Kultura-Społeczeństwo-Edukacja https://pressto.amu.edu.pl/index.php/kse <p class="oczasopismie"><strong>OPIS CZASOPISMA</strong><br>Problematyka podjęta w tekstach naukowych to stricte globalny dyskurs nad temporalną wielowymiarowością społeczeństwa współczesnego oraz kondycją człowieka współczesnego, żyjącego w wieloznacznej i ambiwalentnej rzeczywistości globalnej, skazanego na szukanie swojego miejsca w ciągle na nowo konstruowanej wielokulturowej rzeczywistości. Globalna ekumena kulturowa determinuje również niekonwencjonalny namysł nad edukacją w warunkach globalnych. Współczesny dyskurs nad jakością edukacji, uwzględniający wielość kontekstów społeczno-kulturowych zmian zachodzących w świecie, powinien sprzyjać umiejętności planowania działań oświatowych na rzecz kształtowania prorozwojowego społeczeństwa ogólnoświatowego. Warunkiem sine qua non będzie więc zrozumienie istoty transformacji odbywającej się w przestrzeni edukacyjnej. Zamieszczone teksty mają stanowić przyczynek do namysłu i zaproszenie do dyskusji na temat uczestnictwa jednostek w kulturze globalnej ze szczególnym uwzględnieniem rozważań nad konieczną ewolucją edukacji w warunkach globalnych.</p> <ul class="oczasopismie"> <li class="show"><a href="/index.php/kse/about">POLITYKA FUNKCJONOWANIA CZASOPISMA</a></li> <li class="show"><a href="/index.php/kse/issue/current">AKTUALNY NUMER</a></li> <li class="show"><a href="/index.php/kse/issue/archive">ARCHIWUM</a></li> </ul> <div class="oczasopismie"><strong>INDEKSOWANE W:</strong> <p>CSHJ, Index Copernicus, POL-index, IBUK</p> </div> <div class="oczasopismie"><strong>WSKAŹNIKI OCENY CZASOPISMA: </strong> <p><strong>MNiSW: 20</strong><br><!--<br /><br /> <img src="/public/piotr/ikonki/ic_39_55.png" alt="" />--></p> </div> <div class="oczasopismie"><strong>DOI: </strong>10.14746/kse</div> <div class="oczasopismie"><strong>ISSN (Print): </strong>2300-0422 <strong>ISSN (Online):</strong>&nbsp;2300-0422<!--<strong>ISSN (Online): </strong>2391-5838--></div> <div class="oczasopismie"><strong>PRACE PUBLIKOWANE W CZASOPIŚMIE OD 2016 r. DOSTĘPNE SĄ NA LICENCJI CREATIVE COMMONS:</strong><br><a href="http://creativecommons.org/licenses/by-nd/3.0/"><img src="/public/piotr/cc/cc_4_by_nd.png" alt="CC_by-nd/3.0" border="0"></a></div> Adam Mickiewicz University Poznan pl-PL Kultura-Społeczeństwo-Edukacja 2300-0422 Dyskurs edukacyjny w ujęciu procesualno-kognitywnym https://pressto.amu.edu.pl/index.php/kse/article/view/17691 <p>The paper attempts at presenting diversity in discourse research and defining educational discourse in its new cognitive-procesual aspect. The analysis is concentrated on formalized educational discourse undergoing ideological influences through mass, public and government supervised education. For the detailed discussion multiperspective method including critical and rhetorical analysis has been proposed acknowledging the separateness of makro and discursive strategies together with their topoi in the common ideological – cognitive mean.</p> Agnieszka Rypel Copyright (c) 2019 Kultura-Społeczeństwo-Edukacja 2019-02-19 2019-02-19 12 2 9 35 10.14746/kse.2017.12.1 Trzy koncepcje dyskursu: Foucault, Laclau, Habermas https://pressto.amu.edu.pl/index.php/kse/article/view/17693 <p>The aim of this article is to examine three currently dominant concepts of discourse, developed by Michel Foucault, Ernesto Laclau and Jürgen Habermas. I argue that these concepts of discourse constitute neither a coherent methodological agenda nor a coherent theoretical vision. That means that the reference to discourse will always imply engaging with a particular theoretical framework. I briefly discuss the theoretical traditions from which these concepts emerged and point to the essential elements which the respective concepts of discourse derived from these traditions. Concluding, I examine differences between and similarities in the discussed concepts, whereby I address, in particular, the relationship between discourse and everyday language, the notion of subjectivity and the concept of the social world.</p> Lotar Rasiński Copyright (c) 2019 Kultura-Społeczeństwo-Edukacja 2019-02-19 2019-02-19 12 2 37 54 10.14746/kse.2017.12.2 Teoria jako ontologiczna retoryka: Rousseau i krystalizacja dyskursu pedagogicznego https://pressto.amu.edu.pl/index.php/kse/article/view/17794 <p>Assuming the ontological understanding of rhetoric, as proposed by Ernesto Laclau, the paper explores the language of educational theories in their dimensions significant in terms of the discursive construction of societies. The tropes and rhetorical strategies identified in J.J.Rousseau’s works are assumed as the point of departure for the crystallization of the modern discourse of education, here understood as an ontologically indispensable element of the political.