Search results - CEJSH

1

Zespół Samokształceniowy i Samopomocy Koleżeńskiej pod patronatem Komitetu Nauk Pedagogicznych PAN – pięciolecie działalności z perspektywy kategorii refleksyjności

100%

Bochno E., Kopaczyńska I.

Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN

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2014

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vol. 2

EN

In the text, we try to present the value and specificity of Self-Education and Peer Self-Help Group operating under the auspices of the Committee of the Academy of Pedagogical Sciences from the perspective of the category of reflexivity.

2

Personal traits of first-year students of technical specialties

80%

BALASHOVA S.

Edukacja-Technika-Informatyka

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2014

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vol. 5

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issue 1

474-475

EN

The characteristic of the main personal qualities of the first-year student is given. The concept of an internality is defined and considered. Recommendations about carrying out correctional work are offered.

3

Towards a Reflexive Ethnography: (Re-)inserting the Producer and Process Into the Research Equation

80%

Pack S.

International Review of Social Research

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2012

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vol. 2

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issue 3

43-58

EN

The individualistic orientation of life histories has long been hailed as an antidote to the generalizing tendencies of ethnographic research. However, the life history method is not without problems of its own, as I explain by referencing some of the most well celebrated life histories and so-called ‘autobiographies’ in the anthropological corpus. The traditional method of composing the life history as a flowing narrative is not only morally dishonest but also intellectually inadequate because it conveys the false impression of a chronologically timeless and uninterrupted soliloquy. By focusing only on the final product, life histories ignore the other two components in the communicative process. In this article, I emphasize the need to (re-)insert the producer and process into the research equation.

4

Rethinking Native Anthropology: Migration and Auto-Ethnography in the Post-Accession Europe

80%

Kempny M.

International Review of Social Research

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2012

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vol. 2

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issue 2

39-52

EN

This paper embarks on the epistemological debate on native anthropology and examines the complexities inherent in the process of production of ethnographic knowledge in the post-accession Europe. The author first addresses the questions of reflexivity in anthropology. In relation to this, the paper discusses the interdisciplinary theoretical perspectives on researcher’s positionality in the field of the study and situatedness of knowledge claims. Subsequently, the author demonstrates how their own status as a native anthropologist was played out in their ethnographic fieldwork among Polish migrants in Belfast. To this end, the author examines their positionality in the field, pointing to intricacies of the insider/outsider status. Next, the paper focuses on the dialectics at work in carrying out an ethnographic study among the members of the same ethnic group, but away from home. It indicates potential disadvantages and advantages deriving from such a situation.

5

O čem se nemluví: Příspěvek k problematice sexuality terénního výzkumníka

80%

Fatková G.

Gender, rovné příležitosti, výzkum (Gender, Equal Opportunities, Research)

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2013

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vol. 14

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issue 1

36-48

EN

The essential attribute of socio-cultural anthropology and ethnography – fieldwork – is a process that interferes in the intimate lives of the population under observation, and that of the researcher as well. This study reconceptualises the issue of sexuality and gender, as they are for the individual the primary characteristic which determines a researcher’s position in field. The article highlights the discrepancy between the way fieldwork techniques are taught, and the real practice of fieldwork. One solution could entail relaxing methodological formalism, which may be in practice unachievable, and the removal of the taboo surrounding the whole issue. Different strategies for dealing with the researchers’ own sexuality and gender in the field, and their accompanying adaptation to the situation, are considered. Attention is paid to the issue of sexual violence in fieldwork.

6

Rodzicielstwo do-it-yourself, czyli refleksyjność współczesnego rodzicielstwa

80%

Marciniak-Budecka D.

Pogranicze. Studia Społeczne

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2014

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vol. 24

131-150

EN

In a contemporary family, which is described by sociologists as a post-family or a heterogenic post-modern family, the focus is placed on social, economic or political changes. Thus, an extraordinarily important question arises about contemporary parenthood which, paradoxically, is not a unique concept. Fulfilling the role of a parent is an essential piece of life’s cycle, which is affected by many factors, inter alia, the conviction about the importance of a parental role, a degree of identification with the role and content of motivation of family cohabitation, and patterns of child-rearing as well. Taking into consideration the issues raised by A. Giddens, we can wonder if relying on other individual elements of one’s experience such as labor or intimate life will also entail changes in parenthood. The question is in which direction the change goes. Does parenthood slowly become a reflexive project like other parts of our life? What are the symptoms of such a directed change? The article presents selected theoretical threads and the results of the author’s own research.

