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Forms of prejudice about christians and social cohesion between university students in Slovakia: media as an essential part of the issue

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Tkáčová H.
Journal of Education Culture and Society
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2021
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vol. 12
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issue 1
429-444
EN
Aim. The subject of our interest is to research the forms of prejudice about Christians among university students. Part of the research focuses on the question of the forms of prejudices of the research group in relation to religious classmates – peers and part of on significant influence of media on the negative perception of Christianity in the society. The reflection of the findings is a consideration of the decline in social cohesion due to (1) the existence of prejudices in the university environment in Slovakia, and (2) the often negative media presentation of Christian religion in the Slovak media. Concept. The starting point of the issue is the research into the forms of prejudice and the potential for social exclusion of young people due to the existence of prejudice in the university environment. The need for this kind of research and reasoning arises from growing fears and the strengthening of phobias that accumulate within the groups we observe. Results and conclusion. The reflection of the findings is a consideration of the decline in social cohesion due to (1) the existence of prejudices in the university environment in Slovakia, and (2) the often negative media presentation of Christian religion in the Slovak media. Cognitive value. Qualitative statements confirm the decline in social cohesion among peers due to religious diversity. We consider the presence of religious prejudices as an urgent call for such forms of education that would effectively contribute to the acceptance of cultural and religious diversity in society and to the promotion of social cohesion in the university environment.
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Routinen der Vielfalt: Praktiken der Anerkennung im pädagogischen Feld

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Czejkowska A.
Horyzonty Wychowania
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2016
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vol. 15
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issue 33
67-83
EN
RESEARCH OBJECTIVE: The aim of the paper is to show that the concept of diversity has much more implications for schools and education than commonly assumed. THE RESEARCH PROBLEM AND METHODOLOGY: Based on an evaluation research study (formative and summative) involving 20 schools at the elementary and secondary level, which have undergone a federal process of professional development findings are presented, which indicate that we need to be more strategic in terms of our research practices and dissemination when it comes to diversity. THE PROCESS OF ARGUMENTATION The paper introduces the concept of a critical theory of professional development in education, which includes the conceptual history approach and post structural points of view. The findings of an evaluation research study are then analysed. The exploration of the connections between diversity discourses and the challenges of the daily organisational and pedagogical routines completes the analysis. RESEARCH RESULTS: For the results show that diversity management is becoming more and more of an issue. Further crucial points seem to be media relations and the competition between schools. CONCLUSIONS, INNOVATION AND RECOMMENDATIONS: Strengthening the competence of everybody involved and enabling transfer of knowledge is the key. Instead research tends to confront players with what they don’t know and can’t handle, often classifying their working approaches in an offensive way rather then supporting them by acknowledging their expertise in first place. The approach of a Critical Professional Development in Education could be the key
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Dywersyfikacja w polskich mediach - moda czy konieczność?

86%
Dzierżyńska J.
Rocznik Bibliologiczno-Prasoznawczy
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2012
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vol. 15
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issue 4
43-58
EN
Diversity in the activities of Polish media companies is a neccessity in the face of the prevalent media digitalization and convergency. Reception fragmentation, its individualization, the quest for interactivity, utilization of different channels for media distribution lead to the „aging’’ of some media and the contraction of their audience. Guided by the profit criterium publishers and forwarders are following the changing tastes of their customers and advertisers. For publishers such as Agora, expanding the range of products is the panacea for the structural crisis of the press. New areas of activity are to guarantee higher incomes when current activities are on a decline. The maintenance of a company in the media market therefore requires the branch out type of divresification. Television broadcasting stations, among them TVN, taking advantage of the upturn in the television advertisement market and the audience expansion, will not have to explore for themselves new areas of activity. Diversification possesses, in their instance, an investment character. Product differentiation and scope of activity expansion are to ensure income growth owing to the synergy effect. Relinquishing investment, for instance in new channels of content distribution could result in the loss of competitive advantage.
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Cross-Cultural Casting in Britain: The Path to Inclusion, 1972-2012