</p> Tomasz Szkudlarek Copyright (c) 2019 Kultura-Społeczeństwo-Edukacja 2019-02-19 2019-02-19 12 2 55 82 10.14746/kse.2017.12.3 Backstaging the teacher: On learner-driven, school-driven and data-driven change in educational technology discourse https://pressto.amu.edu.pl/index.php/kse/article/view/17900 <p>As digital technologies become more prominent in schools, and a host of new media products appear in classrooms, critical questions are being asked about the erasure of power and politics in contemporary education. To explore the discourse on digital education, this paper draws on discourse analysis of ethnographic interviews with for-profit and non-profit organizations in the field. It asks (i) what industry insiders describe as driving change in contemporary educational technology (edtech), and (ii) whether new actors/technologies shaping a novel educational hegemony, and if so, what this hegemony looks like. Initial findings suggest that while the teacher was seen as key to driving change in printed educational materials, three different discourses appear when describing change in today’s educational technology. In the first, learners drive change; the focus lies on the individual dimension. In the second, schools drive change; the systemic dimension. In the third, data drive change; the analytics dimension. Linking these three discourses is a shift from “education” to “learning”. The accounts of educational technology simultaneously advocate for improving opportunities for all students, especially weaker or disadvantaged learners, and also strengthen the hegemonic shift across policy and practice towards an instrumental understanding of education. Overall, the paper suggests that power and politics are by no means erased from the edtech industry’s accounts of digital technologies and datafication. The socio-material affordances engineered into the technologies invite particular teaching practices and thus affect power relations in education.</p> Felicitas Macgilchrist Copyright (c) 2019 Kultura-Społeczeństwo-Edukacja 2019-02-19 2019-02-19 12 2 83 103 10.14746/kse.2017.12.4 Dyskurs akademicki jako praktyka społeczna. Zwrot dyskursywny i Społeczne Badania Szkolnictwa Wyższego https://pressto.amu.edu.pl/index.php/kse/article/view/17902 <p>One can broadly divide research on higher education settings into three strands investigating 1) the production of specialized scientific knowledge, 2) the dynamics of institutional power (academic decision-making and governance), 3) teaching and learning. In all three areas the notion of ‘discourse’ has been salient in the last decades. However, the term is often understood differently by researchers from different fields, and the respective disciplines haven’t always been receptive one to another. In the paper we present an overview of discursive approaches to the study of higher education in 1) social theory, poststructuralism in particular, and 2) linguistics. We explain the outlook on discourse which is prevalent in these areas and present the most significant studies on higher education contexts conducted within them. We argue that while social theory often lacks analytical detail and focus on empirical objects, linguistics on the other hand does not account for the way practices produce and reproduce social order. Therefore, a study of academic discourse drawing on both strands would enable putting forward a robust theory and a precise methodology. In the last section of the paper we present an outline of such a field informed by both poststructuralism and pragmatics – Social Studies of Higher Education.</p> Marta Natalia Wróblewska Johannes Angermuller Copyright (c) 2019 Kultura-Społeczeństwo-Edukacja 2019-02-19 2019-02-19 12 2 105 128 10.14746/kse.2017.12.5 Wandering along the Moebius strip: Radical reflexivity in the archaeology of educational research https://pressto.amu.edu.pl/index.php/kse/article/view/17903 <p>Writing qualitative research texts often involves the acknowledgement of the researcher being imbued in the systems of meaning that he or she is studying. This provides a background for incitement to reflexivity, i.e. how one’s own life history and broader cultural context is etched in epistemological and ontological assumptions about the object. This article studies the reflexive style of writing in Michel Foucault’s archaeology of the human sciences, which constantly problematises its own assumptions about studying discourses. His style is described with the analogy of a Moebius strip, highlighting the way the ‘outside’ history of the human sciences turns into the ‘inside’ conditions of possibility for analysing discursive formations in the history of educational research.