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Types of Consciousness of English Teachers in Lower Secondary Schools in the Light of Paulo Freire’s Theory

100%
Gucma M.
The New Educational Review
|
2013
|
vol. 31
116-127
EN
The ever-growing need for learning, especially the English language becoming lingua franca, has created a huge challenge for teachers of English. There have been many conceptions of the teacher's role and the work they perform, however, these notions do not constitute a perfect model of a teacher as an educator of many young generations living in the changing world. The teacher’s role is to have the ability to develop themselves, to be able to reflect on their actions, to be creative and to have a high level of critical consciousness. The article presents the results of the research into types of consciousness of English teachers in lower secondary schools according to the types distinguished by Paulo Freire.
2

On the Modern and Postmodern Paradigms of Ideology and Social Criticism

88%
Karalus A.
Dialogue and Universalism
|
2016
|
issue 2
81-98
EN
The article takes on the problem of ideology, critical consciousness and social criti-cism and distinguishes two distinct ways of thematizing it. The first approach is develo-ped within the post-Hegelian framework. According to this paradigm, critique of ideo-logy is a means of transgressing the antagonistic forms of socialization and emancipa-ting humanity from the false forms of consciousness and corresponding irrational and oppressive social institutions. The postmodern paradigm questions two basic assump-tions of the modern approach: firstly, it denies that there exists a possibility to find pure-ly rational and universal contexts, where ideological shackles could be exposed and thrown away; secondly, it rejects the idea that we can rely on the concept of self-awareness or critical reflection as informing our action and elevating our understanding of the social being to the higher level (self-enlightenment model), for critical consciou-sness has no direct consequences. While portraying the postmodern paradigm, Stanley Fish’s views, considered exemplary to the postmodern rendition of the problem of ideo-logy, will be discussed in a more detailed manner. In the final section of the article a provisional attempt is being made to elucidate what is the task of social criticism with-in the postmodern paradigm.
3
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W kierunku empowerment

63%
Pluskota A.
Kultura i Edukacja
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2013
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issue 4(97)
70-92
EN
The primary goal of this paper is to introduce the concept of empowerment, its sources, definitions and various ways to comprehend it. The author’s professional interest lies in the field of scientific research. But the topic was primarily chosen due to the fact that the concept of empowerment has not only been increasingly recognized and studied by social sciences but also widely applied in everyday life. The concept of empowerment has been utilized in many different contexts. It can be categorized as a scientific phenomenon that in spite of being popular and widely used does not have a uniform definition. Empowerment is not only a theory but also an idea, a model or a research. Empowerment is also both a process and the outcome of a process. It may be understood by any one of the mentioned meanings or all of them together. The paper is based on the assumption that empowerment is a multidimensional concept. There are two important consequences of this assumption. First of all, as already mentioned, the concept does not have one uniform definition (the definition depends on different socio-cultural and political contexts the concept operates in). Second of all, the nature of its many dimensions derives from its many levels. There are three levels of empowerment – individual, organizational and community. The paper postulates that the levels are interconnected and interact. So any change on any level influences the other levels. The levels are connected by mediating structures that are essential to find the answer to the question this paper raises – whether an individual can influence a social change? The deliberations presented in this paper are set in the educational context. The author’s reflections on the social and educational intervention models are also set in that context. The paper concludes with the thesis that the empowerment (resources) model needs to be included in the academic curriculum.
4
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Grammars of Schooling in the Post-Authoritarian Context: A Comparative Study of Changing Teaching Practices in Elementary Education in Czech, Polish and Portuguese Schools

63%
Bucharová L.
Forum Oświatowe
|
2019
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vol. 31
|
issue 1(61)
125-134
PL
Artykuł przedstawia raport z badań fenomenograficznych podjętych w ramach pracy doktorskiej analizującej, jak nauczyciele edukacji wczesnej wpisują zmiany swych praktyk w procesy transformacji kulturowej i społecznej. Dane pochodzą z pogłębionych wywiadów przeprowadzonych z 28 nauczycielami z Polski, Czech i Portugalii. Tytułowa koncepcja “gramatyki szkolnictwa” (Tyack i Tobin, 1994) została tu wykorzystana do pogłębienia rozumienia wpływu przestarzałych podstaw celów i funkcji szkolnictwa na praktyki nauczania.
EN
This paper reports on my dissertation research, a phenomenographic analysis of how elementary teachers in three countries did or did not change their teaching practices in response to the transformations of their cultures and societies. Data come from in-depth interviews with 28 elementary teachers from Poland, the Czech Republic and Portugal. The concept of the “Grammar of Schooling” proposed by Tyack and Tobin in 1994 was used to understand and explain how outdated conceptions of the aims and functions of school can exert a durable influence on teaching practices.
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