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1

BARBARIANS IN THE EUROPEAN SCHOOL - EDUCATIONAL PERSPECTIVE IN CONDITIONS OF CULTURAL DIFFERENTIATION

100%
Grzybowski P.
Rocznik Pedagogiczny
|
2005
|
vol. 28
157-171
EN
The author's purpose is to show the perspective of European school in conditions of cultural differentiation, intensifying also under influence of globalization and European integration. As a result of these processes, both in the school surroundings and in its community, the Others and Foreigns are better and better perceptible. The author presumes, that the situation, in which their subjective differentness makes controversy, leads to many problems. It makes difficult or even impossible to realize some school functions. According to this, individuals, who are engaged in education knowingly, or only are related to it because of being in the school environment, should be trained in special competence - intercultural competence. Internal cultural differentiation of school and its environment demands preparation of students, school staff, parents and others to apply the attitude based on intercultural competence in all fields of reality. Important are not only matters connected with the language, national or ethnic identity. Important is the universal competence, tha way of treatment of Others\Foreigns, and also coping with own differentness. The author gives examples of institutional enterprises, which help in shaping intercultural competence. According to him, in reference to European integration and problems of cultural differentiation of school systems, the most remarkable are international and local initiatives, receiving support from governments. They could be implemented after the necessary changes of educational system.
2

The Teaching of Religion in a Multicultural Society. The Results of Empirical Research in Catholic Middle Schools in Rome

80%
Stankowski B.
Kwartalnik Pedagogiczny
|
2005
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vol. 50
|
issue 1(195)
187-200
EN
The study constitutes a part of the author's Ph.D. dissertation presenting the results of his empirical research into multicultural education in Catholic middle schools in Rome by means of a questionnaire delivered to teachers in 2000. He has investigated the role of the Catholic middle school in a modern multicultural society, especially in the teaching of the Catholic religion in the presence of members of different religions. Teachers were asked to present their attitude to intercultural education, and to make proposals for running Catholic schools attended by pupils from different parts of the world. The study reveals the teachers' positive attitudes toward various aspects of intercultural education. Many teachers, however, find it difficult to change their monocultural mentality, which is typical of a 'singleculture country'.
3

Indywidualizm warunkiem uczestnictwa we wspólnocie – perspektywa edukacji międzykulturowej

80%
Szczurek-Boruta A.
Studia z Teorii Wychowania
|
2012
|
issue 2(5)
19-30
EN
The article is an attempt at theoretical reflection upon contemporary problems - upon the relation between individualism and community. The main idea in these considerations is the assumption that the community strengthens the individual and his/her individual development. Focusing on oneself and one’s own goals does not exclude the awareness of other people’s needs. The theoretical framework for the discussion is formed by the assumptions of Alfred Adler’s individual psychology, Florian Zaniecki’s sociological concept and the concept of intercultural education in its anthropological perspective of Tadeusz Lewowicki and Jerzy Nikitorowicz. These theories and concepts constitute a starting point for presenting the association between community and individualism. They draw attention to dualism of human nature, the dialectics which determines the inner harmony of life. In the context of theoretical analyses, the authoress notices that many potentialities of influencing both the individual and community are situated in education, including intercultural education. It facilitates self-determination and self-development. In the practical aspect, such education is a carrier of the idea of education as well as a means of organizing the learning, forming self-awareness and supporting the development.
4

GERMAN SOCIOCULTURAL PROJECTS AS EDUCATIONAL SPACE FOR MULTICULTURAL SOCIETY (Niemieckie projekty socjokulturalne przestrzenia edukacji dla spoleczenstwa wielokulturowego)

80%
Slowinska S.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2009
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vol. 10
257-270
EN
The paper presents German sociocultural projects aimed at education to life in a multicultural society. The authoress begins by describing three main concepts of German intercultural education: pedagogy for foreigners, pedagogy of intercultural encounter and intercultural learning. These concepts are closely related to the sphere of practice, with some interesting examples of them found in the field of sociocultural project work. According to the authoress a sociocultural project refers to an undertaking that is organized, planned, complex, limited in terms of time and, in addition, helps to develop and foster interpersonal communication, creativity, social participation and integration. This method, based on participants' activity, is closely related to their everyday life and addresses current social and political issues. At the end, she describes exemplary sociocultural projects that execute the three aforementioned concepts of intercultural education.
5