</p> Antti Saari Copyright (c) 2019 Kultura-Społeczeństwo-Edukacja 2019-02-19 2019-02-19 12 2 129 151 10.14746/kse.2017.12.6. Dyskurs edukacyjny, weredykcja i pedagogie – od konstelacji związków dyskursu i edukacji do aleturgicznej analizy praktyki edukacyjnej https://pressto.amu.edu.pl/index.php/kse/article/view/17904 <p>The article consists of two major parts. Part one is devoted to the reconstruction of the relationships between the domain of discourse and the domain of education in the semantic field of the term “educational discourse”. Based on the analysis of two types of sources (empirical research and the lexicon of contemporary pedagogics), a constellation of functional, thematic, genre and ontological links is shown. In the second part of the article, a reflection on the last of the approach is developed. Referring to Foucault’s lectures at the Collège de France in 1979-1980 period, the potential of the category of alethurgy and confession as research instruments of pedagogy and discursive practice is shown.</p> Helena Ostrowicka Copyright (c) 2019 Kultura-Społeczeństwo-Edukacja 2019-02-19 2019-02-19 12 2 153 172 10.14746/kse.2017.12.7 Potencjał badawczy kategorii kognitywistycznych. W poszukiwaniu nowej formuły dyskursu edukacyjnego https://pressto.amu.edu.pl/index.php/kse/article/view/17905 <p>In order to describe in detail the differences between the discourse of a textbook and the discourse of children I used categories - applied in the area of cognitive considerations - concerning the language image of the world and the text image of the world, as well as selected sub-categories: point of view and perspective, type of rationality, method of categorizing, stereotypical and axiological overview of the reality. I assumed that the choice of categories and subcategories will not only allow to investigate the imposed meanings of the textbook discourse, but – above all – will make it possible to notice the very process of formation, the emergence of the image of the world from the perspective of children. The adopted analysis model launches reflection on the necessary changes, exposes the oppressiveness of the language of the textbook and encourages exploring the conditions to initiate the language of children.</p> Monika Wiśniewska-Kin Copyright (c) 2019 Kultura-Społeczeństwo-Edukacja 2019-02-19 2019-02-19 12 2 173 184 10.14746/kse.2017.12.8 Koncepcja czteropoziomowego kontekstu Ruth Wodak jako wyraz interdyscyplinarności w analizie dyskursu https://pressto.amu.edu.pl/index.php/kse/article/view/17906 <p>The concept of four-level context by Ruth Wodak is to provide triangulation and minimize the risk of being biased. Simultaneously the analysis of this concept in combination with the research programme of HDA is an expression of interdisciplinarity’s importance in this approach. One should notice that interdisciplinarity is not an aim itself and it is a subject to limitations. The most specific limitations are those which result from triangulation on the interdiscursive level.</p> Violetta Kopińska Copyright (c) 2019 Kultura-Społeczeństwo-Edukacja 2019-02-19 2019-02-19 12 2 185 195 10.14746/se.2017.12.9 Postfoucaultowska analiza dyskursu o edukacji. Uwagi warsztatowe https://pressto.amu.edu.pl/index.php/kse/article/view/17907 <p>Postfoucauldian discourse analysis is a vigorously developing approach to discourse studies focusing on the analysis of power, discourse, knowledge and social practice. This comprises studies deriving from Michel Foucault’s thought, reinterpreting it, however, with the aim at application to an analysis of empirical data, also from the field of pedagogy and education. The purpose of this paper is to present main concepts and categories of postfoucauldian discourse analysis (e.g. enunciation, discursive formation, discursive practice, procedures for the control of discourse, dispositive, regime of truth) and guidelines for conducting research on the example of an analysis of chosen public texts concerning the debate on liquidation of middle schools in Poland as a result of the reform of education carried out by Law and Justice’ government.