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Gender in Traditional Music: An Overview of the New Challenges Related to Polish Ethnomusicology in the 21st Century

100%
Tracz A.
Kwartalnik Młodych Muzykologów UJ
|
2020
|
issue 2(45) ENG
105-120
EN
The subject of the article is to present the feminist trend in Western ethnomusicology and then to compare it with the state of research in Poland. The query included the latest Western musicological and ethnomusicological literature, as well as the known sources about gender in Polish traditional music. The author, based on the experience gained during the field research carried out in recent years, indicates possible changes in conducting and analysing the field in order to obtain more accurate knowledge about gender performativity in Polish folklore.
2

Art squats, artistic critique and resistance: Between recuperation and obliteration

63%
Drake M. S.
Prace Kulturoznawcze
|
2016
|
vol. 19
41-58
EN
Art squats have been a characteristic form of the development and diffusion of counter­culture since the 1960s. Their function is twofold, engaging in both art and social critique, and as a form of direct action in each field, resisting both capitalist property relations and the institutions of the art market. However, those functions may be displaced by others as a result of the effects of art squats themselves, such as neighbourhood gentrification. The changing cultural politics of the embodied critical practice of art squats are traced through three European examples. This paper follows Critical Cultural Studies in reading cultural practice as text to engage critically with Boltanski and Chiapello’s dismissal of artistic critique, and also problematising the alternative autonomist assumption that art squats unify the projects of art and social revolution by showing how their strategies can be subject to recuperation, while linking the strategies developed in art squats to contemporary practices of resistance.
3

“How languages are learned”: Revisiting the phenomenon of learners being oppressed in the English classrooms from the view of critical pedagogy

63%
Khang N. D., Vân P. T. T., Ngân D. T. N.
Beyond Philology: An International Journal of Linguistics, Literary Studies and English Language Teaching
|
2018
|
issue 15/2
129-147
EN
This paper deals with a controversial perspective of language teaching and learning from the view of critical theories. From the assumption of the oppressed (learners) and the oppressors (teachers in the language classroom), the authors propose the idea to revisit the issues relevant to how languages are learned. The paper discusses the reality of language learning from the narrow view of non-European practitioners and learners to discuss the phenomenon of teaching from the oppressive perspectives. From that, proposals for different language classrooms with equality, ignorance-free, and especially real demands were suggested to be the main motivation for communication. Additionally, the paper also indicates that the issues of lexicon and learners’ fears were not the main reasons for communication failure. The authors borrow the terms from and grasp the literal implications of Lightbown and Spada (2006) and simultaneously employ the critical theories of Freire (2005) and Rancière (1991) as a counterbalance in the call to revisit “how languages should be learned” in the new era of technology and the matter of learning and teaching from critical perspectives.
PL
W niniejszym artykule ukazano kontrowersyjną perspektywę nauczania i uczenia się języków z punktu widzenia teorii krytycznych. Z założenia istnienia uciśnionych – uczących się i ciemiężących – nauczycieli w klasie językowej, autorzy zaproponowali pomysły, aby ponownie przeanalizować kwestie związane ze sposobem nauczania języków. W artykule omówiono rzeczywistość uczenia się języków z wąskiej wizji pozaeuropejskich praktyków i uczniów, aby omówić zjawisko nauczania z perspektywy opresyjnej. W efekcie wysunięto sugestię, że główną motywacją do komunikacji są propozycje różnych zajęć językowych uwzględniających równość, pozbawionych ignorancji, a zwłaszcza biorących pod uwagę rzeczywiste potrzeby. Poza tym wykazuje się, że problemy leksykalne i lęki uczniów nie były głównymi przyczynami niepowodzenia w komunikacji. Autorzy zapożyczyli terminy i implikacje z publikacji How Languages are Learnt (Lightbown i Spada 2006), a jednocześnie wykorzystali krytyczne teorie (Freire 2005, Rancière 1991) jako przeciwwagę w wezwaniu do ponownego przyjrzenia się „jak należy się uczyć języków” w nowej erze technologii oraz kwestii uczenia się i nauczania z krytycznych perspektyw.
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