86%
Rogers J.
Multicultural Shakespeare: Translation, Appropriation and Performance
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2019
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vol. 19
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issue 34
55-70
EN
This essay uses three productions to chart the progress of the integration of performers of African and Afro-Caribbean descent in professional British Shakespearean theatre. It argues that the three productions―from 1972, 1988 and 2012―each use cross-cultural casting in ways that illuminate the phases of inclusion for British performers of colour. Peter Coe’s 1972 The Black Macbeth was staged at a time when an implicit colour bar in Shakespeare was in place, but black performers were included in the production in ways that reinforced dominant racial stereotypes. Temba’s 1988 Romeo and Juliet used its Cuban setting to challenge stereotypes by presenting black actors in an environment that was meant to show them as “real human beings”. The RSC’s 2012 Julius Caesar was a black British staging of Shakespeare that allowed black actors to use their cultural heritages to claim Shakespeare, signalling the performers’ greater inclusion into British Shakespearean theatre.
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Mnohost v jednotě lidské a ekleziální osoby: Podněty teorie dialogického self pro rozjímání o církvi

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Hanke Jarošová S.
Studia theologica
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2018
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vol. 3
75-98
EN
Over the course of history distinct ecclesial communities emerged within Christianity emphasizing different values and varied aspects of the one faith. They meet for conversations and mutually recognize one another as separate corporative entities with their own identities and responsibilities. Their members also constitute a single temple inhabited by one Spirit, incorporated by baptism into one Lord and with one God at work in them, so that they are in some sense one community with a single identity. A theologian may obtain new insight into this mystery through the Dialogical Self Theory, which construes the human self as constituted by a multitude of I-positions with different, often contradictory, narrative voices, each telling its own story. It allows for a positive interpretation of the organizational division of the one Catholic Church as a process of articulating the ecclesial I-positions. This enables the Church to lead an internal dialogue in which it can be transformed and discover the fullness of the meanings entrusted to it. The paper presents DST intended to describe human individuals and its possible application to ecclesial reality.
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Výukové strategie a potenciál diverzity ve třídě

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Kasíková H.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2009
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issue 3
5-23
EN
This theoretical study combined with empirical probes is focused on the key issue of educational theory and practice: How to use students’ diversity for effective learning of all? The core of the study describes and interprets some instructional strategies based on working with cognitive conflict in the cooperative context – cooperative strategies, academic controversies, drama strategies. The strategies are interpreted in the frame of 1) the whole school concept, 2) conflict-based educational concept – in the social-constructivist paradigm and 3) views on heterogeneity and homogeneity in educational environment. The key issues are seen in the processes of implementation, in the broader space for the strategies which are elaborated theoretically and tested empirically, but limited in our school practice.
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Global Inclusion, Diversity, Belonging, Equity, and Access - GIDBEA. The Architecture of A New Different

72%
Coleman L.
Academicus. International Scientific Journal
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2022
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vol. 13
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issue 25
91-103
EN
The article asserts the need for organizations to adopt intentional and transformative Global Inclusion, Diversity, Belonging, Equity, and Access (GIDBEA) practices, to ensure their future readiness. The research developed reaffirms the benefits of GIDBEA strategies in identifying gap areas and navigating crises, by providing insights on how to successfully embed a ‘new different’ GIDBEA strategy into organizational frameworks. By drawing trends across the 2020-2021 COVID-19 pandemic and other previous health and economic crises, it is indicated what is described as the “normality of disruption” and the need to move away from the idea of a ‘new normal’ to a new different. The new different acknowledges that the ‘normal’ or the status quo was often challenging for many. The impact and importance of the disruptions that individuals, communities, nations, etc., all have and will face together, is also recognized. The new different emphasizes organizational transformation through co-creation, sustainability, adaptivity, resilience, and design thinking. By implementing a design thinking model, GIDBEA proactively engages mistakes while promoting innovation through dissent and disruption. As a result, disruptions are not considered episodic crises but as recurring, expected, and presenting opportunities. Furthermore, it is argued that GIDBEA expertise is essential for remaining agile, innovative, and providing strategic organizational architecture to prepare and innovate for these disruptions. However, it is necessary to consider that GIDBEA practice can be limited due to the failure of organizations and leaders to frame it as an asset and develop strategic plans to leverage it in the same way they do other critical functional business units. Therefore, unless prioritized and conducted intentionally, GIDBEA work will not achieve its promised bonuses and transformative potential. The article offers readers insights and tools to assess existing GIDBEA within their organization. Using metaphors of “construction” and “architecture,” it illustrates how reimaging organizational architectures and constructing initiatives focused on GIDBEA are fundamental to resiliency, organizational sustainability, and the ability to thrive through shifting landscapes.
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Language-sensitive teaching as an emergent response to increasing linguistic diversity in Irish post-primary schools: Challenges, opportunities and implications for teacher education

