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1

Action competence of teachers through diversityY

100%
Schwendemann W., Rausch J.
Studia z Teorii Wychowania
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2013
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issue 1(6)
48-55
EN
The Christian image of humanity is based on diversity: each individual is unique. That’s why educational strategies in schools are based on appreciation, care, tolerance, humanity, dialogue. Lessons structured on the base of Christian image of humanity must create a place of meeting, where education can develop significantly and transcend the limits of standardized learning so that it goes beyond the contemporary relevance and education is understood as a process.
2
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Kto się sprzeciwia różnorodności? o tożsamości uczestników ruchu nacjonalistycznego

80%
Kajta J.
Pogranicze. Studia Społeczne
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2013
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vol. 22
63-78
EN
Te paper focuses on the identity of a contemporary Polish nationalist movement. It is based on biographical narrative interviews which were carried out among members of three Polish nationalist organizations: the All Youth Polish, the National Rebirth of Poland and the National Radical Camp. Participants of nationalist movements mobilize themselves and protest against increasing diversity. Te contemporary Polish nationalism can be understood as the particular kind of cultural resistance to globalization, cultural diversifcation, lef- -wing activities. Te homosexuals and feminists seem to be their main opponents. Nationalists defne themselves as the defenders of tradition, history and Polish values and hence they attempt to make the public sphere homogeneous. According to their statements, the public sphere should be reserved for Polish, Catholic values and norms. As I conclude, the nationalist resistance can be perceived as the result of anxiety for the status of national identity and longing for universal values or constant points of reference.
3
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The Conception of Diversity in the EU

71%
Biskub I., Danylchuk A.
Language. Culture. Politics. International Journal
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2020
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vol. 1
211-223
EN
The growing diversity of the European Union is seen as one of its core political and cultural characteristics. As a result, the idea of a common EU identity is based on the understanding of how different cultures, traditions and languages of Europe enrich its population and strengthen the Union. “United in Diversity” is the official motto of the EU. Despite the fact, that multilingualism is seen as an important component of the EU Language Policy, English is still (and likely will continue to be) very popular among the non-native speakers of the European Union. It is used as lingua franca that aids intercultural communication, mobility and various educational programs like Erasmus+. Our analysis of the concept DIVERSITY and its verbalizers in the EU English-language academic and official discourse demonstrated that the most frequent collocates with “diversity” are formed with help of the attributes “cultural”, “linguistic” and “gender”. The results show the EU priority areas of the implementation of its “United in Diversity” policy.
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Wzrastająca różnorodność Unii Europejskiej jest postrzegana jako jedna z jej wartości politycznych i kulturowych. W konsekwencji idea wspólnej tożsamości UE opiera się na pojmowaniu tego, jak różne kultury, tradycje i języki Europy wzbogacają jej mieszkańców oraz jednoczą Unię. „Zjednoczona w różnorodności” – to oficjalna dewiza UE. Mimo że wielojęzyczność postrzegana jest jako istotny składnik polityki językowej UE, język angielski wciąż jest (i prawdopodobnie będzie nadal) bardzo popularny wśród obywateli Unii Europejskiej, dla których nie jest on językiem ojczystym. Język angielski działa jako lingua franca i sprzyja relacjom międzykulturowym, mobilności oraz wdrażaniu różnorodnych programów edukacyjnych, na kształt Erasmus+. Nasza analiza konceptu DIVERSITY i jego werbalizatorów w angielskojęzycznym akademickim i oficjalnym unijnym dyskursie wskazuje, że najczęściej z «diversity» używane są przymiotniki „cultural”, „linguistic” oraz „gender”. Wyniki świadczą, że właśnie te kierunki są priorytetowymi w realizacji strategii UE „Zjednoczona w różnorodności”.
4

DIVERSE COMPLEXITIES, COMPLEX DIVERSITIES: RESISTING ‘NORMAL SCIENCE’ IN PEDAGOGICAL AND RESEARCH METHODOLOGIES. A PERSPECTIVE FROM AOTEAROA (NEW ZEALAND)

