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Transforming the educational style of the working class in Poland

100%
Sadura P.
Edukacja
|
2017
|
issue 2(2017)
45–62
EN
The article presents the impact of the introduction of lower secondary schools on the educational style of the working classes in Poland. This particular reform is seen as one of the elements of change to the education system adapting it to the general parameters of post-Fordism. The author supports the theory of Pierre Bourdieu, which states that society is divided into three social classes (upper, middle and popular) and each of them produces a specific lifestyle and style of education. The education style of a class provides individuals with certain dispositions to educational institutions and school careers, which are realised in the form of social practices (selection of specific type of schools, learning techniques, ways of spending time, etc.). The changes taking place in the education system in Poland over the last 15 years, i.e. since the 1999 reform, are similar to processes that occurred in the 1980s and 1990s in western countries. They include the economisation of education, the parameterisation and quantification of educational results, as well as the introduction of market mechanisms for managing and financing state-owned schools. The article is based on individual in-depth interviews conducted during two field studies organised in 2013–2014: Cultural practices of the working class (120 IDIs) and Class differences in cultural practices in the North-Eastern Poland (60 IDIs). The findings become the basis of formulating new theoretical and research proposals for the field of education.
2
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Od centralnego planowania do współzarządzania? Polski system edukacji w epoce zmiany paradygmatu administrowania

100%
Sadura P.
Zarządzanie Publiczne / Public Governance
|
2016
|
issue 1(35)
47-57
PL
Celem artykułu jest analiza funkcjonowania administracji publicznej w Polsce z punktu widzenia ewolucji paradygmatów zarządzania publicznego (od public administration przez new public management po new public governance). Ogólny model jest szczegółowo analizowany na przykładzie funkcjonowania sektora edukacyjnego. Dużą uwagę poświęcono zagadnieniu kontraktowania usług edukacyjnych przez jednostki samorządu terytorialnego oraz roli państwa w regulowaniu tego procesu. Zdaniem autora jednoczesne oddziaływanie na siebie sprzecznych paradygmatów zarządzania stworzyło dogodne warunki do autonomicznego procesu instytucjonalnego, który doprowadził do osiągnięcia przez polski system edukacyjny stanu chwiejnej równowagi między rozwiązaniami etatystycznymi i rynkowymi.
EN
The aim of this paper is to analyse the public administration in Poland from the perspective of the evolution of subsequent paradigms of public administration (Public Administration, New Public Management and Governance). The general model is applied to the case study of the education sector in Poland. Special attention was paid to the issue of delegating public services by local governments to non-governmental organisations in education in Poland and the role of the state in regulating this process. According to the author, simultaneous interaction of conflicting paradigms of management has created favourable conditions for the autonomous institutional process that led to an unstable balance of power between the market and statist solutions in the Polish educational system.
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