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Krytycznie o polityce oświatowej MEN negującego demokratyzację oświaty publicznej w III RP

100%
Śliwerski B.
Problemy Wczesnej Edukacji
|
2011
|
vol. 7
|
issue 14(2)
8-21
PL
The paper addresses the issue of educational policy undertaken by the Ministry of National Education of Poland over the period of the last two decades. Drawing on the assumptions of critical pedagogy, the author analyses education macro-policy, the condition of educational institutions and various socializing environments and tries to reveal forms of violence and power embedded in them. The author claims that the Ministry negates democratization of education and neglects the values of democracy and democratic citizenship. He also reveals many sites and mechanisms of structural and symbolic violence that negatively affect the quality of educational processes. In his concluding remarks, the author argues that a truly public education should be based on the principles of decentralization, self-governance and subsidiarity.
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Działalność dydaktyczna, wychowawcza oraz opiekuńcza Szkoły Międzynarodowej w Szczecinie w kontekście rozwoju szkolnictwa niepublicznego po 1989 roku

75%
Żakowska B.
Przegląd Zachodniopomorski
|
2015
|
issue 1
145-164
EN
The author of the article proposes the following theses: political transformations enabled the democratisation of the Polish educational system and the creation of non-public (private) schools in Poland after 1989; the creation of the Educational Social Association initiated the creation of non-public schools in Poland; the creation of Szczecin International School (SIS) as a response to the needs of the market of the international community settling down in Szczecin; the activities of SIS, a school that runs an inter-cultural education; international programmes that make it possible to teach in a culturally diversified environment; familiarisation with another culture as a way to the acceptance, tolerance and understanding.
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