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Didaktika cizích jazyků: otázky identity

100%

Píšová M.

nr 2

142-155

The efforts to emancipate foreign language didactics have been an ongoing and non-linear process launched in our country in the 50s of the previous century. Its key aspects may be presented as foreign language didactics identity questions. These include explicit delineation of the object and methodology of foreign language didactics on the basis of developmental analysis, current state of knowledge and trends/approaches to the discipline. The issues related to the full-fledged scientific status of foreign language didactics are discussed both on a domain-general level (questions relevant for the whole field of subject didactics) and on a domain-specific level (foreign language didactics specific questions).

Pride in Teachers’ Everyday Work. Conditions and Contexts

84%

Pawłowska B.

Qualitative Sociology Review

2020

tom 16

nr 1

28-48

The aim of this article is to elaborate on the reasons behind feeling the emotion of pride within the professional context of actions undertaken by contemporary Polish teachers. The article attempts to answer the question of what role pride plays in teachers’ career building process and their daily work. All considerations focus on the social construction of the meaning of pride, established from teachers’ perspectives. Pride is here referred to as social emotion, in line with an interpretivist approach. The following reflections are based on the data collected due to: 1) multiple observations conducted by the author in the years 2008-2016 in the primary, as well as junior high schools; 2) interviews with teachers, parents, and other school staff. Pride in teachers’ work arises in three main contexts: 1) pride due to prestige, 2) pride due to one’s recognition (appreciation), and 3) pride as a result of diverse interactions, for example, teacher-student. The emotion at hand is, like shame, of a social origin and plays a key role when it comes to interactions, social control, as well as maintaining social order. And yet, most of the researchers would give the lead to emotions such as shame, guilt, or related stigma. Based on the collected data, this article focuses on the emotion of pride in the process of identity building by employees-teachers.

Two-Way Trauma in Paul's Letter to the Galatians

67%

Muir S.

Vox Patrum

2024

tom 90

41-56

This essay considers the blunt and controversial statement of Paul at the conclusion of Galatians (Gal 6:17). Paul says, “from now on, let no one trouble me, for I bear on my body the marks (stigma, brand or tattoo) of Christ.” Scholars agree that Paul is speaking metaphorically about the scars he received in ministry. By calling his scars “tattoos,” Paul makes an odd sort of honour claim, since tattoos typically were inflicted on low-status slaves in the Roman empire as a mark of ownership and punishment. This essay looks at a common thread of trauma and violence in the letter to the Galatians. Paul works through the traumas he received in two ways. First, he presents a variety of traumatic episodes in the Galatian community – at times, lashing out at his opponents. Second, he deliberately inverts honor and status categories. By boldly claiming to be Christ’s slave Paul asserts his status and finds meaning and vindication in his suffering. This essay takes a more wholistic view of the letter to the Galatians that has previously been done.