70%
Ritchie J.
Pedagogický časopis (Journal of Pedagogy)
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2016
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vol. 7
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issue 1
25 – 37
EN
This paper offers an overview of complexities of the contexts for education in Aotearoa, which include the need to recognise and include Māori (Indigenous) perspectives, but also to extend this inclusion to the context of increasing ethnic diversity. These complexities include the situation of worsening disparities between rich and poor which disproportionately position Māori and those from Pacific Island backgrounds in situations of poverty. It then offers a brief critique of government policies before providing some examples of models that resist ‘normal science’ categorisations. These include: the Māori values underpinning the effective teachers’ profile of the Kotahitanga project and of the Māori assessment model for early childhood education; the dispositions identified in a Samoan model for assessing young children’s learning; and the approach developed for assessing Māori children’s literacy and numeracy within schools where Māori language is the medium of instruction. These all models position learning within culturally relevant frames that are grounded in non-Western onto-epistemologies which include spiritual, cultural, and collective aspirations.
5
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GIVING ETHNIC DIVERSITY ITS SPATIAL AND TEMPORAL MEANING – EXAMPLES FROM SLOVAKIA

70%
Majo J.
Sociológia (Sociology)
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2018
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vol. 50
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issue 6
672 – 696
EN
Ethnic diversity represents one of the most accurate ways of exploring regional identity, with its temporal and spatial variations. In the methodological framework of emerging diversity studies, this paper approached the elementary forms of ethnic diversity change in regions of Slovakia in 1880 – 2011 using census data and simple, yet expressive and exact, diversification indices and intercensal change. The regions of Slovakia are shown in a broad time-space analysis, with data adapted to one regional structure. Although ethnic diversity is only a minor part of a superdiversity approach and, as such, is insufficient to express the identity of a region and its population, historical and spatial data can work to provide a useful overview for the broader social analysis of a region.
6
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Globalizacja jako organizacja różnorodności. kulturowa koncepcja globalizacji Ulfa Hannerza a polska rzeczywistość społeczno-kulturowa

70%
Urwanowicz-Rojecka E.
Pogranicze. Studia Społeczne
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2013
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vol. 22
91-102
EN
Te popularity of globalization problem within academic discourses is not free from some alarming tendencies. Firstly, it does not place too much emphasis on culture. Secondly, part of discussion on the issue lacks structure – it is usually unknown if particular theory focuses on micro-, or macro analysis. Tirdly, it is rarely clearly stated by scholars if globalization is understood as a process, a social reality or as a discourse. Ulf Hannerz in his cultural theory focuses on globalization problem understood as an organization of diversity. He highlights the intensifcation of interaction and connectivity within globalized social reality. Te scholar is also interested in global – local, centre – periphery relations. Terefore, he concentrates on the diversity issue as well as on chances, challenges and dangers connected with that phenomenon.Te aim of this article is verifcation whether Ulf Hannerz cultural theory of globalization avoids shortcomings of globalization debate. In the paper I also examine if that theory might be a useful tool for contemporary Polish social reality analysis. Is it useful for cultural and social diferences and diversity research?
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Sytuacja na rynku pracy a jakość życia ludności w Polsce

70%
Gutkowska K., Murawska A.
Zarządzanie Publiczne
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2010
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issue 3 (11)
69-82
EN
The level and quality of life of people depends on many factors, micro and macro. Significant impact on the regional differences in quality of life of the population have macroeconomic factors, among which mentions, inter alia, the employment situation and unemployment. Objective of the study will assess regional differences in the labor market and its connection with quality of life in the Polish regions.
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HOW TO APPROACH (NON)RELIGION AND LABELLING CATEGORIES THAT CONTINUE TO BE FUZZY (THEORETICAL AND NUMERICAL TAKE OFF)

