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In search of transformative moments: Blending community building pursuits into lifelong learning experiences

100%
Pstross M., Talmage C. A., Peterson C. B., Knopf R. C.
Journal of Education Culture and Society
|
2017
|
vol. 8
|
issue 1
62-78
EN
This article presents an exploration of the relationship between community building and lifelong learning. Using a reflective style, the authors propose that the fusion of community building principles with lifelong learning practice can positively transform educational practice. Seven positive pursuits are highlighted regarding their potential to assist the implementation of community building into lifelong learning programs: (1) asset-based thinking; (2) critical reflection; (3) systems thinking; (4) cognitive vibrancy, (5) inclusiveness; (6) creative expression; and, (7) purpose in life. These pursuits draw upon the power of the community development field to bring about more positive transformative moments for individuals and communities participating in lifelong learning programs. The metaphor of bread making is used to illustrate how such transformative moments occur and why they are meaningful to individuals pursuing lifelong learning.
2
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THEORY VERSUS PRAXIS. RESEARCH AS TOOL IN THE AUDIENCE DEVELOPMENT AT THE JÓZEF PIŁSUDSKI MUSEUM IN SULEJÓWEK

86%
Nessel-Łukasik B.
Muzealnictwo
|
2019
|
vol. 60
42-49
EN
Research into the public is a subject of academic investigation, marketing campaigns, and also of museologists’s interest. As a result of changes occurring in culture, these involving Polish museology as well, a closer knowledge of the public’s needs and expectations has become today one of the tasks also challenged by museums. However, as the initial investigation conducted by the National Institute for Museums and Public Collections (NIMOZ) in the 2017 research into the public demonstrates, rare application of the knowledge of museum visitors has seldom translated the results of this research into the practical approach of definite institutions. Several reasons that make museologists refrain from applying the theories used in social sciences to museums can be named. Some of them result from the lack of experience, others from staff shortages; they, however, impede seeing in social research a tool useful for planning changes and for opening up to the community. Nevertheless, despite all these difficulties it can be observed that promoting the research into the public among museologists boosts the impact of the theories on their practical approaches in respective museums. Sharing with other professionals the examples illustrating definite solutions that can be applied in this respect, along with the factual support by NIMOZ providing national research, trainings, and publications, have gradually and effectively been increasing the influence of the knowledge of the public on museum’s operating in social life. An interesting instance of such a process can be seen in e.g. the programme of the research into the public implemented by the Józef Piłsudski Museum in Sulejówek.
3
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Ancillary Units as a Tool of Sublocal Governance in the Polish Major Cities

72%
Madej M.
Polish Political Science Yearbook
|
2022
|
issue 1(51)
133-152
EN
After the post-communist transition, decentralisation and subsidiarity have become one of Poland's major principles of political organisation. Moreover, especially the original 1990 reform and establishment of self-governing communes are regarded as a success story, not only in improving the quality of governance and public service provision but also in the civil society and citizen participation, as evidenced by the development of modern urban movements. The article explores legal possibilities for further decentralisation of municipalities, analysing the role of ancillary units in regional capitals. Ancillary units in Poland have developed differently in the countryside and urban communes. Relying on publicly available information and data provided by the respective municipal offices, the article describes the ancillary units' statutory role, competencies, and actual activities. The findings enable the assessment of the application of the sublocal decentralisation solution in Polish cities and the identification of its benefits and shortcomings.
4
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Storytelling and the Healing Power of Photography: Rita Leistner’s My Space Project

72%
Kukiełko K., Tomanek K.
Przegląd Socjologii Jakościowej
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2023
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vol. 19
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issue 3
202-219
PL
Celem artykułu jest analiza artystyczno-społecznego projektu My Space. Stories from Inside the Downtown Eastside Vancouver kanadyjskiej fotografki Rity Leistner. Artystka poprzez swoje fotografie i wywiady przybliża codzienność grupy uzależnionych od narkotyków i alkoholu mieszkańców hoteli Astoria i Balmoral. Artykuł opiera się na fotografiach z projektu My Space oraz wypowiedziach jego uczestników. Mając na uwadze intencje twórczyni, autorzy artykułu przedstawili go w kontekście storytellingu, który potraktowali jako użyteczne narzędzie jakościowej analizy zjawisk społecznych. Podejście to sprawdza się przede wszystkim w badaniu zjawisk kultury i sztuki, a zwłaszcza różnego rodzaju wytworów artystycznych. W opracowaniu skupiono się na formie opowieści, która łączy w sobie wątki z wielu wymiarów indywidualnego i społecznego życia jednostki. Pokazano, jak fotografie przestrzeni, w której mieszkają bohaterowie opowieści, mogą stać się medium narracji łączącej teraźniejszość z przeszłością i przyszłością, a przede wszystkim służyć budowaniu społecznej wspólnoty.
EN
The aim of the article is to analyze the artistic, social project titled My Space. Stories from Inside the Downtown Eastside Vancouver, created by Canadian photographer Rita Leistner. Through her photographs and interviews, the artist presents the everyday life of a group of drug and alcohol addicted residents of Astoria and Balmoral hotels. The article is based on photographs taken by Leistner and the statements of project participants – both acquired from the artist’s Webpage. Bearing in mind Leistner’s intentions, we tend to present her story in the storytelling narrative. We treat that approach as a useful tool for qualitative data analysis as well as insightful framework to represent a story. This approach has worked well so far in the study of culture and art. Thus, we focus on the content and a form of a story while uncovering its threads looking at it from different dimensions interpreted through the prism of individuals to whom the story relates. We look at the way in which the space occupied by the heroes of the story is being photographed by Leistner, who creates a medium allowing the narrative to connect the present with the past and the future. That medium plays an important role in building a community.
5

Pedagogika społeczna spotyka lokalną demokrację: weryfikacja możliwości i ograniczeń budżetowania partycypacyjnego

58%
Schugurensky D.
Pedagogika Społeczna
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2017 (R. XVI)
|
issue 3(65)
13-36
PL
W artykule podjęto zagadnienie roli pedagogiki społecznej w rozwoju dyskusji na temat uczenia się demokracji poprzez partycypację. Wymiana myśli ostatnich lat na temat poprawy relacji pomiędzy obywatelami i samorządem lokalnym jest istotna z punktu widzenia pedagogiki społecznej, ponieważ uznaje wiedzę lokalną i stara się rozwijać nowe kompetencje i dyspozycje polityczne oraz demokratyczne mieszkańców. Jedna z takich innowacji – budżetowanie partycypacyjne – została wręcz nazwana „szkołą obywatelstwa”, w której ludzie uczą się demokracji i poprzez aktywne uczestnictwo w procesach demokratycznych i zdobywają obywatelską i polityczną wiedzę, umiejętności, postawy, wartości i praktyki, których rzadko uczą się w formalnych instytucjach oświaty.
EN
This article argues that social pedagogy can make a contribution to discussions on learning democracy through participation. The latest discussions on improving the relationship between citizens and local government are relevant to social pedagogy, as they recognize local knowledge, and attempt to develop new political and democratic competences and dispositions among inhabitants. One of these innovations – participatory budgeting – has been dubbed a ‘school of citizenship’ in which people learn democracy through active participation in democratic processes and acquire civic and political knowledge, skills, attitudes, values and practices that are seldom learned in formal educational institutions.
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