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1

Naprawdę jaka jest? Edukacja medialna i jej najbliższa przyszłość w polskiej szkole

100%
Maziarz M.
Dziennikarstwo i Media
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2010
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vol. 1
211-222
EN
The text discusses media education in the changeable situation of curriculum in the Polish school. It briefly analyses the changes in media education in some EU countries. There is also quite a detailed analysis of new and old curriculum of the 4th educational stage in Poland. The author describes the legal aspects of implementing media education in the Polish school and shows the possibilities given by the current curriculum. Possibilities which are still not often used, as derives from the research results included in the text. The last part of the text contains the analysis of new curriculum in the view of media education, extracts of new documents and questions about the future of media education in the Polish school.
2

REMAKING, REWEAVING AND INDIGENIZING CURRICULUM: LESSONS FROM AN AMERICAN SAMOA HEAD START PROGRAM

100%
Henward A., Tauaa M., Turituri R.
Pedagogický časopis (Journal of Pedagogy)
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2019
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vol. 10
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issue 1
33 – 55
EN
In this paper, we focus on how indigenous Head Start teachers in American Samoa, an unincorporated territory of the US located in the South Pacific negotiated imported policy and curricular models that were not always congruent with local, indigenous approaches to educating young children. Here we place our focus on the negotiation of curriculum within these spaces and in doing so, show that through the reweaving of curriculum, western discourses and influences from the US were altered. We conclude with implications for US territories and other contested spaces across the globe.
3

NEW FRONTIERS IN GLOBAL MEDIA EDUCATION

100%
Mihailidis P., Moeller S.
Communication Today
|
2010
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vol. 1
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issue 2
6-13
EN
New Frontiers in Global Media Education highlights the birth, development, and growth of a dynamic educational program promoting global media literacy. The Salzburg Academy on Media and Global Change, a program born in summer 2007, annually gathers 50 students and a dozen of faculties for three weeks to create educational and multimedia products around media literacy, global citizenship, and freedom of expression. The Salzburg Academy, with more than 200 student and 30 faculty alumni from 25 countries, has created a curriculum that has been downloaded in more than 100 countries worldwide, and has enabled new forms of dialog across borders, across cultures, and across divides. This paper will show, in the context of other recent global media education initiatives, how the process of creating educational content also created a dynamic atmosphere for individual growth and transformation experienced by those who participated. Now in it is the fifth year, the Salzburg Academy stands to benefit the future information societies by offering resources to help maintain active and participatory journalists and citizens of the digital age.
4

MAKING ART MATTERING: ENGAGING (WITH) ART IN EARLY CHILDHOOD EDUCATION, IN AOTEAROA NEW ZEALAND

88%
Craw J.
Pedagogický časopis (Journal of Pedagogy)
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2015
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vol. 6
|
issue 2
133 – 153
EN
This article examines the special nature of Te Whāriki, Aotearoa New Zealand’s early childhood national curriculum, as a dynamic social, cultural document through an exploration of two art-inspired imaginary case studies. Thinking with Te Whāriki retains the potential to ignite thinking post-developmentally about art, pedagogy and practice in teacher education, and in the field. It offers examples of how creating spaces for engaging (with) art as pedagogy acts as a catalyst for change, art offers a dynamic way of knowing, and being-with the different life-worlds we inhabit. While new paradigms for thinking and practicing art in education continue to push the boundaries of developmentally and individually responsive child-centred pedagogies, an emphasis on multiple literacies often gets in the way. This prohibits opportunities for engaging in other more complex approaches to pedagogy and art as a subject-content knowledge, something essential for developing a rich curriculum framework. The article draws on research that emphasises the importance of teacher education in opening up spaces for thinking about (the history of) art in/and of education as more than a communication/language tool. It considers an inclusive and broad knowledge-building-communities approach that values the contribution that art, artists, and others offer the 21st early learning environments we find ourselves in.
5

