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1

Dyskurs edukacyjny oraz problem dyskursywnego konstruowania tożsamości i wiedzy z perspektywy krytycznej i krytycznie zorientowanej analizy dyskursu

100%

Starego K.

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nr 2

285-311

PL

The main purpose of this paper is to present the specific character of educational discourse in terms of the critical (CDA) and critically-oriented discourse analysis (E. Laclau and Ch. Mouffe) and to identify issues and problems that affect research concerning the discursive construction of identity. My main subjects of interest, and the key notions for the discourse-oriented pedagogy, are identity and knowledge. I will try to show how in spite of the relevance of those two notions, the use of discourse analysis in pedagogical research forces us to transcend the narrowly defined disciplinary boundaries. When it is analyzed in a critical manner the thing we call “educational discourse” expands considerably, affecting the scope of both theoretical and research-oriented interests of pedagogy itself. With regard to identity and knowledge, I try to show the inadequacies of the often employed theories of E. Laclau, Ch. Mouffe and M. Foucaul, for analysis of identification processes. I argue that those processes may be successfully analyzed using the CDA framework. The issue of structural constraints that is addressed in CDA, in combination with Laclau’s theory of affective investment allow for a more comprehensive study of the conditions of possibility of the processes of identification.

2

Szkoła ogólnodostępna jako środowisko odkrywania podstaw własnej tożsamości przez uczniów z niepełnosprawnością w młodszym wieku szkolnym

87%

Bidziński K.

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nr 12

31-59

EN

On the basis of results of the contemporary researches realised according to the spirit of critical and emancipatory pedagogics a school appears not only as a very important, valuable environment of development, but unfortunately also as a place that generates different threads. In the article one has tried to show a significance of the mainstream school as an environment of discovering attitudes of one’s own identity by the pupils with a disability at an early school age. Referring to the numerous empirical studies, one has performed a school discourse in order to show up discrimination practises in relation to this group of pupils. A critical analysis is accompanied by an attempt to indicate good practices of the socialising processes realised with regard to this group of persons in the mainstream school. A hope of the positive change is arisen by a Jarome S. Bruner’s postulate to develop and implement a new, cooperative, educational culture of the school in which all subjects are concentrated on the common solving problems and launching a mutual learning process.

3

Identity and markers of adulthood: the relationship between two constructs

75%

Brzezińska A. I. , Piotrowski K.

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nr 3

254-265

EN

The article presents both the classical and contemporary approaches to the analysis of identity formation. Special emphasis has been placed on the processual approach, in which identity is regarded as a dynamic construct that remains in constant, mutual relations with personal and contextual factors. Since research on identity has been predominantly based on studies conducted on individuals in adolescence and early adulthood, i.e. in the time of transition to adulthood, the article focuses on adulthood markers that may be found in this particular phase of human development. The authors have distinguished different markers of adulthood (transitions to adult roles, psychosocial maturity, sense of adulthood) and have described their links to identity. In the conclusion of the present paper, it has been stressed that future research on identity should to a large extent include factors originating from these different categories of conditions, and that researchers ought to consider the interactions of these factors as predictors of identity formation.

4

Kształtowanie tajwańskiej tożsamości narodowej w polityce edukacyjnej Tajwanu

63%

Nowosad I. , Błaszczyk M.

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tom 12

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nr 1

98-112

EN

The purpose of the article is to draw attention to those elements of education policy that relate to the process of shaping the national identity of the Taiwanese citizens (Republic of China) and to identify their key assumptions, related to the mission of education, curricula and meaning assigned to the culture of ethnic minorities. Assumptions were undertaken based on Michael Foucault’s and Timothy Mitchell’s ideas, that education and language form effective tools for securing and strengthening the reign. In this sense, education, is seen as the extension of government’s power and control over society by shaping a new social identity subordinated to the regime. Adopting the assumptions of Foucault and Mitchell in the analysis of education and language policy also allows to notice a paradigm change and a shiftfrom sinization to taiwanization, it also allows to bring out many other processes related to it, such as: the transition from uniformity to diversity, from authoritarian centralization to decentralization, deregulation and pluralism.