70%
Zachar Podolinská T., Majo J.
Slovenský národopis (Slovak Ethnology)
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2022
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vol. 70
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issue 4
447 - 474
EN
With this kick-off essay we attempt to identify several approaches to the study of non-religion, with a focus on the European and American context. We attempt to outline the difficulties connected with labelling and the uncertain boundaries and multiplicity of interrelations between the spheres of religiosity, spirituality and non-religiosity. Our attention is focused on the social perception of the broader sphere of non-religiosity, with the complexity of the often stereotypical perception of this group. Practical reflections of non-religion are presented through the optics of quantitative data from selected countries and qualitative data, such as a brief outline of ethnographic research conducted in Slovakia in 2019–2021.The main idea of the contribution is to point out that without a redefinition of all labelling categories used to denote the profile of modern religiosity, spirituality and irreligiosity, we can hardly use the term “nones” in the proper sense. To make such a deep reflexive turn, we need to pay attention to qualitative research and focus on multi-sited ethnographies that can shed light on the shadowy places of current research and clarify not only labels but also our knowledge on what religion is and what roles it plays in modern societies.
9
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Transobywatelstwo po polsku. Transseksualista/tka jako obywatel

61%
Bieńkowska M.
Pogranicze. Studia Społeczne
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2013
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vol. 22
171-183
EN
Te purpose of this article is to show the specifc situation of transgender people as citizens. Tese people, in theory, have the opportunity to make full use of the citizen rights but in practice the situation is very complex. Here I show the relationship between citizenship, sexuality and identity to show specifc problems of transgender people in public spaces.
10

THE SIGNIFICANCE OF THE CONCEPT OF DIVERSITY IN THE ETHNOLOGICAL RESEARCH OF URBAN ENVIRONMENT (Vyznam kategorie diverzity pri etnologickom vyskume mestskeho prostredia)

61%
Ratica D.
Slovenský národopis (Slovak Ethnology)
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2009
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vol. 57
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issue 4
444-454
EN
The contribution is dealing with concept of diversity in context of ethnological study of urban environment. The diversity, which has always played an important role in the ethnological research, creates essential complementary categories of the ethnological exploration with universality. The author pays attention to the question of distinction between principles of social relations in rural and urban areas under the Slovak conditions. In the urban environment the weakening of social control, dominance of formalised social relations, simultaneous individualization of way of life and maintenance of the continuity of group values can be observed. These factors create conditions for the support of the social and cultural diversity, which can be analysed on the intra- and inter-object level. The ethnological concern range from intra-individual (changes of value orientations of an individual in time) and inter-individual (differences of social status and interpretation, evaluation and acquirement of cultural elements among members of given group) to intra-cultural (local, regional or sub cultural versatility) and intercultural diversity (mutual relations of separate ethnic cultures, minority - majority relations). The acceptance of inter-individual and inter-group diversity leads (also in Slovak context) to some kind of basal tolerance, which results from concrete experiences confirming possibility of coexistence and cooperation of individuals and groups with different religious, ethnic and cultural background, as well as ideas of multi-, or inter-culturalism in the recent urban environment.
11
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MIXED MARRIAGES IN A SUPER-DIVERSE SOCIETY. THE CASE OF POLISH-BRITISH COUPLES IN THE CITIES OF THE WEST MIDLANDS

61%
Brzozowska A.
Studia Migracyjne - Przegląd Polonijny
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2017
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vol. 43
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issue 4 (166)
13–35
EN
Intermarriage has been argued to be a key indicator of migrants’ integration into the host society. However, relatively little is known about the experiences of what many forms of intermarriage entail in a super-diverse context. In this paper, I problematise and further investigate the assumed link between intermarriage and the cultural, identificational and interactive dimensions of social integration of Polish migrants in Britain. The analysis is based on the results of a qualitative research project conducted among Polish migrants in Birmingham and surrounding towns of the West Midlands, where Poles represent the third most numerous non-UK-born population. The data collected in the course of this research suggests that there are three main patterns of interactive integration of Polish intermarried migrants: (1) the classical path of acculturation and integration, (2) inverse integration, and (3) the more pluralistic cosmopolitan mode.
12