NEW ZEALAND EARLY CHILDHOOD CURRICULUM: THE POLITICS OF COLLABORATION

88%
Farquhar S.
Pedagogický časopis (Journal of Pedagogy)
|
2015
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vol. 6
|
issue 2
57 – 70
EN
The New Zealand early childhood curriculum, Te Whāriki (Ministry of Education [MoE],1996), is frequently hailed as a community inspired curriculum, praised nationally and internationally for its collaborative development, emancipatory spirit and bicultural approach. In its best form community can be collaborative, consultative, democratic, responsive and inclusive. But community and collaboration can also be about exclusion, alienation and loss. This paper engages with Te Whāriki as a contestable political document. It explores this much acclaimed early childhood curriculum within a politics of community, collaboration and control. Driving the direction of the paper is a call for a revitalised understanding of curriculum as practices of freedom, raising issues of how to work with difference and complexity in a democratic and ethical manner. The paper concludes that although official curriculum is unavoidably about control, there is a world of difference in the ways such control might be exercised. The real curriculum exists where teachers are working with children – it is in the everyday micro-practices that impacts are felt and freedoms played out.
6

EARLY CHILDHOOD ASSESSMENT IN AOTEAROA NEW ZEALAND: CRITICAL PERSPECTIVES AND FRESH OPENINGS

88%
Arndt S., Tesar M.
Pedagogický časopis (Journal of Pedagogy)
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2015
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vol. 6
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issue 2
71 – 86
EN
This paper engages with assessment practices in Aotearoa New Zealand. Te Whāriki, the internationally recognized early childhood curriculum framework, lies at the root of contemporary narrative assessment practices, and the concept of learning stories. We outline historical and societal underpinnings of these practices, and elevate the essence of assessment through learning stories and their particular ontological and epistemological aims and purposes. The paper emphasizes early childhood teaching and learning as a complex relational, inter-subjective, material, moral and political practice. It adopts a critical lens and begins from the premise that early childhood teachers are in the best position to make decisions about teaching and learning in their localized, contextualized settings, with and for the children with whom they share it. We examine the notion of effectiveness and ‘what works’ in assessment, with an emphasis on the importance of allowing for uncertainty, and for the invisible elements in children’s learning. Te Whāriki and learning stories are positioned as strong underpinnings of culturally and morally open, rich and complex assessment, to be constantly renegotiated within each local context, in Aotearoa New Zealand and beyond.
7

DANISH EARLY CHILDHOOD EDUCATION AND CARE

88%
Boye Koch A., Jørgensen H. H.
Pedagogický časopis (Journal of Pedagogy)
|
2023
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vol. 14
|
issue 1
5 – 14
EN
This special issue presents a selection of current research on Danish early childhood education and care (ECEC) aimed at an international audience. The Nordic tradition of child-centred, local and holistic pedagogy is dominant within the Danish educational culture, but the Danish pedagogical approach is the focus of an ongoing dialogue involving political preoccupations with ECEC quality and what is best for the children’s development and learning. Since 2004, Danish ECEC settings have been obliged to work on children’s learning based on a pedagogical curriculum organised around six previously established themes prepared at each local ECEC centre according to specific guidelines. In 2018, a more detailed description of the content of the curriculum and a common pedagogical foundation was introduced in a strengthened curriculum – partly because the previous curriculum led institutions too far away from the existing pedagogical culture. The strengthened curriculum points to key elements such as play, child-centeredness, communities of children and a broad concept of learning – to constitute the understanding and approach to work on children’s well-being, learning, development and formation in ECEC. New research from Danish professionals is presented, revolving around key areas in the strengthened curriculum in order to invite further dialogue with international colleagues about children’s play, fun and well-being, quality cultures, children’s communities, transitions, aesthetics and vulnerability.
8