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Reflexivity as a characteristic of pedagogical research

80%

Perkowska-Klejman A.

International Journal of Pedagogy, Innovation and New Technologies

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2018

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vol. 5(2)

34-50

EN

The article presents reflexivity as an important attribute of pedagogical research. Introduction contains a brief historical outline of the tradition of social and humanistic research (from the positivist paradigm to the relativization, from a single paradigm to multiplicity of paradigms). Nowadays a pluri-paradigmatic approach became more popular amongst in methodology and is equated with the maturity of discipline. The main part of the article presents the most important assumptions of reflective studies. The first premise concerns cognition, which will never be completely certain and objective. Researcher could remain impartial. Knowledge is socially and personally involved. The most common feature in contemporary world descriptions is changeability. No research – and especially reflexive – can/should be planned or carried out without knowing the theory of the research subject. There are no isolated phenomena in the socio-cultural reality surrounding humanity. Reflexive studies recognize the relationship between the subjective perspective of the subject and the objective structure that creates the living space of the subjects studied. The reflexive stream of study does not have to lead to the creation of new theory.

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Towards Entrepreneurship: Reflections Between Theory and Practice

80%

Benešová T.

International Journal of Entrepreneurial Knowledge

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2015

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vol. 3

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issue 2

5-15

EN

The paper deals with the pragmatic need of linking theory and practice in the learning process, focusing on vocational education in economics and entrepreneurship education. In connection with selected alternative economic theories is shown the necessity of praxeological educational background and practical work experience in teaching process in entrepreneurship education. Results are based on the research, which was done in the framework of prepared dissertation thesis on the theme of entrepreneurship education from the perspectives of theory and the perspective of vocational school teachers of economics subjects. The results focus on the concept of entrepreneurship education preferred by teachers of the economical subjects at the secondary schools specialised in economics. The main aim of the research was to check, to what degree are the theoretical bases of the education of the entrepreneurship fulfilled in the reality of a secondary school specialised in economics. The results show that in the case of preferred aims of the respondents of our examination we could talk about the combination of creation of knowledge and preparation for the profession. It is confirmed that the teachers rely significantly on a prescribed list of educational topics, but at the same time the results clearly show that the respondents think about their subject and formative aspect of their classes through using of cross-sectional topic.

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Znaczenie pozycji wewnętrznej badacza w badaniach narracji osób należących do grupy mniejszościowej

80%

Bandel J.

Człowiek i Społeczeństwo

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2023

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vol. 56

163-188

EN

Insider research, i.e. research that the researcher conducts on a population, community, or identity group of which he or she is himself or herself a member, has been gaining popularity in psychological research in recent years. A subject of lively debate in the literature is the importance of the researcher’s characteristics shared with the research participant: life experiences, specific aspects of identity, traits, skills, or attitudes. This article summarises current knowledge on insider research and draws attention to the importance of analysing the psychologist researcher’s insider and outsider status. The article begins with an outline of the history of consideration of the importance of the researcher’s status in the social sciences and four main strategies for researchers to approach their insider status: minimizing and maximizing its importance, incorporating their experiences into the research material, and using them at different stages of the research process. Then, using the example of the author’s research project, it is shown how the last strategy can be applied during narrative research in planning the study, recruiting participants, conducting interviews, and analysing the data. The final part of the text is a consideration of the ethical dilemmas surrounding the conduct of insider research.

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Reflexive Konstruktionen im Deutschen und Slowakischen im Vergleich

80%

Popovičová A.