PL

Celem artykułu jest zwrócenie uwagi na te elementy polityki edukacyjnej, które odnosiły się wprost do procesu kształtowania tożsamości narodowej obywateli Tajwanu (Republika Chińska) i wyodrębnienie ich kluczowych założeń widocznych w misji edukacji, programach kształcenia oraz znaczeniu przypisywanym kulturze mniejszości etnicznych. Przyjęto założenie Michaela Foucaulta oraz Timothy Mitchella, którzy wykazali, iż edukacja oraz język stanowią efektywne narzędzia zabezpieczenia władzy przez panującego i jej umocnienia. W takim rozumieniu edukacja jest postrzegana jako przedłużenie władzy rządu i panowania nad społeczeństwem poprzez kształtowanie nowej tożsamości obywateli podporządkowanej reżimowi. Przyjęcie założeń Foucaulta i Mitchella w analizie polityki edukacyjnej i językowej pozwala również zauważyć na Tajwanie zmianę paradygmatu i odejście od sinizacji na rzecz tajwanizacji; pozwala też wydobyć wiele innych procesów z tym powiązanych, jak: przejście od jednolitości do różnorodności, od autorytarnej centralizacji do decentralizacji, deregulacji i pluralizmu.

5

Alice Through the Ages: Childhood and Adaptation

38%

Flegar Ž. , Wertag T.

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nr 4.2

213-240

EN

The paper is an identity-based analysis of Lewis Carroll’s Alice’s Adventures in Wonderland (1865) and two film adaptations, Walt Disney’s Alice in Wonderland (1951) and Tim Burton’s Alice in Wonderland (2010). Alice’s identity crisis identified in each of the Alice works was observed in view of Erik H. Erikson’s and James Marcia’s identity theories in order to reach conclusions pertaining to the nature of childhood and growing up in the Victorian era, in the mid-twentieth century, and at the beginning of the 21st century. As the three different Alice characters originated in different historical periods, their identity issues conditioned by their culture, society and circumstances reveal three different processes of identity formation. Due to the fact that while creating their adaptations both Walt Disney and Tim Burton relied on the expectations of their audiences more than the spirit of the literary original, much like Carroll’s work these adaptations serve as a good reference in reflecting the historical and cultural changes of children’s position in society.

HR

Rad se bavi analizom razvoja identiteta u Alici u Zemlji Čudesa (1865) Lewisa Carrolla i u njezinim dvjema filmskim adaptacijama, Alici u Zemlji Čudesa Walta Disneyja (1951) i Alici u Zemlji Čudesa Tima Burtona (2010). U svrhu razumijevanja krize identiteta glavne junakinje koja se očituje u svim trima djelima autorice su se koristile teorijama Erika H. Eriksona i Jamesa Marcije. Došle su do zaključaka u vezi s glavnim karakteristikama djetinjstva i odrastanja u viktorijansko doba, sredinom dvadesetoga i početkom dvadeset i prvoga stoljeća. S obzirom na to da su tri Aličina lika nastala u trima različitim povijesnim razdobljima, pitanja razvoja njihova identiteta pod utjecajem kulture, društva i okolnosti odrastanja sugeriraju tri potpuno različita procesa oblikovanja identiteta. Budući da su se pri stvaranju spomenutih adaptacija Walt Disney i Tim Burton vodili više očekivanjima publike nego odlikama književnoga originala, te su adaptacije dobra referencija za određivanje ključnih povijesnih i kulturoloških promjena povezanih s položajem djeteta u društvu.

DE

Ausgehend von Carrolls Werk Alice im Wunderland (1865) und den gleichnamigen Verfilmungen von Walt Disney (1951) und Tim Burton (2010) wird im Beitrag die Identitätskrise der diesen Werken gemeinsamen Hauptgestalt erörtert. Um Schlussfolgerungen zu den grundlegenden Merkmalen der Kindheit und des Heranwachsens nicht nur in der viktorianischen Zeit, sondern auch um die Mitte des 20. und zu Beginn des 21. Jahrhunderts zu ziehen, wird im Beitrag nach der Theorie von Erik H. Erikson und James Marcia gegriffen. Dabei wird festgestellt, dass die in unterschiedlichen historischen Zeitpunkten entstandenen Alice-Gestalten auch unterschiedliche Identitätsgestaltungsprozesse durchlaufen. Da sich Walt Disney und Tim Burton bei ihrer Verfilmung mehr von den Publikumserwartungen als durch die literarische Vorlage leiten ließen, wie auch Carroll selbst in seiner Romanproduktion, stellen die Verfilmungen einen willkommenen Anlass dazu dar, auf entscheidende historische und kulturelle Veränderungen in den zeitspezifischen Vorstellungen von der gesellschaftlichen Position des Kindes hinzuweisen.