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Význam a miesto rituálov v pedagogickej teórii a praxi

100%

Kaščák O.

2009

nr 2

38-52

The study reports on relations between the field of so-called ritual studies and the educational sphere. The author points out the relations between rituals and the process of human shaping and learning, the state of ritual-discussion in pedagogical sphere, the criteria for analysis and identification of rituals in educational contexts, the possibilities of differentiation of various forms of ritual activities in educational contexts.

„...daj mi rúčku, ty sa usmej, budeme sa spolu hrať“ – telesné performácie ako interakčný faktor v sociálnych vzťahoch detí

100%

Kaščák O.

nr 1

13-26

The study reports on social relations among peers in the contexts of various educational institutions. The aim of the study is to emphasize the importance of bodily expressions and their involvement in the constitution of peer-to-peer interactions, with focus on the ethnography of the body, reflecting rather the participants’ behaviour than their speech. The author comments on various forms of corporeal contacts as key factors in the creation of peer groups and the intentional peer learning.

Rituály a skryté kurikulum alebo kam v pedagogice zaradiť rituálné štúdie? Teoretická (a biografická) rekonštrukcia

100%

Kaščák O.

Studia paedagogica

2009

nr 2

29-40

The paper is an attempt to localize ritual studies within the theory and methodolog y of educational sciences. A fundamental paradigmatic (but also biographically-based) “alliance” can be found with the concepts of the so-called hidden curriculum, the latter providing a ground for selecting features constitutive of this “alliance” (overt and covert aspects of formative phenomena, importance of automating the process of splitting the overt from the covert etc.). A methodological “alliance” is found with the ethnographic approach, one associated with concepts of the hidden curriculum, too. As for the systemic point of view, ritual studies may be seen as akin to the so-called reflexive paradigms, integrated within the so-called reflexive education science in educational theory.

VZDELÁVANIE A ŠKOLOVANIE V RANOM VEKU V SOCIÁLNE DIFERENCOVANEJ PERSPEKTÍVE MATIEK

63%

Kaščák O. , Betáková E.

nr 1

5 – 24

The study presents the results of ethnographic interviews with selected mothers of Slovak kindergarten children and compares these results with the relevant English-American studies aimed at engagement of mothers in early education in relation to their educational and professional status. The research is focused on mothers’ preschool and primary school choice, engagement of mothers in preparation for the first grade of primary school, education values of mothers in relation to their school participation and perception. The study confirms the strong social differentiation in perception of education and in engagement of mothers in child’s schooling, although in comparison with English-American context there does not exists an extensive systemic social segregation in preschool education provision in Slovakia.