Linguistische Treffen in Wrocław

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2021

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issue 19

279-289

EN

Both in German and in Slovak, the reflexive constructions, i.e. those with the component sich in German or sa/si (in the longer form seba/sebe) in Slovak, are common constructions with significant parallels but also contrasts in usage. The reflexivity is largely polysemantic in both languages; reflexivation can be motivated in different ways; the reflexive can have different morphosyntactic features and fulfil different functions. In the context of German-Slovak contrastive linguistics, the phenomenon of reflexivity has been dealt with rather peripherally. Therefore, the article aims to outline the similarities and contrasts of the reflexive constructions in both languages from the linguistic point of view, comparing their semantic and morphosyntactic features. It also aims to illustrate the most important functions of reflexivity. For this purpose, the approaches in German and Slovak grammar theories were analysed and compared using specific examples. The author discusses following categories: obligatory reflexive verbs, reflexive forms of non-reflexive verbs, verbs with semantic reflexivity, reciprocal verbs and reflexive constructions with passive perspective: reflexive passive, medio-passive and sich-lassen-constructions. The findings show that there is a terminological discrepancy between the two languages regarding the classes of verbs with reflexive pronoun, but this can be eliminated by an expanded definition. The reflexivity is polyfunctional in both languages. Rather than coreference, some of the most important functions of reflexivity are primarily expressing passive perspective and, especially in Slovak, the word formation. The most important difference derives from the fact that the reflexive passive in Slovak is considered to be the equivalent of the German werden-passive. In all respects it can be seen that the area of reflexivity in both languages extends far beyond verb semantics.

11

Measuring the Unmeasurable? Differences in Reflexive Thinking among Polish Students

80%

Perkowska-Klejman A., Odrowaz-Coates A.

The New Educational Review

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2019

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vol. 55

77-88

EN

The paper contains advanced statistical analysis, original methods and a significant contribution to the claim that measurement of reflexivity is possible. It is based on original empirical research using a sample of 334 students from different faculties and educational levels. It utilises a qualitative questionnaire containing a 4-level reflexivity scale, designed by Kember et al. (2000), translated into the Polish language and context. The aim of the study was to identify whether students’ reflexivity levels can be associated with the level of their study, taking into account possible masking effects of their age. Differences were tested for faculty and system of training (full time or part-time). Analysis confirms the strongest relation between reflexive thinking, system of tuition and level of studies. There was no connection found between reflexive thinking and the faculty of study or the respondents’ gender.

12

Reflexivity, Socialization, and Relations to the World: Theoretical and Practical Challenges

70%

Maccarini A. M.

Stan Rzeczy

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2017

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issue 1(12) The Relational Turn in Sociology: Implications for the Study of Society, Culture, and Persons

141-175

EN

This essay deals with reflexivity and socialization processes in late modernity. First, it is argued that within the societal frame of “unbound morphogenesis” socialization theory is most adequately articulated into a realist-morphogenetic approach, which conceives of socialization as a reflexive, concern-oriented, relational process. However, the so-called morphogenic society involves profound cultural change, impinging upon the idea of the self and its fundamental need to “shape a life.” When such changes are integrated within socialization theory, it becomes clear that different identity-building processes co-exist, including ones that would bring about deep transformations of human reflexivity and challenge its “regular” operation. A brief outline of such a challenge is provided, along the dimensions of personal ontology, time, and sociality. Finally, the need is indicated to develop Archer’s model further, and some provisional conclusions are drawn concerning the possible developmental paths of human personhood depending on these dynamic factors.

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Jeunes migrants en France. Des activités plurilittéraciques pour un parcours réflexif

70%

Rispail M., Totozani M., Villa-Perez V.

Glottodidactica

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2022

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vol. 49

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issue 1

157-182

EN

In this contribution, we intend to examine to what extent multiliteracy approaches make it possible to emphasize and develop various aspects of reflexivity in action in a migrant student who is in close contact with several languages within his family and school environment. To answer the source question, we gathered a corpus of various graphic and verbal signs among secondary school multilingual students that we analyzed according to a qualitative approach in the migratory and educational context of Saint-Étienne (France). It is about student output resulting from a school project that aimed at strengthening the students’ literacy competences, along with highlighting their native cultures and languages. As a reflexive tool, the depicted project turned out to be a bridge towards a multi-literacy approach, for which we have detailed the guidelines, beneficial for the learning of the French language, or the learning of any new language; it entails supporting the making of the subject in writing, then allowing an updating of the migratory experience.

