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.
The article contains a report from a study involving young people living in the Polish southern borderland. The research was designed as a comparative, longitudinal cohort study. Measurements of a given variable (declared identity behaviours) were carried out with the use of the same instrument, in a reproducible manner, at different times (in the school years 2003/2004 and 2016/2017) and on the same cohort. The results of these measurements, obtained in two separate measurement periods, indicate a similar value of youths’ identity capital and an increase of social participation in the life of the local community. The diagnosis is a prelude to the determination of compensating educational activities and identification of existing social instruments as regards their model and pattern.
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.
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 paper attempts to indicate the potential of using the category of common good for the interpretation of everyday school reality. This has facilitated an initial overview of the heterogeneous, often contradictory nature of school relationship as well as relationships between school and broadly understood environment, and has made it possible to reflect on school culture, i.e. its internal and external preconditions for functioning.
This small scale research project undertaken in Australia investigates how an art-based approach can re-engage disenfranchised young people into education. The project was undertaken as part of Postgraduate Certificate in Education programme by the main researcher in Australia, at an educational setting for disenfranchised young people. The collection and analysis of qualitative data demonstrates how art stimulates students’ interest and provides support in self-expression and communication. Methodological strategies involved visual art activities that promote self-confidence and self-esteem, which enhance well-being and supportive teaching relationships. Using self-reflexivity through visual creativity was found to help participants in developing more positive self-image and enhanced their self-confidence as learners.