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Socjologiczne ujęcie podstawowych źródeł wykluczenia i marginalizacji

100%
Pilszak J.
Świat i Słowo
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2013
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vol. 11
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issue 1(20)
205-219
EN
The phenomenon of exclusion and marginalization appears to be mainly a kind of cultural, social construction, existing in the minds of people who marginalize others, and those who are marginalized. That process usually leads to the fact that a particular individual, a social group or a whole culture begin to embrace that construction. Many scientific disciplines, including sociology, investigate the etiology of that type of phenomena. The main objective of the article is to describe and analyze some basic sources which initiate those processes. Based on scientific publications on that topic of Polish and foreign sociologists and social psychologists, the author aims to depict and examine the processes from positions of an individual, a group and intergroup interactions. Where necessary, the presented test results will be complemented with concrete examples taken mainly from the papers of Zygmunt Bauman, an eminent Polish sociologist, philosopher and essayist.
2

YOUNG POLISH JEWS AND THEIR IDENTITY DILEMMA

80%
Szafranska K. A.
Kultura i Społeczeństwo
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2004
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vol. 48
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issue 1
97-122
EN
The article familiarizes the reader with reasons and consequences of the actions undertaken by young Polish Jews, which contribute to the construction of the Jewish identity. The first part of the text deals with the struggle of the youngsters with identity problems built on the feeling of exclusion and inadequacy of individuals who discover their Jewish descent. The second part is devoted to the work on identity, which entails actions undertaken by the respondents to transform the subjective imagery concerning their marginal situation as well as work on further interactions. The Jewish identity is analyzed here in the postmodern context, which allows us to treat it as a project with many possible ways of its completion.
3

National Minorities in Contemporary Poland in the Light of Marginalization Theory

80%
Zoledowski C.
Problemy Polityki Społecznej. Studia i Dyskusje
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2005
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vol. 8
97-109
EN
The problem of national minorities marginalization needs to be considered in a broader context than the case of other groups touched by this phenomenon. From sociological point of view marginalization by definition is a feature of national minorities because of their subordination to dominant group. It limits the opportunity of providing specific cultural needs that are representative for majority. In this sense, all national minorities are touched by ethnic-cultural marginalization. Social policy theory usually defines marginalization as a lack of equal access to welfare, labour market and education. According to this only few national minorities in Poland may be acknowledged as marginalized. The first group are the Roms who may be characterized as totally marginalized. Two other groups may be described as less educated what causes disadvantageous differences in their social structure in comparison to the structure of the whole society. In case of Belarussians it is a consequence of intensive polonisation of the better educated members of this group. In case of German minority, legal and simple work in Germany is valued more than higher social position in Poland.
4
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Marginalizácia starostlivosti v učiteľskej profesii na Slovensku – faktory, mechanizmy, kontext

80%
Jesenková A.
Gender, rovné příležitosti, výzkum (Gender, Equal Opportunities, Research)
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2012
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vol. 13
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issue 1
62-72
EN
The author deals with the issue of the marginalization of care in the teaching profession in Slovakia. The starting point is Selma Sevenhuijsen’s concept of care as a social, moral and political practice, and Iris M. Young’s concept of marginalization as a form of social oppression. Both these concepts are applied in order to gain an understanding of the situation of she-teachers and he-teachers in the context of a reform of the teaching profession and the education system in Slovakia. The author argues that the stereotypical conceptualization of care and the resulting marginalization of care in the teaching profession are key factors in explaining why the teaching profession is regarded as a job with the lowest social status.
5
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Marginalizacja i wykluczenie społeczne w przestrzeni miejskiej

70%
Abłażewicz-Górnicka A.-G.
Pogranicze. Studia Społeczne
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2013
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vol. 22
231-242
EN
Te article presents the problem of spatial marginalization and exclusion in the context of modern Polish cities. Te analysis concentrates on marginalization in the area of housing assets (access and quality), public space (physical, visual and symbolic limitations), restrictions of spatial mobility and participation in spatial development. Te conclusion comprises the signifcant mechanisms of spatial marginalization, including municipal policy and socio- cultural factors.
6
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K novým možnostem studia trestněprávní problematiky. Obranné strategie mužů a žen obviněných ze smilstva na třeboňském panství (1650–1750)

61%
Dibelka J.
Český časopis historický (The Czech Historical Review)
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2008
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vol. 106
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issue 1
19-53
EN
This study attempts to make more accessible new methods of work with preserved sources of criminal records from the period of the Early Modern Age in the Czech environment. In line with the contemporary direction of Western European historiography, the centre of its attention is not the research of criminality as such but rather that of an actual person who could find themselves ousted to the margins of contemporary society as a result of their transgression. Therefore, one possible example of work with these sources is demonstrated through the focus upon defensive strategies of men and women on the Trebon Estate between 1650-1750.
7
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POSITION AND ROLE OF EDUCATION UNDER REFORM IN THE TRANSFORMATION PROCESS OF POMERANIAN LOCAL COMMUNITIES (BASED ON EMPIRICAL RESEARCH) (Polish title - below)