THE LANGUAGE ISSUE IN THE EUROPEAN UNION

61%
Banczerowski J.
Magyar Nyelv (Hungarian Language)
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2006
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vol. 102
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issue 1
1-9
EN
Issues of language and culture in the EU exhibit a rather complex pattern and their proper management cannot be conceived of without taking the results of interlinguistic and intercultural research into consideration. EU citizens have to be made ready to confront cultural and civilizational diversity and also to understand that diversity rather than taking it to threaten their national identity. Are educated Hungarians ready to come to grips with linguistic, cultural and civilizational diversity? Are they able to adequately treat and accept such diversity? What are they prepared to do in order to maintain and cultivate their own language, culture, and identity, as well as to hand them down to the next generation? These are the challenges that a nation and a sovereign state necessarily have to face. Hungary, torn out of its former isolation, has suddenly found itself exposed to globalization processes. Linguistics, applied linguistics, language planning and language policy have to deal more and more intensively with the above issues.
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‘HOW DO YOU SAY “STOP THAT!” IN SLOVAKIAN?’: A8 IMMIGRATION AND SCOTLAND’S RACE AND ETHNIC DIVERSITY NARRATIVE

51%
Kailemia M.
Sociológia (Sociology)
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2016
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vol. 48
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issue 3
247 – 266
EN
In 2004 8 Central and Eastern European (CEE) countries (Czech Republic, Estonia, Hungary, Latvia, Lithuania, Poland, Slovakia, and Slovenia) joined the EU in an expansion popularly known as the Accession, or A8. As part of this arrangement the Slovakian Roma community settled in Govanhill, a neighbourhood in the South-Side of Glasgow, Scotland. Immediately, there was widespread outcry, followed by public debate, on the numbers involved and the impact on local services. One of the claims made was that, because of a ‘unique’ history of ‘self-isolation’, the Roma had altered local policing needs. There were widespread media anecdotes of anti-social behaviour but also racist victimization. Using material available post-A8 Govanhill, this synthesizes the debate on Roma settlement against the wider canvass of Scottish reception and assimilation of immigrants. The author claims that post-A8 phobia of the Roma is part of an unsustainable ideology of Scotland as a post-racial ‘welcoming country’ which has occluded a nuanced interrogation of the capacity of the country to welcome and successfully integrate immigrants.
14
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Wartość dialogu w edukacji międzykulturowej

51%
Garbuzik P.
Colloquium Wydziału Nauk Humanistycznych i Społecznych AMW
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2013
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issue 2
39-46
EN
Over the centuries, mankind has undergone a great revolution, but not before the pace of change was not as deep and fast as it is now. The process of globalization, the disappearance of borders, integration of the countries of Europe, the growing number of multi-ethnic states that the process of unification in the economy and the occurrence of different values underlines the importance of multiculturalism. For centuries, different cultures mutually displaced, destroy, seek to dominate and expansion and single action aimed at mutual understanding were not effective. But a different world is possible. Lead to a different way in the economy, politics but also and above all in the culture. And it is intercultural education has lead to the understanding of cultural differences – from the subcultures in their own communities to the culture of remote communities, prepare to interact and strengthen their own identity. Cooperation with representatives of the different cultures of the global world is a very important and responsible task for the modern system of education aimed at preparing the public to new challenges. They consist in building a global culture, to deepen their own identity of individuals, groups and communities by promoting tolerance and dialogue, because of globalization, despite the trend towards integration and unification of people from all over the world, our actions and choices are determined by history, tradition and the culture in which we were raised and grew up. Intercultural education includes a dialogue, so that creates a culture that results in contact with others. This dialogue is the basis of all culture and dialogue is a way to co-existence of cultures and intercultural education and dialogue is a service to the dignity of man.
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