impuls, Kraków 2020, ss. 224

100%
Potulicka E.
Studia Edukacyjne
|
2021
|
issue 60
293-297
PL
Recenzja
6
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Andrzej Murzyn, Bogusław Śliwerski, Irlandia. Zielona Wyspa międzykulturowej oraz egalitarnej edukacji i opieki, Kraków 2020, Impuls

100%
Potulicka E.
Kultura-Społeczeństwo-Edukacja
|
2020
|
vol. 18
|
issue 2
481-485
7
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Rynkowy model wczesnej edukacji a stanowisko profesjonalistów – perspektywa globalna

100%
Potulicka E.
|
2014
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vol. 26
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issue 3
7-24
EN
The text presents an analysis of global sources of the increasing expansion of the market model in the field of early childhood education, understood as all institutional types of pre-schooling education. The importance of this stage of education for the child’s development – especially in disadvantaged groups – and its subsequent functioning at school does not seem to be questionable in the light of the research results cited. Nonetheless, the possibility of every child’s access to good, public, and free early education is far from satisfactory. Consideration of this issue from the economic, educational, and political perspectives reveals a number of tensions and problems, conditioned locally and globally. One of the key issues is the opposition between the market model of early childhood education and aspirations to implement democratic solutions supporting these wide learning objectives for children. However, the economic crisis makes education in the field of early childhood education require public and private partnership, implemented in the context of specific government regulations.
8
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„Nauczyciel największą wartością naszego narodu” – retoryka, praktyka i skutki „reformy” kształcenia nauczycieli w Anglii i Walii

100%
Potulicka E.
Rocznik Pedagogiczny
|
2018
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vol. 41
115-150
EN
Initial teacher training in England and Wales is radically reformed since the 2010 year. Many new ways of training were introduced, namely: School-Centered Initial Teacher Training, School Direct, apprenticeship, Teach First, Troops to Teachers and others. The role of universities in teacher training is severe diminished with many implications for the quality of teachers and teaching as well as for the identity of academic teachers, their role and the lack of stability. Of course those changes have a lot of implications for universities, especially for their Schools of Education. Some of them disappeared.
9
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Konkurencja o środki finansowe i prestiż „receptą” na doskonałość polskiej nauki i szkolnictwa wyższego?

100%
Potulicka E.
Rocznik Pedagogiczny
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2017
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vol. 40
25-56
EN
The article deals with the Jarosław Gowin’s strategy of reform in science and higher education. Three conceptions of foundations for the act “Law for higher education” are analyzed and criticized. My aim is to consider their quality and the big dangers which are connected with the realization of proposals (similarly like Obywatele Nauki/Science Citizens). My criticism is based on research into the effects of American reform of higher education.
PL
W artykule analizuję strategię reformy nauki i szkolnictwa wyższego, ministra Jarosława Gowina oraz trzy koncepcje założeń do ustawy „Prawo o szkolnictwie wyższym”, wyłonione w konkursie. Staram się, podobnie jak Obywatele Nauki, rozważyć zalety proponowanych rozwiązań, a także duże zagrożenia jakie się z nimi wiążą. Swoje uwagi opieram między innymi na badaniach skutków amerykańskiej reformy szkolnictwa wyższego.
10
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„NAUCZYCIEL NAJWIĘKSZĄ WARTOŚCIĄ NASZEGO NARODU” – RETORYKA, PRAKTYKA I SKUTKI „REFORMY” KSZTAŁCENIA NAUCZYCIELI W ANGLII I WALII

100%
Potulicka E.
Rocznik Pedagogiczny
|
2019
|
vol. 41
115-150
PL
Initial teacher training in England and Wales is radically reformed since the 2010 year. Many new ways of training were introduced, namely: School-Centered Initial Teacher Training, School Direct, apprenticeship, Teach First, Troops to Teachers and others. The role of universities in teacher train- ing is severe diminished with many implications for the quality of teachers and teaching as well as for the identity of academic teachers, their role and the lack of stability. Of course those changes have a lot of implications for universities, especially for their Schools of Education. Some of them disappeared.
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