61%
Gazicki A., Socha K.
Rocznik Lubuski
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2008
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vol. 34
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issue 1
169-183
EN
(Title in Polish - 'Miejsce i rola reformujacej sie edukacji w procesie transformacji ustrojowej spolecznosci lokalnych Pomorza – w swietle badan empirycznych'). In the region of Western and Mid Pomerania evaluations and opinions concerning the matter of the availability of secondary schools close to where people live seem to be very similar. The arrangement of these opinions, however, is definitely different. The biggest city agglomerations are clearly privileged, which for certain reasons is understandable. This causes the strengthening of the feeling of discrimination in many aspects in small towns and rural communities, often up to the point of feeling to be the provinces of the region. Economic and developmental factors usually responsible for such situations do not seem to be very convincing. Especially the lack of extracurricular activities, not mentioning their level, has a relatively negative impact on the way adolescents perceive their chances for individual development in smaller rural communities, far from big agglomerations. It has often been manifested among the citizens of the so-called post-PGR ('Panstwowe Gospodarstwo Rolne' - state-owned farm) villages. In the region of Pomerania the preparation of young people to function in the EU is evaluated relatively highly. It is very probable that this is a form of an indirect acceptance of the education system in towns and regions. In this context, all the critical comments and willingness to move out of the place of origin should also be seen as a desire for further improvement and individual development, without regard for being used to living in one place. This, of course, does not change the fact that in the region of Western and Mid Pomerania many disproportions and uneven chances can still be noticed. The basis for such a situation is to a great extent the still noticeable lack of integration of local communities in many small towns. The research made has shown that in spite of many changes for better there is still a lot to be done.
8

ARCHAEOLOGY OF CHILDHOOD

61%
Pawleta M.
Sprawozdania Archeologiczne
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2009
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vol. 61
9-38
EN
The paper concerns archaeology of childhood, i.e. archaeological study of the category of childhood, considered in comparison to gender archeology, since the essence and trajectories of these two subdisciplines, as well as causes of their relatively long absence in archaeological discourse, seem to be similar. First, the author analyzes reasons for the marginalization of issues related to children and childhood in archeology, stressing a number of anachronistic statements and myths present in archaeological interpretations that shape the dominant image of the child in prehistory. Second, he present the development of childhood studies in archeology, emphasize their specificity and indicate key problems. In conclusion, the author points out the heuristic potential of the concepts/categories of the child and childhood in archaeological research.
9

NARIAĎUJEME, VYHLASUJEME...! VÝBER DISKRIMINAČNÝCH OPATRENÍ VOČI CIGÁNOM/RÓMOM NA SLOVENSKU V ROKOCH TOTALITY 1939 – 1945 SPRACOVANÝ Z FONDOV MV SR, ŠTÁTNEHO ARCHÍVU V NITRE

51%
Lehoczká L.
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2020
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vol. 68
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issue 4
723 – 734
EN
The author focuses on discriminatory measures against Gypsies/Roma during the Slovak Republic of 1939–1945. She uses mainly the archive collection of the State Archives in Nitra, usable for studying the issue at several levels of public administration (county, district, and local). The content structure of the scientific study follows the IMRAD model and is divided into the introduction, theoretical background, presentation of the most significant research findings and their interpretation in the form of discussion. The main objective of the study is to present a reflective „pause“ over the history of Gypsies/Roma, and their life under the totalitarian regime of 1939–1945 in Slovakia.
10
Content available remote

SOCIALIZATION INTO GENDER AS A FACTOR OF MARGINALIZATION AND DIFFERENTIATION OF EDUCATIONAL POSSIBLITIES (Socjalizacja w plec kulturowa jako czynnik róznicowania mozliwosci edukacyjnych i marginalizacji)

41%
Kluczynska U.
Rocznik Lubuski
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2008
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vol. 34
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issue 1
133-151
EN
Nowadays the concept of gender is analysed more often and more widely. Studies on gender touch upon various aspects which have previously been neglected or trifled. Gender is decoded in relation to as well as through many relationships and phenomena including education. It can be suggested that school reduces gender to its biological aspect or, to be more precise, does not go beyond biological differentiation trifling the social description of differences. Femininity and masculinity in our culture are perceived and defined by a dichotomic division. During their lives individuals realise that this gender binarism is a major feature diversifying people, neglecting other more important factors (e.g., habitus). This category of division makes individuals go through the process of socialisation in a specific way dependent on their gender. During this process an individual is socialized into a given gender; moreover, gender stereotypes become reinforced. School is an institution strengthening gender stereotypes (mainly in a hidden curriculum). This is due mainly to expectations towards abilities and skills connected with gender - girls are expected to be conscientious, to have humanistic abilities and a high level of verbalization. Boys, in turn, are expected to have predispositions to the sciences. Such expectations result in the marginalization of girls/women in subjects, skills and occupations defined as masculine. This phenomenon is a result of two factors: firstly, the mechanism of the internalization of expectations and the diminishing of abilities performed by the girls themselves, and, secondly, the attitude of teachers, who influence and shape their students' educational choices via their expectations and by using gender stereotypes connected with skills and abilities.
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