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Obywatelstwo dzieci – oblicza dyskursu

100%
Jarosz E.
Pedagogika Społeczna
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2014 (R. XIII)
|
issue 3(53)
51 - 72
PL
Koncepcja obywatelstwa dzieci jest „produktem współczesności, jednak o korzeniach sięgających przede wszystkim korczakowskich poglądów na dziecko i jego możliwości oraz relacje z dorosłymi. Dzisiaj koncepcja obywatelstwa dzieci promowana jest instrumentami politycznymi ale także poprzez rozwijający się teoretyczno-praktyczny dyskurs, który obejmuje liczne wątki tematyczne. Artykuł jest próbą charakterystyki najbardziej widocznych wymiarów oraz wątków tematycznych owego dyskursu.
EN
The concept of children’s citizenship is a product of nowadays, but its roots reach Korczak’s ideas on child, his abilities and his relations with adults. Today the idea of children’s citizenship is promoted by various political instruments, but also through developing theoretical and practical discourse, which contains different topics. The paper is an attempt to describe the most popular themes of the discourse.
2
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Dziecięce strategie oporu szkolnego w kontekście prawa do partycypacji publicznej

100%
Achremowicz H.
Facta Ficta. Journal of Theory, Narrative & Media
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2020
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vol. 5
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issue 1
49-67
EN
The aim of the text is to present the issue of school resistance and its relation to the children’s right to participation. School resistance is a concept investigated by critical pedagogy as one of the forms of expressing one's subjectivity. The complexity of the issue is the reason for many definitions and classifications of school resistance. Referring to the definition of school as an area of a clash between dominant and dominated culture, one can speak of resistance defined as action directed against the dominant subject. H. Giroux created a classification of this phenomenon, combining attitudes and behavior towards school (oppositional or accommodative). Types of resistance highlighted in this way provided a basis for subsequent classifications, including E. Bilińska Suchanek's, B. Babicka – Wirkus', and M. Nowicka's. All authors point to the greatest value of conscious resistance, often called transformative resistance. It is based on a disagreement about the real image of the school, while behaving correctly on its territory. In the first place, emancipation requires education that takes place in the school space. Resistance behaviors are related to the concept of participation. Pursuant to the Convention on the Rights of the Child, children and young people have the right to participate. Numerous pedagogical studies indicate that this right remains unrealized in Poland. A look at resistance behavior as a manifestation of the right to participation allows one to understand the potential of resistance – it can communicate the needs of children and young people. What adults interpret as resistance might be a message that requires dialogue and understanding. Respecting the right to participation can create such a space. Connecting the concepts of resistance and participation may contribute to increasing the democratic participation of children and young people in schools.
3
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Dzieci i młodzież jako uczestnicy badań społecznych w kontekście badań dotyczących problemu przemocy

84%
Makaruk K., Włodarczyk J., Wójcik S.
Dziecko krzywdzone. Teoria, badania, praktyka
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2013
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vol. 12
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issue 3: Ogólnopolska diagnoza problemu przemocy wobec dzieci
7-20
PL
Artykuł analizuje obszar udziału dzieci i młodzieży w badaniach społecznych. Przedstawione zostały w nim aspekty etyczne i metodologiczne takich badań, w szczególności gdy dotyczą one problemu przemocy wobec dzieci. Poruszona została również potrzeba podmiotowego traktowania dzieci–respondentów oraz zaangażowania dzieci w proces badawczy. W artykule znajdują się również praktyczne rady dotyczące realizacji badań problemu przemocy, w których respondentami są dzieci, a także przegląd różnych podejść metodologicznych w tego typu badaniach.
EN
The article analyses the area of participation of children and young people in social studies. Ethical and methodological aspects of such research are presented, particularly when they relate to the problem of violence against children. The need for subjective treatment of child respondents is also discussed as well as the participation of children in the research process. The article also includes practical advice on implementing research on the problem of violence in which the respondents are children and a review of the different methodological approaches in such studies.
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