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1

Hacia la equidad educativa. Experiencias en el marco del proyecto de las Olimpiadas de Español en Polonia 2010-2013

100%

Spychała M., Sagermann Bustinza L., Hadaś J.

Studia Iberystyczne

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2013

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vol. 12

281-293

EN

This article approaches the Spanish Language Olympiad project in the context of equality in education. It begins with a brief description of the Olympiads, role within the Polish educational system and in the frame of the latest tendency to focus on the most talented pupils. Subsequently, we seek to consider talent theoretically, from the perspective of “equal opportunities”. Finally, in the third part, we present several solutions – as well of formal and didactic nature – elaborated within the Spanish Language Olympiad project, that are worth being recommended as equitable ones.

2

Gifted Education in the United States: Perspectives of Gender Equity

100%

Pierson M. R.

Journal of Gender and Power

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2014

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vol. 1

99-110

EN

An overview of education for gifted and talented children and adolescents in the United States will be presented. Issues of gender equity will be discussed and suggestions for creating equal opportunities for all students will be outlined.

3

Działania afirmatywne na Uniwersytecie Harvarda

88%

Hejwosz D.

Kultura-Społeczeństwo-Edukacja

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2012

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vol. 1

81-102

EN

Affirmative action was introduced to the American universities in the 1960s. The aim of this policy was to benefit the underrepresented groups, especially African Americans both in the higher education and the job market. The affirmative action was introduced to ensure equal opportunities as well as cultural diversity. The policy of Harvard University towards African Americans, Asian Americans and the other excluded groups was analyzed in this article. Moreover, the attempt to reconstruct the current debate about outcomes of the affirmative action was made. The article also tries to answer the following questions: did the affirmative action increase the number of the minority groups at Harvard University? Has the policy of equal opportunities eliminated inequalities or, on the contrary has it deepened them?

4

Subverting the Idea(l) of Equal Opportunity in Global Trade: The Paradoxes of Differentiation for Peripheral States

75%

Alcazar III A. S. M.

Polish Political Science Yearbook

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2019

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vol. 2 (48)

245-266

EN

The existing multilateral trade regime is often beleaguered for unfairly privileging its Western guarantors. Since not all countries command the same opportunity sets to compete in global markets, world trade rules sanction über-rich markets to extend autonomous trade concessions to capital-poor countries without demanding any reciprocal treatment. Given the entanglements of trade in the thorny issues of international development and distributive justice, this paper joins a crowded trade as/and fairness debate by judging how the present global economic order (dis)favors developing and least developed countries on the basis of equal opportunity. In a Roemerian-Rawlsian reading of economic fairness, I start by elevating the demands of diffuse reciprocity over the misguided minimalism of mutual reciprocity in a twin attempt to morally defend asymmetric exchanges between asymmetric trading partners and to redress background inequalities in access to the merits of commerce. While the notion and praxis of altruism in international trade generally allude to northern democracies in modern political thought, this article also unmasks parallel models of special and differential treatment projects lorded over by two seemingly unusual suspects: the Eurasian Economic Union and the People’s Republic of China. In juxtaposing weak and strong conceptions of equal opportunity vis-à-vis leading compensatory measures presently open to needy nations, I articulate how the strong standard of equal opportunity is partially cantilevered by existing level-playing-field structures and yet brutally bulldozed at once by the politics of donor discretion. Finally, although a diluted form of diffuse reciprocity grows more fashionable among affluent and emerging economies, unlocking the strong standard of equal opportunity still insists on a solidaristic system of preferences to diffuse both opportunities and obligations arising from a less tilted trading order as widely and deeply as possible.

5

Language Education for Sustainable Development

63%

Zygmunt T.

Discourse and Communication for Sustainable Education

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2016

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vol. 7

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issue 1

112-124

EN

Nowadays, education for sustainable development starts covering wider and wider spheres of interest and human activity. Out of the three main spheres of interest, such as environmental, economic, and socio-cultural, the first two mentioned here seem to be given more attention than the sphere of socio-cultural activity. In this respect, the aim of the present paper is to redirect the concern of administrators, researchers and educators preoccupied with sustainability to issues such as equal opportunity, tolerance, respect, and especially foreign language education, being component parts of the socio-cultural sphere. Undoubtedly, competence in the socio-linguistic field becomes the decisive element in negotiations and international contacts which require from the language user to be tactful and tolerant. Since sustainability is not a local issue, all sustainability related problems ought to be discussed on the macro scale, which requires an internationally shared means of communication such as language. Although no name of any language appears in the paper, it becomes evident that the attention is directed towards English as an internationally recognized language or, if necessary, any other language which might serve as a means of communication on the macro scale. In the course of discussion, both the needs and limitations appearing in the process of education for sustainable development are presented and supported by opinions and examples. The paper ends in conclusions directly related to real-life situations, and gives implications to be utilized in the educational process directed at sustainable development.

6

New dimensions of educational inequality in Poland

63%

Studia Socjologiczne

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2010

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issue 1

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