SHADES OF FREIRE: EXORCISING THE SPECTRE HAUNTING PEDAGOGY

75%
Wilkins A.
Pedagogický časopis (Journal of Pedagogy)
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2013
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vol. 4
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issue 1
5 – 10
EN
In the second part of this special issue on neoliberalism, pedagogy and curriculum, the author explores the contributions of each author to confronting neo-liberal reforms of education, notably the spectre of neo-liberalism haunting aspects of pedagogy, teaching and curriculum. Exemplary of the scholarly work produced by many critical educators, the contributing authors share an understanding of the oppressive function of educational apparatuses and their complicity with the reproduction of dominant episteme of knowledge/power. In this case, neo-liberalism is defined as a canonical narrative through which existing education relations, practices and discourses are structured and mediated. Against this neo-liberal imaginary, the authors argue in favour of models of knowing, learning and teaching that work to sustain practices of critical inquiry and self-discovery among learners as active, reflexive and engaged subjects. The result is a timely collection of papers critiquing the nuances pertaining to the global transmission of neo-liberal education and a much-needed reinvigoration of the Freirean demand for a liberating and critical pedagogy.
9

Media Education of Children and Youth as a Path to Media Literacy

75%
Šupšáková B.
Communication Today
|
2016
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vol. 7
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issue 1
32–51
EN
This study focuses on the issue of media education of children as a part of media literacy, offering an overview of the current theoretical framework related to the given topic and an analysis of various research findings presented by renowned scholars in Slovakia and abroad. The author also offers results of her own research which aimed to obtain necessary information on the topic, to analyse and evaluate media, traditional as well as the new media, as a part of free time activities of primary school children in Slovakia. This research, supported by findings of other researches, shows that television and the Internet are dominant within media which are used by primary school children for gathering information. From the point of view of personal communication with friends and family, it can be said that the face to face communication is in many situations replaced by telephone calls or text messages. Further on, the study aims to find out about how pupils identify with different types of media and its contents. The last part of the text deals with different approaches to media education of the countries in the European Union, which served as a basis for developing the idea of media education in Slovakia. In the last part of the study, the author deals with media education as such and as an essential part of school curriculum, further on, analysing approaches of media education in other EU countries and describing the actual situation in Slovakia. The article thus shows how the media education contents in primary education could be updated so they fit recent trends and the current ‘media’ age.
10

HIERARCHIES OF KNOWLEDGE, INCOMMENSURABILITIES AND SILENCES IN SOUTH AFRICAN ECD POLICY: WHOSE KNOWLEDGE COUNTS?

75%
Rudolph N.
Pedagogický časopis (Journal of Pedagogy)
|
2017
|
vol. 8
|
issue 1
77 – 98
EN
Policy for young children in South Africa is now receiving high-level government support through the ANC’s renewed commitment to redress poverty and inequity and creating ‘a better life for all’ as promised before the 1994 election. In this article, the author explores the power relations, knowledge hierarchies and discourses of childhood, family and society in National Curriculum Framework (NCF) as it relates to children’s everyday contexts. He throws light on how the curriculum’s discourses relate to the diverse South African settings, child rearing practices and world-views, and how they interact with normative discourses of South African policy and global early childhood frameworks. The NCF acknowledges indigenous and local knowledges and suggests that the content should be adapted to local contexts. He argues that the good intentions of these documents to address inequities are undermined by the uncritical acceptance of global taken-for-granted discourses, such as narrow notions of evidence, western child development, understanding of the child as a return of investment and referencing urban middle class community contexts and values. These global discourses make the poorest children and their families invisible, and silence other visions of childhood and good society, including the notion of ‘convivial society’ set out in the 1955 Freedom Charter.
11

PERSPECTIVES ON ENGLISH TEACHER DEVELOPMENT IN RURAL PRIMARY SCHOOLS IN CHINA

75%
Ping W.
Pedagogický časopis (Journal of Pedagogy)
|
2013
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vol. 4
|
issue 2
208 – 119
EN
Questionnaires are used to examine Chinese rural primary school English teachers’ needs and challenges and perceptions in the implementation of Standards for Teachers of English in Primary Schools as professional development in rural school contexts in China. A total of 300 teachers participated in the research. Their feedback illustrates that there are serious problems with the current training model and that teachers have a very high expectation of being involved in the Professional Graduate Certificate in Education.
12