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Konflikt jako zjawisko wyzwalające procesy uczenia się w administracji samorządowej. W poszukiwaniu modelu teoretycznego

70%

Rządca R., Strumińska-Kutra M.

Prakseologia

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2014

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issue 155

259-294

EN

The authors analyze changes in the patterns of local public administration through organizational learning and neoinstitutional perspectives. The authors build a theoretical model of the social and institutional conditions of learning in the face of public dispute. This theory is based on a case study of a community conflict over wastewater treatment.

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The Development of Student Key Competencies while Studying Computer Science in Secondary School

70%

Mukii T.

International Journal of Research in E-learning IJREL

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2015

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vol. 1

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issue 2

106-120

EN

This paper discusses the key competencies in the 21st century in the context of a transition to a new humanistic paradigm of education as well as the results of the PISA 2012 study “Creative Problem Solving.” Contradictions between traditional skills and 21st century competencies of a school graduate are analyzed. The article also discusses contradictions between social needs of a person with a highly developed intellectual, spiritual and moral potential, and an insufficient development of theoretical and methodological bases of the student’s key com- petence development, as well as between the traditional methods of computer science teaching and the necessity to solve problems during the educational process supported by the use of ICT. The results of the application of ICT teaching methods based on the principles of humane pedagogy are presented, and their effectiveness is confirmed.

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The professional is personal, the personal is professional? Towards re-conceptualising professionalism: a scientific and personal dialogue

70%

Rothe A., Del Negro G., West L.

Dyskursy Młodych Andragogów / Adult Education Discourses

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2021

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vol. 22

231-246

EN

In this paper, two new and one established researcher (from Germany, Italy, and the UK) dialogue about researching professional biographies in education. The authors seek to build on a personal and scientific conversation to illuminate the critical and reflexive epistemological potential of particular perspectives in challenging the constraints of neoliberal discourses in education. The doctoral studies of the new researchers illuminate the limited conceptualisations of professionalism, shaped by dominant discourses pervading higher, adult and early childhood education. The two new authors explore similarities and differences in their work, including research questions, theoretical frameworks, methodologies, empirical data and interpretation. Biographical interviews and co-operative inquiry are used to collect stories about professional identity and ways of knowing. A common finding is that professionalism encompasses deeply personal dimensions in what is a complex conscious and unconscious, cognitive and emotional dynamic. Professionals can feel subjected to external standards and disempowered by constant audit and they must negotiate who they are within these parameters. The exploration of the interplay of past and present spheres of uncertainty fundamentally challenges technocratic and instrumentalist discourses and illuminates the diverse ways of knowing implicated in being a good enough creative and questioning professional. The authors conclude by arguing for a holistic re-conceptualisation of professionalism, as necessarily both personal and professional; and they conceive ‘reflexive irritation’ to be a site of epistemological struggle in this regard. There is also a discussion on related methodological and ethical issues.

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The Voice of Society and the Crisis: The Potential and Limits of Reflexivity and Civility

70%

Pérez-Díaz V.

Stan Rzeczy

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2017

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issue 1(12) The Relational Turn in Sociology: Implications for the Study of Society, Culture, and Persons

277-301

EN

The strategic capacity of human agency to orient itself in a context of growing uncertainty and complexity depends on the degree and quality of its reflexivity and relationality, and of the civic impulse arising from the connection between both. The present article explores this capacity by analysing the results of an opinion survey carried out in May 2016, and by developing an argument about one collective agent: the Spanish citizenry. Spanish citizens send three main messages. First, they opt for a European course and for a range of policies consistent with convergence (and debate) between the traditions of social democracy and conservative liberalism. Second, they are attentive to the task of recreating a political community. Third, they ask for civil forms of doing politics. To send these messages they draw on socio-cultural resources, and forms of reflexivity and relationality. The article addresses society’s relations with the political class and with itself and the cultural resources (economic knowledge, historical narratives) that map these relationships within their global context and their past.

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Reflexivity and internal conversation in self-help literature - a tentative examination

70%

Szymczycha M.