INTERCULTURAL EDUCATION AND THE GRUNDTVIGIAN CONCEPT OF SCHOOL FOR LIFE

80%
Maliszewski T.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2008
|
vol. 9
243-254
EN
Contemporary folk high schools are places where local communities can maintain a dialogue - both a dialoge within itself as well as with others. Folk high schools are thus not only important centers of civic education but also institutions in which intercultural education has been taking place for decades. The understanding of the genesis of the dialogue of cultures in folk high schools seems to be difficult to comprehend without resorting to the roots of the educational ideas of Nicolas F.S. Grundtvig (1783-1872) and his concept of schools for life in particular. The author analyses the views of this Danish philosopher and educator related to the concepts expressed in the title of this paper. The author admits to draw from Gottfried Herder (1744-1803) the ideas related to the concept of cultural diversity and hence a multiplicity of paths leading to humanity, on the basis of which Grundtvig puts forward a hypothesis on the necessity of dialogue between representatives of different cultures. At the same the author points out that Grundtvig does not recognize the 'inevitability of culture clash' to which, according to many researchers, drawing from Herder's theories should lead. The author indicates that Grundtvig's ideas can be analyzed into several planes on which intercultural dialogue can be led: internal Danish, Scandinavian an international and simultaneously calls upon and comments the Grundtvig's idea of folkelighed which in order to implemented, requires adult educational institutions of the new type - schools for life, a theoretical prototype of high folk schools. The paper is concluded by the considerations concerning the history of the intercultural character of adult education institutions which are similar to high folk schools and an observation that for over one hundred years high folk schools have been implementing, at the practical level, the major theoretical concepts of intercultural education, and supporting their practice with sound theoretical justification. Hence their activity definitely anticipated the process of the establishment of intercultural pedagogy as an autonomous area of educational studies. So perhaps the major thesis presented by the author of the paper is worth remembering.
6
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Nauczyciele i kształtowanie kompetencji międzykulturowej uczniów

80%
Szczurek-Boruta A.
Pogranicze. Studia Społeczne
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2013
|
vol. 21
155-170
EN
Shaping learners’ intercultural competence has been slowly paving its way to a due rank in education. Developing intercultural competence results from familiarization with culture, which may take place in a direct or indirect way. What is essential here is the role of the teacher, who functions as a mediator between cultures. The presented study aims at indicating the growing significance of intercultural aspects of education in Europe - a united multiculturalness bothered by the crisis, as well as presenting (in reference to bilingual teaching) theoretical and practical solutions for intercultural education, providing inspiration for pedagogical practice. Bilingual teaching, as one of the most innovative forms of foreign language teaching, is a manifestation of practical implementation of the intercultural approach to education and it enhances shaping intercultural competence.
7
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Uwarunkowania rodzinne kompetencji do komunikacji międzykulturowej współczesnej młodzieży

61%
Bajkowski T.
Pogranicze. Studia Społeczne
|
2013
|
vol. 21
59-72
EN
Current processes of globalization and increased mobility of people have caused that the competencies for intercultural communication become a condition for proper functioning of society. Together with a group of researchers from the Faculty of Pedagogy and Psychology, University of Bialystok, we undertook a research on conditions of intercultural communication competence of young people in the Northeastern Poland. These competencies result from four dimensions: knowledge of cultural differences, reaction to situations involving cultural differences, position on the continuum of ethnocentrism - relativism and attitudes toward cultural diversity. In the text, I present the analysis of selected factors that influence the family which result in the development of communicative competence in the studied group. The main idea is that family, in spite of social changes, is still the most important socializing group which creates life attitudes of young people.
8
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Adaptacyjne problemy dzieci repatriantów na tle relacji rówieśniczych

41%
Książek J.
Studia Migracyjne - Przegląd Polonijny
|
2019
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vol. 45
|
issue 1 (171)
215–233
PL
Z przeprowadzonych przeze mnie badań wynika, że zdecydowana większość repatrianckich dzieci w okresie nauki szkolnej jest piętnowana z powodu wychowania w kręgu języka i kultury rosyjskiej. Obawa przed odrzuceniem przez rówieśników prowadzi często do ukrywania swej kulturowej odmienności. W artykule najszerzej opisano jeden ze skutków nieporozumień na gruncie relacji rówieśniczych, czyli porzucenie przez repatrianckie dzieci języka rosyjskiego, który jest integralną częścią ich kulturowej tożsamości oraz narzędziem umożliwiającym im komunikowanie się z liczną zazwyczaj rodziną przebywającą poza Polską. Wyparcie się go, wskutek oddziaływania presji asymilacyjnej, może także wywierać niekorzystny wpływ na kształtowanie się osobowości. W artykule staram się przedstawić działanie zarysowanego mechanizmu, uwzględniając niektóre aspekty specyfiki rozwoju dziecka w wieku szkolnym, a także udział w opisywanym procesie osób dorosłych. Rozpatrując ten proces na tle możliwych wariantów procesów akulturacyjnych, postuluję konieczność podjęcia działań umożliwiających swobodną integrację badanej grupy w społeczeństwie przyjmującym, nie zaś (lub nie jedynie) jej asymilację.
EN
My research shows that the vast majority of repatriate children suffers from stigmatization within formal schooling in Poland. These experiences are due to the differences related to being brought up in the Russian linguistic and cultural setting. Children often attempt to conceal their cultural identity because they fear rejection. One of the main consequences of conflicts with peers is that the repatriated children abandon Russian language, despite the fact that it is an integral part of their cultural identity and a tool enabling them to communicate with the usually large family outside of Poland. A rejection of language due to assimilation-driven peer pressure may also have an adverse effect on the formation of personality. In the article, I try to present how the outlined mechanism operates by taking into account some aspects of the development specific to a school-aged child, as well investigate the role of adults in this process. As I consider this against the possible variations of the acculturation processes, I argue that action must be taken in order to enable a successful integration (rather than assimilation) into the host society for this group.
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