KEI HEA TE ORA? THE WHEREABOUTS OF THE HEALTH OF CHILDREN IN THE EARLY CHILDHOOD CURRICULUM OF AOTEAROA NEW ZEALAND

75%
Gibbons A.
Pedagogický časopis (Journal of Pedagogy)
|
2015
|
vol. 6
|
issue 2
87 – 102
EN
The policies and practices of early childhood teaching in Aotearoa New Zealand have been an ongoing site of political, economic, social and cultural contestation. Competing values and beliefs regarding experiences of both the child and the teacher have been central to the contesting. Helen May (2001, 2009) tracks these tensions through the waxing and waning of particular landscapes or paradigms, each of which can be seen to have contributed to the growth of the early childhood sector, its purpose, operations, manifestations, and its arguably tenuous cohesion as an educational sector. This paper provides a brief overview of the various paradigms, their purposes, and their spheres of influence before analysing the discourses of child health in relation to the early childhood curriculum. Health is woven into the strands and principles of Te Whāriki (Ministry of Education [MoE], 1996). Yet, this paper questions whether teachers and student teachers are attuned to what it means to have health as a key part of the curriculum, and explores whether health is a marginal consideration in the curriculum. The paper engages Foucault’s work, exploring tensions between pedagogical and medical disciplines in relation to the professionalization of early childhood teaching. The idea of holism is then discussed as an approach to early childhood education curriculum discussions with reference to the participatory approaches to the development of Te Whāriki.
13

TOPOGRAPHY OF POWER RELATIONS IN SLOVAK PRESCHOOL SECTOR BASED ON BOURDIEU’S FIELD THEORY

75%
Kaščák O., Pupala B.
Pedagogický časopis (Journal of Pedagogy)
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2017
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vol. 8
|
issue 1
57 – 76
EN
The article analyses the Slovak preschool education sector using Bourdieu’s field theory. It describes stable and volatile points in the evolution of preschool education in terms of the power games occurring within the specific social field of power relations shaped during these games. It explores the groups of powerful players that represent the political, civic-professional and academic sub-fields exerting an influence over the preschool field who in different ways and at various times control the preschool field and structure within it the hierarchy of power relations in preschool education governance. The analysis is empirically illustrated; the power relations played out and were renewed when the national preschool curriculum was undergoing fundamental change. It describes the strategies, processes and consequences of changes in the power relations between the sub-fields and the associated behaviour of the actors. The analysis shows how the power conflicts ultimately led to the homologous relations between the sub-fields transforming into democratically-structured power relations in preschool education governance.
14
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Оптимизация процесса обучения иностранному языку студентов музыкальных вузов

75%
Шляпникова Е.
General and Professional Education
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2011
|
issue 3
52-54
EN
Some aspects of teaching process optimization are disclosed in the paper. They mainly refer to teaching a foreign language to musical higher school students. The aspects under study are: effectiveness and intensification of education, optimal allocation of study hours in the process of training foreign language, working with special professional literature and terms, developing motivation of students to a foreign language.
15

EMBODIED CIVIC EDUCATION: THE CORPOREALITY OF A CIVIL BODY POLITIC

63%
Phillips D. P.
Pedagogický časopis (Journal of Pedagogy)
|
2014
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vol. 5
|
issue 1
90 – 114
EN
This study explores the lived experience of democratic civic education for middle school students. Grounded in the tradition of hermeneutic phenomenology as guided by Heidegger (1962), Gadamer (1960/2003), Casey (1993), and Levinas (1961/2004), among others, the framework for conducting action-sensitive research, as described by van Manen (2003), guides this inquiry as I endeavour to uncover what it means for students to embody civic education. Twenty-nine students are taped engaging in discussions, debates, simulations, and other civic education. Twelve students self-select to engage in reflective writing and conversations about their experiences. The existential theme of lived body emerges from this inquiry. The importance of embodying one’s learning as well as connecting physically and socially to one’s society is apparent. The students’ learning through their corporeal experience serves to create the civil body politic of the classroom and inform their behaviour outside of the classroom. Insights from this study may inform curriculum theorists and developers, policy-makers, and classroom teachers. Recommendations are made to transform the social studies for students to capitalize on their bodily experiences within the classroom so that they may grow in their role as a citizen. Students may then embody the ideals essential in civic education and democratic societies.
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