Uniwersyteckie Czasopismo Socjologiczne

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2017

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vol. UCS 2017

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issue UCS 2017: 19(2)

17-26

EN

The article is an analysis of the concepts of authenticity and self-realization presented in self-help books in terms of the modes of reflexivity involved in the pursuit of authentic existence. The source material is analyzed using the concepts of concerns and internal conversation developed by Margaret S. Archer. Advice on how to achieve self-realization is examined using Archer’s notions of communicative, autonomous and meta-reflexivity. Other theoretical inspirations include the insights of Peter Berger and Thomas Luckmann regarding theories about identity, Nikolas Rose’s remarks on “psy”, as well as Charles Taylor’s reflections on the ethics of authenticity, horizons of intelligibility and free choice as a value.

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Emancypacyjne czy instrumentalne – (re)konstrukcja kształcenia kompetencyjnego

70%

Przybylska I.

Studia Edukacyjne

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2016

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issue 41

131-156

EN

The main aim of the text is to (re)construct competence education in the context of three orientations: technical, humanistic and critical. Competences are discussed as practical and epistemological categories. It is a complex term, which carries the risk of simplification of meaning and structure. In the instrumental (technical) perspective, competences are reduced to skills and education to behavioural teaching. Due to reconstruction of competences in the context of humanistic orientation, concentration on a person and the process of “becoming” shifted the focus from “effects” of educational influence to the process of development and learning itself. Following this approach, education is not necessarily a process of acquiring competences, but rather a process of their exploration, creation and extension. Individuals will not be able to develop competences if they do not participate in the process of learning. The source of third, critical orientation, lies in progressivism, cognitive psychology, critical thought, and functional epistemology. Reconstruction is based, among others, on thoughts of Jurgen Habermas, Lawrence Kohlberg and Maria Czerepaniak–Walczak. In this orientation, competences have to be understood in a dynamic way. They are rather an open, cognitive structure which is subjected to constant reorganisation than a set of skills, knowledge or attitudes. The development of competences can be identified with progress to higher levels of development, enabling broadening of both cognitive and individual competences. The author intends to advocate for critical and emancipatory dimensions of competence-based learning as a way to overcome discrepancies between either only practical or theoretical education. The text yields arguments for education which increases reflectivity, strengthens personal identity as the core of competence.

20

Reflexivity in HRM Research

61%

Samul J.

Zarządzanie Zasobami Ludzkimi

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2020

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issue 1(132)

19-34

EN

Human resource management, a sub–discipline of social science, is concerned with both researching practice and building theory. It encompasses both a scientific (epistemological) and reality–based (ontological) perspective. The field of HRM has become an interesting subject of methodological research because of its scientific maturity. This article is an attempt to discuss the significance of reflexivity in the research process with particular emphasis on HRM research. It is also intended to answer questions such as: What does reflexivity mean? What are reflexivity techniques? How are HRM researchers reflexive? This study is based on a content analysis of the most cited articles in the field of HRM. The findings show that the majority of authors use reflexivity techniques encompassing methods, data interpretation, and results. The direction outlined for the future indicates that more research reflexivity is required.

PL

Zarządzanie zasobami ludzkimi jako subdyscyplina nauk społecznych koncentruje się zarówno na badaniu praktyki, jak i budowaniu teorii. Obejmuje perspektywę naukową (epistemologiczną) i rzeczywistą (ontologiczną). Wydaje się, że badania w obszarze ZZL stały się interesującym przedmiotem badań metodologicznych ze względu na dojrzałość naukową tego obszaru. Celem niniejszego artykułu jest podjęcie dyskusji nad znaczeniem refleksyjności w procesie badawczym, ze szczególnym uwzględnieniem badań w obszarze ZZL, oraz odpowiedź na pytania: Czym jest refleksyjność? Jakie są techniki refleksyjności? W jaki sposób badacze mogą wyrażać refleksyjność? W ramach niniejszych badań dokonano analizy treści najczęściej cytowanych artykułów z dziedziny ZZL. Wyniki badań wskazują, że większość autorów stosuje różne techniki refleksyjności – najczęściej dotyczące interpretacji danych i otrzymanych wyników.

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