In this article I propose a thesis that women’s rights are not something that when once gained remains forever. Women’s rights require a continuous struggle, a fight that is fought still anew. An example of this thesis is the nationwide women’s strike in Poland called Black Protests. It was held to protest against the government policy that disfavours women, in particular, against the attempts to tighten abortion laws. My aim is to analyse the nature of Black Protests and to reflect on their significance for women’s subjectivity.
Bullying is part of the reality of teachers and learners all over the world. While other forms of bullying are limited to the time when learners interact face-to-face, cyberbullying follows learners via their electronic devices wherever they go. Bullying negatively affect victims and amongst others result in anxiety, low self-esteem and poor academic performance. In some instances, victims become suicidal. Preventing and counteracting bullying requires interventions on several level, and one possibility is to take a legal response. In this paper, the South African legal response is considered. There are several legislative and common law remedies available to victims, but these are not without challenges. Explicit reference to bullying is made in only one act, namely the Children’s Act but no definition of bullying or cyberbullying is provided. It is clear that while there are sufficient legal remedies available in the South African context, to address bullying and cyberbullying, particularly with the emphasis on Human Rights and the rights of children, the suitability of legal action is questionable.
Currently, children’s participation is one of the most promoted ideas of the social development. As mentioned in several resources, the Convention on the Rights of the Child has its roots in Janusz Korczak’s philosophy of a child and relations between a child and an adult and his pedagogy. The most fundamental Korczak’s thoughts, listening to a child and giving respect to his or her opinion, are well-known pillars of the contemporary children’s participation idea. However, there are much more Korczak’s inspirations that can be recognised in the current discourse about children’s participation. The paper shows and considers these inspirations, and on this basis some meaningful aspects of the idea of participation are presented.
The purpose of this article is to suggest a conceptual framework for understanding professional communities of teachers, specifically those communities that extend beyond workplace, and in some cases national, boundaries. The nature of the paper is a theory-building paper informed by a review of literature in this field. The literature that informed this paper is of two types: firstly, case study reports written by practitioners engaged in professional communities; secondly, academic papers that explore the nature of such communities. The use of the first of these genres means that the framework presented emerges from the experiences of teachers and other practitioners, rather than being imposed upon them. This article presents a conceptualisation of five aspects of professional communities. These are as follows: the ways in which teachers’ self-efficacy may be shaped by their perceptions of membership of a professional community; the boundaries of such communities; the challenges posed by recognising community membership, and also by individuality; and in the final section, the potential for knowledge-sharing within such communities. Its contribution to the wider academic debate is its potential to inform empirical research on communities that is currently taking place, by means of a wide range of projects, in universities across Europe and beyond.
After the economic recession in the nineties, the Finnish government followed world trends and built national competitiveness policy. Finland has developed a high quality of teachers’ work along with high social trust to this profession at every level of education. Teachers’ profession is as prestigious as the profession of doctors or attorneys. The article reveals the relationship between the change in Finland’s education policy, so called Alternative Reform Movement and the Finnish culture of teaching.
The article reflects on the changes and developments of the pedagogical views on activism, participation and engagement in Poland. In the tradition of Polish social pedagogy there are some key elements that have influenced the way various educators see their role in shaping the participatory aimed education. The Author reminds that not only current models of education for democracy play important part in shaping social activism in the country, but also the ancestry of rich Polish experience, amalgamated from specific historical, cultural, political, social and pedagogical roots and traditions. The variety of these models as well as the tensions between the past, the present and the future, influence today’s difficulty seen among activists to rely on some common identity that would help them be recognized in the society as promoters of engagement. This, in turn, puts in question their role in social education development.
The article outlines issues in the area of childhood studies and children’s rights that concern the participation of children and adolescents from the countries of the Global South in participatory research. The article presents the ethical aspects and methodological dilemmas of such research, pertaining to engaging children and adolescents in research conducted by adults. Other issues addressed in the text refer to the child’s right to respect, the subjective treatment of children and adolescents (as respondents) as well as the limits of participatory involvement of children in the research process. The article also discusses the ethical dilemmas of research whose methodological approaches and concepts were designed in a different, distinct socio-cultural context and can interfere in the life and functioning of the community it is conducted in, including a negative influence on children’s social situation in the future.
The aim of this article was to address the subject of intercultural education understood as a problem, which, in the process of educating students who will become teachers, should be taken into consideration in such a scope to make sure that the future teachers can support their pupils in the formation of desired attitudes and behaviours in their relations with individuals of different cultural, national and ethnic backgrounds. The first section deals with the importance of intercultural education in the context of the meaning of the following terms: multiculturalism, culture and education. It refers to selected scopes and interpretation of interculturalism and intercultural education. Within such a framework, the problem of the importance of and the need for intercultural education is discussed based on the opinions of pedagogy students and according to the results of the author’s own surveys conducted at the University of Opole (UO) and the Slovakia-based University of Žilina (UŽ) during the academic year of 2016-2017.