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Farrell A., Masterson M., Daly M.
Glottodidactica
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2023
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vol. 50
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issue 1
77-95
EN
The 21st century has been characterised by an unprecedented growth in transnational migration with education systems in many countries challenged to address the implications of this ongoing global phenomenon. This paper reports on a recent study that was undertaken amongst teachers and school managers in post-primary state schools in Ireland to explore the current position regarding language-sensitive teaching as an emergent response to the growing reality of linguistic diversity in schools. Bottom-up research of this kind is vital as it can shed light on the perceptions and experiences of the key stakeholders involved in order to determine their related professional needs and shape future directions in teacher education in this area. The key findings show that language-sensitive teaching remains in its infancy in the Irish post-primary educational context with an urgent need for teacher awareness-raising and upskilling in relation to this approach and its implementation in different subject classrooms. The research has also indicated that language support teachers can play a central role in developing language-sensitive teaching at the whole school level but this potential remains largely under-exploited in the Irish post-primary educational context.
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Ewolucja postaw temporalnych polskich pracobiorców

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Lipka A., Waszczak S., Król M.
Studia Ekonomiczne
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2016
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vol. 270
152-161
PL
Celem niniejszego artykułu jest próba zweryfikowania stwierdzenia, iż postawy temporalne polskich pracobiorców można opisać w takich kategoriach ekonomii ewolucyjnej, jak: różnorodność, zmienność oraz adaptacyjność. Odwołano się do badań własnych, a także danych statystycznych. Wykorzystano pojęcia ekonomii i socjopsychologii czasu.
EN
The article presents the temporal attitudes of Polish employees in terms of evolutionary economics: diversity, variability and adaptability. Reference is made to the author’s own research, as well as statistical data. The concepts of economics and sociopsychology of time had been used in the study.
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Raportowanie informacji o różnorodności w przedsiębiorstwie – wybrane zagadnienia

72%
Jaworska E.
Studia Ekonomiczne
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2016
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vol. 268
104-113
PL
Celem artykułu jest przedstawienie istoty różnorodności oraz możliwości zarządzania nią w przedsiębiorstwach. Omówiono także wybrane aspekty związane z raportowaniem informacji o polityce różnorodności w przedsiębiorstwie. Artykuł opiera się na analizie literatury i aktów prawnych. Wykorzystano metodę analizy źródeł oraz metody rozumowania dedukcyjnego i indukcyjnego.
EN
The aim of the article is to present the concept of diversity and its management, as well as analysis of selected possibilities to present information about the diversity policy to stakeholders of the company. Article is based on the analysis of literature and legal acts. There were used method of analysis of the sources and methods of deductive and inductive reasoning.
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Schooling for Children from Families of Refugee Backgrounds

72%
Krajčovičová M., Novotná E.
Journal of Preschool and Elementary School Education
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2015
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issue 8
29-44
EN
All communities of refugee backgrounds should feel supported by the state and the majority, and have the power to strive for a better quality of life, while still being able to proudly proclaim their own culture in for- mal schooling. Culturally inclusive schools appreciate diversity, perceive it as a natural part of a modern society, and encourage all individuals regardless of their cultural background, race, ethnicity, religion, beliefs, gender, or language. This study is a theoretical introduction to the pilot project concerning the expectations and experiences of parents with refugee backgrounds in the context of early learning for their children in Australia. We look at diversity and the successful inclusion of children from refugee backgrounds families into formal schooling by creating culturally inclusive, safe and supportive learning environments.
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