</p> Magdalena Nowicka-Franczak Copyright (c) 2019 Kultura-Społeczeństwo-Edukacja 2019-02-19 2019-02-19 12 2 197 223 10.14746/kse.2017.12.10 Teoria reprezentacji społecznych w interdyscyplinarnych badaniach nad dyskursem edukacyjnym – potencjał zbiorowego pisania biografii https://pressto.amu.edu.pl/index.php/kse/article/view/17908 <p>The aim of the article is to present the theory of social representations which is not well-known in the Polish pedagogy and which may constitute an interesting theoretical and methodological perspective for the study of the educational discourse. The theory itself is interdisciplinary and therefore may be useful in research carried out within various academic disciplines both in the humanities and social sciences. Theoretical analyses will also concern the possibilities of conducting research of educational discourse within the framework of the social representation theory with the application of the collective biography writing which may be perceived as the critical discourse analysis.</p> Zuzanna Zbróg Copyright (c) 2019 Kultura-Społeczeństwo-Edukacja 2019-02-19 2019-02-19 12 2 225 243 10.14746/kse.2017.12.11 Na tropie dyskursu traumy w metodologicznej samowiedzy pedagogicznej https://pressto.amu.edu.pl/index.php/kse/article/view/17991 <p>This article is theoretical and corresponds with the one of the key discussion areas about pedagogy’s identity. The subject of the discussion is methodological pedagogical self-knowledge assumed as the se of pedagogical judgements and images about pedagogy as scientific discipline, its knowledge and research practice. The first part deals with the identity problem of pedagogy as a scientific discipline. The second part covers the relationship among methodological culture, knowledge and pedagogical research practice. The third part concerns the phenomenon of pedagogical self-knowledge and, in particular, the areas of its regulation and its production need in relation to three temporarily differentiated context for the development of the pedagogy’s identity. The experience of this changes correspond with specific way of creating pedagogical knowledge, based on the assumptions of trauma discourse.</p> Justyna Spychalska-Stasiak Copyright (c) 2019 Kultura-Społeczeństwo-Edukacja 2019-02-19 2019-02-19 12 2 245 272 10.14746/kse.2017.12.12 Uczenie się jako przestrzeń dyskursywnie konstruowana https://pressto.amu.edu.pl/index.php/kse/article/view/17997 <p>The aim of this paper is to present the conception of learning as a discursive space. It presents the existing research in the field of critical discourse theory, cultural processes of learning as well as dialogic theory of learning. Different aspects of discourse of learning are discussed, including learning as a space for identity creation processes. Furthermore the issues of empty signifiers in a discourse of learning as well as cultural aspects of the discourse of learning and its consequences for identity creation processes are raised.</p> Monika Popow Copyright (c) 2019 Kultura-Społeczeństwo-Edukacja 2019-02-19 2019-02-19 12 2 273 284 10.14746/kse.2017.12.13 Dyskurs edukacyjny oraz problem dyskursywnego konstruowania tożsamości i wiedzy z perspektywy krytycznej i krytycznie zorientowanej analizy dyskursu https://pressto.amu.edu.pl/index.php/kse/article/view/18001 <p>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.</p> Karolina Starego Copyright (c) 2019 Kultura-Społeczeństwo-Edukacja 2019-02-19 2019-02-19 12 2 285 311 10.14746/kse.2017.12.14 Yakym Yarema’s philosophical and pedagogical ideas in discursive practices of education https://pressto.amu.edu.pl/index.php/kse/article/view/18070 <p>In this paper on the basis of comparative analysis the similarity of Yakym Yarema’s and Kazimierz Twardowski’s main philosophical and pedagogical ideas has been identified. The analysis of these ideas proves that Ukrainian scientist represents Twardowski’s educational practices as well as reflects the traditions of Vienna philosophical school by Franz Brentano which history goes back to Aristotle’s philosophy. The value of Yakym Yarema’s philosophical and pedagogical ideas in the present educational discourse has been shown in the article.</p> Olha Honcharenko Copyright (c) 2019 Kultura-Społeczeństwo-Edukacja 2019-02-19 2019-02-19 12 2 313 327 10.14746/kse.2017.12.15 Bartleby, łowca dyskursów. O pewnej formie nie-krytyki https://pressto.amu.edu.pl/index.php/kse/article/view/18071 <p>In article I engage the Bartleby. His strategy, resistance and the relation to the dominant language are treats as a radical critique of discourse. Bartleby can show us a different style of critique that is coherence with paradigm of the study. My analyzed is located on the field on the philosophy of education and should be understood as developing of mentioned paradigm.