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Education to participate and engage – Polish traditions and challenges of participation-oriented pedagogy

IFiS PAN. Golka, M. (2009). Pamięć społeczna i jej implanty. Warszawa: Wydawnictwo Scholar. Górecki, M. (2013). Idea, Instytucjonalizacja i funkcje wolontariatu. Warszawa: Wydawnictwo Akademickie Żak. Hart, A.R (1992). Children’s participation: from tokenism to citizenship. Florence: UNICEF International Child Development Centre Spedale degli lnnocenti. Retrieved from: (accessed: October 20, 2018). Iłowiecka-Tańska, I

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Children’s participation idea and practice: Korczak’s inspirations and contemporary faces

over recognition: Exploring the promise of dialogue. In: B. Percy-Smith, & N. Thomas (Eds.), A Handbook of Children and Young People’s Participation: Perspective from Theory and Practice (pp. 293-305). London, New York: Routledge. Hart, R. (1992). Children Participation. From tokenism to citizenship. Florence: UNICEF Office of Research. Hart, R. (1997), Children’s Participation: The Theory and Practice of Involving Young Citizens in Community Development and Environmental Care. London: Earthscan. Hart, R. (2009

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“Studia Pedagogiczne”: its relationship to changing times


For almost seven decades, “Studia Pedagogiczne” has witnessed the development and transformations of Polish pedagogy. The first issue was published in 1954. The period between 1954 and 2018 has been a time of global change, and also change in Poland, affecting all spheres of life, be it political, economic, social or cultural. The journal accompanied those transformations and documented many of them, and so it also serves as evidence of these changes. The purpose of this presented text is not to analyse the content of the journal. Instead, it is to approach the topics discussed in it, the areas tackled by the authors and the changes in the perception of the educa­tional reality in Poland from the perspective of passing time and with consideration of their variety.

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POWER-NET: academic tutoring in Poland as the object of research, institutional policy and reflective practice of tutors

References Argyris, C. & Schon, D. (1996). Organizational Learning II: Theory, Method, and Practice, Reading: Addison-Wesley. Barnett, R. (2004). Learning for an Unknown Future. Higher Education Research and Devel­opment, 23(3), 247-260. Barnett, R. (2007). A will to learn: being a student in an age of uncertainty. Maidenhead, Mc Graw-Hill/Open University Press. Bauman, Z. (2000). Liquid modernity. Cambridge: Polity Press. Biggs, J.B. (2003). Teaching for quality learning at

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Conceptualising professional communities among teachers

References Avidov-Ungar, O. (2016). A model of professional development: teachers’ perceptions of their professional development. Teachers and Teaching, 22(6), 653-669. Baker-Doyle, K. (2012). The Networked Teacher: How New Teachers Build Social Networks for Professional Support. London, UK: Teachers’ College Press. Biesta, G. (2012). The future of teacher education: Evidence, competence or wisdom? Research on Steiner Education, 3(1), 8-21. Cashman, J., Cunniff-Linehan, P., Rosser, M., Wenger

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Norwegian policy on sami language learning and preservation

. (n.d.). Nordic Sami Convention. Retrieved from:­menter/sami/sami_samekonv_engelsk.pdf (accessed: November 22, 2018) Norwegian Ministry of Labour and Social Inclusion. (2009). Action Plan for Sami Languages. Retrieved from: (accessed: November 22, 2018). Rusinov, A.N. (2010). Kveny: istoriya razvitiya i sovremennoe sostoyanie [Kvens: history of development and current status

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Inclusive education for Roma children in Albania and Belarus (legal situation, accessibility, opportunities to learn in own language and support of ethnic identity)

. Retrieved from (accessed: December 20, 2018). Law of the Republic of Belarus no. 187-3/1998, dated 26.01.1990. On Languages in the Republic of Belarus. Retrieved from (accessed: November 20, 2018). MoES Guideline No. 34, dated 8.12.2004. On the implementation of the project: Second Chance for the education of students who have dropped out of school and students stuck for blood feud. MoES. (2016). Strategy On the Development of Pre

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Can legal remedy be used to address bullying and cyberbullying in South African schools?

Behaviour of School Children Observing Bullying. SA-eDUC Journal, 3(2), 46-59. O’Brien, N., & Moules, T. (2012). Not sticks and stones but tweets and texts: findings from a national cyberbullying project. Pastoral Care in education: An International Journal of Personal. Social and Emotional Development, 31(1), 53-65. Olweus, D. (1997). Bully/victim problems in school: Facts and intervention. European Jour­nal of Psychology of Education, 12(4), 495-510. Olweus, D. (1994). Annotation: Bullying at school: Basic facts and

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