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Neki arhivski primeri neiskorišćenog kulturnog kapitala

100%
Tomić S.
Poznańskie Studia Slawistyczne
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2016
|
issue 11
71-82
EN
Archives are important places for researching and reconstructing the past, they lead to discoveries, and they can refute dominant stereotypes. Despite that fact, Serbian feminist scholars have neglected archival research of women writers. In this paper the author points out to resistance of the main Serbian institutions to digitalize archival sources of women writers and indicates some consequences of contemporary feminists’ stance to historical sources. The author directs attention to some important but ignored examples of archival materials in Serbia and Bosnia and Herzegovina. Since they offer informative, significant, and complex account on the past, they can help reconstruct of the South Slavic culture and establish the importance of women writers. Keywords
2
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W kręgu PIST. Środowisko studenckie Leonii Jabłonkówny – nauczycielki i studentki Wydziału Sztuki Reżyserskiej

100%
Chmielewska G.
Didaskalia. Gazeta Teatralna
|
2023
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issue 173
89-122
EN
The article is devoted to female teachers and students of the Faculty of Directing of the Polish Institute of Theatre Arts (PIST). It presents the current state of research concerning the school and the faculty. It briefly recalls the history and the curriculum, and the process of admission of candidates. Furthermore, it provides new biographical information on male and female students, and highlights the role played by Jadwiga Turowicz and Stanisława Wysocka in the establishment of the school and the educational process. It presents profiles of women studying directing and their achievements. Special attention is paid to their fate during the Second World War. The article is supplemented by an appendix which presents brief biographies of women associated with the Faculty of Directing of the PIST.
3
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Nauczycielki Ziemi Wileńskiej w latach 1915–1923

99%
Falkowska J.
Biuletyn Historii Wychowania
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2020
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issue 43
99-112
EN
During the political changes in Vilnius County, i.e. in the territory of the Second Polish Republic (1922–1926) with the capital in Vilnius, after 1914 the Polish society hoped for full acceptance of educational institutions, operating illegally before the outbreak of WWI. Despite significant difficulties created by the German occupier, Polish education – both general and secondary – was organized. It was mean feat primarily due to the lack of teachers. In the early 20th century, two schools preparing for the teaching profession operated in Vilnius: the Nazareth Sisters and an institution organized by Agata Karpowiczówna. Recognizing the need to educate teachers, a school for women named after Queen Jadwiga was founded in 1916, and soon afterwards the Education Committee established five more schools. Meanwhile, junior and senior high schools were also established in Vilnius. On the basis of archival research carried out by the authors of the article in the Lithuanian State Historical Archive in Vilnius, numerous applications and biographies of candidates for educators, primarily in the Vilnius area, were collected and presented. This documentation is diverse as it consists of surveys regarding personal data and the course of work, applications handwritten by the candidates, opinions of former superiors but also correspondence on the basis of which. the candidate’s studies and work can be reconstructed. The above-mentioned documentation comes from 1919–1923 i.e. a period of slow stabilization of education in the area in question.
4
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Slovak Primary Education Teachers’ Views about and Attitudes towards Contents of Work and Technical Education

86%
Huľová Z., Šukolová D.
The New Educational Review
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2017
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vol. 47
165-175
EN
The contribution is aimed at study of views and attitudes towards the contents of Technical education from the perspective of elementary school female teachers in Slovakia. Their measurement was carried out by a self-designed questionnaire which was a part of the research methods used (content analysis of curricular documents, international comparison, interview and observation). The originally designed questionnaire included items aimed at finding out views (evaluation of the importance of contents of education) and attitudes (cognitive, affective and conative components) of primary education teachers towards the contents of Technical education in the 4t form of elementary school. The research sample consisted of 334 female teachers. According to results of analysis, teachers considered such themes as traditions and crafts or catering to be more important than themes connected with the use of technical materials and design and they also had more positive attitudes to such themes. Another conclusion is that explanations of the views on the importance of the preferred themes were accounted for mainly by the affective component of teachers’ attitudes.
5
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Nauczycielki ludowe. Uwarunkowania pracy kobiet w publicznej oświacie powszechnej Polski międzywojennej

58%
Piotrowska-Marchewa M.
Roczniki Dziejów Społecznych i Gospodarczych
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2020
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vol. 81
EN
The article discusses the issue of working conditions of female teachers in public mainstream education in the Second Polish Republic. The analysis is based on selected press publications, archival materials, and statistical data. The author studies the question of whether the state policy of the Second Polish Republic promoted the involvement of women in the mainstream education structures and strengthened their professional standing. The work focuses both on the advantages of working as a folk teacher and women’s opportunity for self-fulfillment in mainstream education and on the examples of structural inequality in the access to the aforementioned career.
PL
Artykuł podejmuje zagadnienie uwarunkowań pracy kobiet w publicznej oświacie powszechnej w II Rzeczypospolitej, na podstawie analizy wybranych materiałów prasowych, archiwalnych i statystycznych. Autorka rozważa, czy polityka państwa polskiego w okresie międzywojennym sprzyjała wchodzeniu kobiet w struktury oświaty powszechnej i utrwalaniu ich pozycji zawodowej. Koncentruje się zarówno na emancypacyjnych walorach zawodu nauczycielki ludowej i możliwościach realizowania się w szkolnictwie powszechnym przez kobiety, jak też na przejawach strukturalnych nierówności w dostępie do tego zajęcia.
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