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Participation of the Beginner Teacher in Social and Cultural Space of the School: On the Need of Transgressive Opening to Change

100%

Grochowalska M.

Kultura i Edukacja

2020

issue 4(130)

159-175

The text discusses the issue of rooting of a beginner teacher in the social and cultural space of the school. The article is intended to raise awareness about possible fields of tension in the school culture, which - as identified in the experience of teachers - may serve as a barrier for functioning of a novice at school. In the beginning I presented a short discussion of the essence of school culture, and pointed out to possible presentation of problems related to functioning of a beginner teacher in it. In this background I presented assumptions and results of my own studies devoted to looking for an own place in school culture by a novice. From the perspective of teachers, when referring to their opinions I presented what types of own experience may be identified in the process of participation in school life and what types of anchors are used by novices. The discussion develops the thesis that due to multiplicity and locality of school cultures, a novice cannot learn them during their academic education, but they may be transgressively open to the notion of difficult embedding into the social and cultural space of school. The data obtained show that the teachers try to understand their own experiences and juxtapose them with their limited knowledge about school life when they start their work. The results show that they are motivated to take transgressive actions, and actively look for reference sources to formulate the interpretation framework and define a situation which is new to them. This can be understood as an attempt to immerse in the social world of the school and become an inherent part of the school culture.

Kultura szkoły w narracji dziecka. Pomiędzy szansą a zagrożeniem dla rozwoju dziecka-ucznia

58%

Konieczny-Pizoń K.

Kultura i Edukacja

2021

issue 1(131)

169-184

W artykule zwracam uwagę na elementy kultury szkoły, które są obecne w narracji dziecka-ucznia, osadzając swoje rozważania w psychokulturowym podejściu do edukacji oraz Goffmanowskim modelu instytucji totalnych. „Zderzenie świata” dziecka, kreowanego przez kulturę środowiska rodzinnego z kulturą szkoły niesie za sobą wiele napięć i imperatywów stałego rekonstruowania znaczeń do tej pory (nie)obecnych w jego biograficznych doświadczeniach. Analiza oraz interpretacja wywiadu narracyjnego dziecka w podejściu konstruktywistycznym umożliwiła zgromadzenie wiedzy na temat wzorców zachowań, zakazów, nakazów, oczekiwań oraz wartości, które kultura szkoły w sposób jawny lub ukryty narzuca dziecku, socjalizując go do roli ucznia. Podjęte aspekty kulturowe w narracji dziecka ukazują, jakie elementy kulturowego świata szkoły mogą stanowić szansę i zagrożenia dla rozwoju jego tożsamości oraz osobowości dla poczucia sprawstwa oraz wartości.

In the article, I focus on the elements of school’s culture, which is present in the narrative of the child’s student, embedding my reflections in the psychocultural approach to education (J.S. Bruner) and the Goffman’s model of total institutions. The collision of the child’s world, created by the culture of the family environment with the culture of the school, brings with it many tensions and imperatives for the constant reconstruction of meanings so far (un) present in his biographical experience. The analysis and interpretation of the child’s narrative interview in a constructivist approach has allowed to gather knowledge about patterns of behavior, prohibitions, precepts, expectations and values that the school culture overtly or covertly imposes on the child, socializing him/her into the role of a student. The cultural aspects taken up in the child’s narrative show what elements of the school’s cultural world represent opportunities and threats for the development of his or her identity and personality towards a sense of causality and values.

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2 Kultura i Edukacja

1 Grochowalska M.

1 Konieczny-Pizoń K.

1 2021

1 2020

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Participation of the Beginner Teacher in Social and Cultural Space of the School: On the Need of Transgressive Opening to Change

Kultura szkoły w narracji dziecka. Pomiędzy szansą a zagrożeniem dla rozwoju dziecka-ucznia