</p> Oskar Szwabowski Copyright (c) 2019 Kultura-Społeczeństwo-Edukacja 2019-02-19 2019-02-19 12 2 329 344 10.14746/kse.2017.12.16 Notes on liberal (arts) education discourse https://pressto.amu.edu.pl/index.php/kse/article/view/18072 <p>The following essay discusses liberal (arts) education from critical discourse analysis perspective. After a historical and philosophical introduction, three examples of liberal education discourse are discussed: 1) ‘liberal arts’ vs. ‘liberal education’, 2) ‘liberal arts’ and ‘neoliberal arts’ and 3) descriptions of liberal education at Wagner College in 1970 and 2013. The article concludes with a general reflection on liberal education in the current educational landscape and a tentative agenda for using the critical discourse analysis toolbox in further studies.</p> Daniel Kontowski Copyright (c) 2019 Kultura-Społeczeństwo-Edukacja 2019-02-19 2019-02-19 12 2 345 360 10.14746/kse.2017.12.17 Naród, gender, popkultura. Nacjonalistyczne konstrukcje płci i seksualności w popkulturowej odsłonie https://pressto.amu.edu.pl/index.php/kse/article/view/18073 <p>The paper is a short theoretical summary of relationships between the notions of nation, gender and sexuality in a nationalistic discourse. It is also an attempt at applying this knowledge for analyzing selected artifacts of pop culture. In the first part of the paper, theoretical and research findings on the constructs of gender and sexuality in a nationalistic discourse are presented. In the second part these findings are used for a discursive analysis of gender and sexuality constructs in selected songs / stage acts presented at the Eurovision Song Contest 2014 and a pastiche cover version of one of them.</p> Eva Zamojska Copyright (c) 2019 Kultura-Społeczeństwo-Edukacja 2019-02-19 2019-02-19 12 2 361 378 10.14746/kse.2017.12.18 „Zdecydowanie żydowskie, wyraźnie polskie”… Strategie narracyjne twórców Muzeum Historii Żydów Polskich Polin https://pressto.amu.edu.pl/index.php/kse/article/view/18074 <p>This paper aims to establish a framework of discursive narratives about the idea of the Polin Museum of the History of Polish Jews. Most of these narrative strategies concern the implementation of this huge project, arrangement of exhibitions, topics presented and the importance of the museum for the community of Polish Jews and Poles. The qualitative analysis of the narratives is conducted based on the content of periodicals published by the Jewish community in Poland: „Midrasz. Pismo Żydowskie” and „Chidusz. Magazyn Żydowski”. The analysis involves 11 speeches given immediately after the ceremonial opening of the Museum in 2013 and later, primarily at anniversary celebrations.</p> Joanna Cukras-Stelągowska Copyright (c) 2019 Kultura-Społeczeństwo-Edukacja 2019-02-19 2019-02-19 12 2 379 400 10.14746/kse.2017.12.19 Izabela Symonowicz-Jabłońska, Baśniowość w kulturze popularnej jako wyzwanie edukacyjne, Wydawnictwo Naukowe Uniwersytetu Mikołaja Kopernika, Toruń 2016, 207 s. https://pressto.amu.edu.pl/index.php/kse/article/view/18075 Ewelina Wesołek Copyright (c) 2019 Kultura-Społeczeństwo-Edukacja 2019-02-19 2019-02-19 12 2 403 404 Sprawozdanie z Ogólnopolskiego Seminarium Naukowego „Dyskurs edukacyjny w ujęciu interdyscyplinarnym. Warsztaty Analizy Dyskursu”, Bydgoszcz, 7–8 listopada 2016 roku https://pressto.amu.edu.pl/index.php/kse/article/view/18076 Aleksandra Rzyska Copyright (c) 2019 Kultura-Społeczeństwo-Edukacja 2019-02-19 2019-02-19 12 2 407 410 Sprawozdanie z Międzynarodowej Konferencji „The academic education in pedagogical and social professions. Between theory and practice”, Darmstadt, 7 grudnia 2016 roku https://pressto.amu.edu.pl/index.php/kse/article/view/18077 Anna Schmidt Copyright (c) 2019 Kultura-Społeczeństwo-Edukacja 2019-02-19 2019-02-19 12 2 410 413 Sprawozdanie z Ogólnopolskiej Konferencji Naukowej „Społeczne aspekty funkcjonowania człowieka w środowisku pracy”, Uniwersytet Kazimierza Wielkiego w Bydgoszczy, Ciechocinek, 19–20 września 2016 roku https://pressto.amu.edu.pl/index.php/kse/article/view/18078 Joanna Michalak-Dawidziuk Copyright (c) 2019 Kultura-Społeczeństwo-Edukacja 2019-02-19 2019-02-19 12 2 413 416 Sprawozdanie z XXIII Tatrzańskiego Sympozjum Naukowego „Edukacja jutra”, Zakopane, 19–21 czerwca 2017 roku https://pressto.amu.edu.pl/index.php/kse/article/view/18079 Maria Porzucek-Miśkiewicz Copyright (c) 2019 Kultura-Społeczeństwo-Edukacja 2019-02-19 2019-02-19 12 2 417 422