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Theoretical Approaches to Public Spaces and their Relevance to an Interpretation of the Czech Student Movement in 1989

100%
Cviklová L.
Prager wirtschafts- und sozialhistorische Mitteilungen - Prague Economic and Social History Papers
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2019
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issue 30
21-41
EN
When analyzing three theoretical frameworks of public spaces, the papers highlighted some relevant aspects of the course of the Velvet Revolution in former Czechoslovakia in 1989. The collection of empirical data from interviews with former striking students focused on the activities of the students and teachers in the Faculty of Arts of Charles University, as well as a sudden renewal of various parallel public spaces, characteristic of liberal societies. These unique forms of public action, and the emergence of horizontal public domains, occurred not only as a result of the students’ and teachers’ efforts, but also thanks to the interest of those representatives of Czech cultural and political life who, under the totalitarian regime, had been barred from practicing their professions , and in November made the decision to join the umbrella group Občanské Fórum (Civic Forum). Czech researchers, specifically historians, have collected a wealth of information regarding the course of the national students’ mobilization against the last stage of the Czechoslovak post-totalitarian regime. Nevertheless, insufficient attention has been paid to a theoretical explanation of the November protestations, and an elucidation of the genealogy and mechanisms of the alternative public realms. Dozens of interviews with former striking students have revealed that the liberation of the public spaces in the Faculty of Arts at Charles University had been achieved by unsatisfied students and later assisted by activists from diverse informal networks as well as by ordinary citizens. In November and December 1989 a substantial segment of the Czech population showed their interest in engaging with the striking students and sparked off fruitful informal debates combining generational, political, and professional perspectives.
2
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Path Dependency Regarding Forms of Ownership through the Conception of Political Capitalism

100%
Cviklová L.
Prager wirtschafts- und sozialhistorische Mitteilungen - Prague Economic and Social History Papers
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2015
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vol. 22
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issue 2
69-81
EN
Major argument of the article draws on the perspective of institutional economics according to which post-communist privatizations were not symmetrical to communist nationalizations and for this reason it was not possible to conceptualize economic reforms in terms of the big bang claimed by liberals. More concretely, adherents of institutional economics have claimed that post-communist transformations should be seen through the perspective of formal rules and informal constraints; while formal rules could be changed relatively quickly by political mechanisms, informal rules have been rooted in social habits and routines and they cannot be changed very quickly due to their ʻpath dependency tendenciesʼ. The article highlights the notion of political capitalism elaborated by Polish researcher Jadwiga Staniszkis as a theoretical framework that could elucidate dissolution of nomenklatura system as well as explain transformation of economic domain in last decades of posttotalitarian regimes. Later on argumentation proceeds to explanation of institutional conceptualization of early post-communist property changes by differentiating among notions of ‘institutional privatizationsʼ, ‘spontaneous privatizationsʼ and ‘political capitalismʼ in order to provide a framework for the adoption of the more elaborated model that could contribute to insight in recent privatization processes.
3
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Intercultural Awareness and Intercultural Competence of Students in the Czech Education System

100%
Cviklová L.
Studia Paedagogica Ignatiana
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2018
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vol. 21
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issue 3
99-115
EN
This contribution highlights the fact that the analysis of intercultural awareness and intercultural sensitivity should not be limited to an intragenerational perspective but should also include an intergenerational one. To put it differently, intercultural awareness, intercultural sensitivity and intercultural communicative competence are developed throughout one’s life and are shaped by various factors, including informal and formal socialization and schooling practices, that in turn influence the development of social capital. The sample related to the data collection was constituted on the basis of five dimensions, and the cultural awareness of Czech students at Czech secondary schools was measured. Items in the semi-structured questionnaire included statements such as, students are allowed to criticize their teachers, the laws apply to everyone (including rich and powerful), conflicts between students and teachers are natural, and your diploma determines your career and success, etc. In the conclusion, data obtained by means of empirical research at several Czech secondary schools are compared to those publicly available regarding the economically active Czech population. The comparative perspective could become the basis of teaching strategies concerning intercultural communication at secondary schools and universities.
PL
Celem artykułu jest zwrócenie uwagi na fakt, że badania świadomości i wrażliwości interkulturowej nie powinny być ograniczane do perspektywy jednego pokolenia, ale winny również mieć wymiar międzypokoleniowy. Innymi słowy, interkulturowa świadomość, interkulturowa wrażliwość i interkulturowa kompetencja komunikacyjna są rozwijane w ciągu całego cyklu życia i kształtowane przez różne czynniki, włącznie z formalną i nieformalną socjalizacją oraz praktykami edukacyjnymi, mającymi wpływ na kapitał społeczny. Próba związana ze zgromadzonymi danymi została ustalona na podstawie pięciu kryteriów i umożliwiła prześledzenie świadomości kulturowej czeskich uczniów szkół średnich. Pozycje w kwestionariuszu zawierały następujące kategorie wypowiedzi: uczniowie mogą krytykować nauczycieli, prawo obowiązuje wszystkich (także osoby wpływowe i bogate), konflikty między nauczycielami a uczniami są naturalne, uzyskanie dyplomu jest ważne, by zrobić karierę i osiągnąć sukces. W zakończeniu dane, zebrane na podstawie badań empirycznych w kilku czeskich szkołach średnich, zostały porównane z opublikowanymi danymi, dotyczącymi aktywnej zawodowo populacji czeskiej. Ta perspektywa porównawcza mogłaby się stać podstawą strategii pedagogicznych, dotyczących interkulturowej komunikacji w szkołach średnich i na uniwersytetach.
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