Society Register <p class="oczasopismie"><strong>ABOUT THE JOURNAL</strong><br>SOCIETY REGISTER is an international peer reviewed journal that publishes in English empirical, conceptual, and theoretical articles that make substantial contributions to the field in all areas of social sciences including sociology, economics, political science, psychology, cultural studies, education, and social policy. SOCIETY REGISTER is published in partnership with the Department of Sociology at the Adam Mickiewicz University in Poznań. The journal has received honorary patronage of Polish Society of Comparative Pedagogy and Sociological Committee of Poznan Society of Friends of Arts and Sciences. The mission of the Society Register Journal is to publish original works of interest to the social sciences disciplines in general, new theoretical approaches, empirical results of research that advance our understanding of fundamental social processes (and important methodological innovations), together with the practical application of those insights to the resolution of social issues. A key requirement for any author wishing to publish his/her work (be it empirically grounded, or purely theoretically oriented) needs to explicitly reflect upon the necessary underlying assumptions (axioms) and (if applicable) on how exactly a methodology was derived to study a given phenomena within a specific context of changing societies.</p> <p class="oczasopismie">Free of charge: we do not charge authors or readers! We believe in a completely free exchange of scientific thoughts.</p> <ul class="oczasopismie"> <li class="show"><a href="/index.php/sr/about">JOURNAL POLICIES</a></li> <li class="show"><a href="/index.php/sr/issue/current">CURRENT ISSUE</a></li> <li class="show"><a href="/index.php/sr/issue/archive">ARCHIVE</a></li> </ul> <div class="oczasopismie"><strong>INDEXED IN: </strong>ANVUR (Agenzia Nazionale di Valutazione del Sistema Universitario e della Ricerca), ARIANTA<img src="/public/site/images/mbaranowski/Twitter_Social_Icon_Circle_Color.png" alt="">, Bielefeld Academic Search Engine (BASE), CEJSH (The Central European Journal of Social Sciences and Humanities), CEON (Centrum Otwartej Nauki), Crossref, Directory of Open Access Journals (DOAJ), EBSCO Discovery Service, European Reference Index for the Humanities and the Social Sciences (ERIH PLUS), EuroPub Database, PKP Index, IC Journals Master List, ICI World of Journals, Massachusetts Institute of Technology Libraries (MIT Libraries), ROAD Directory of Open Access scholarly Resources, POL-index, SSOAR (Social Science Open Access Repository), Google Scholar, WorldCat, NUKAT</div> <div class="oczasopismie">&nbsp;</div> <div class="oczasopismie"><strong>FIND US:&nbsp;</strong></div> <div class="oczasopismie"><strong>DOI: </strong>10.14746/sr</div> <div class="oczasopismie"><strong>e-ISSN: </strong>2544-5502</div> <div class="oczasopismie"><strong>ICV (</strong><strong>Index Copernicus Value):</strong>&nbsp;2017: 72,37; 2018: 92,37</div> <div class="oczasopismie"><strong>Ministry of Education and Science: </strong>40</div> <div class="oczasopismie"><strong>CREATIVE COMMONS:&nbsp; &nbsp;</strong><a href=""><img src="/public/piotr/cc/cc4.png" alt="CC_by-nc/4.0" border="0">&nbsp;</a><a href="" rel="license">&nbsp;Attribution-NonCommercial 4.0 International License</a><a href="">.</a></div> <div class="oczasopismie"><strong>FINANCED BY:&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; <img src="/public/site/images/mbaranowski/MNiSW_maly1.jpg" alt=""></strong></div> Adam Mickiewicz University Poznan en-US Society Register 2544-5502 <p>Manuscript authors are responsible for obtaining copyright permissions for any copyrighted materials included within manuscripts. The authors must provide permission letters, when appropriate, to the Society Register Editors.</p> <p>In addition, all published papers in Society Register are published under a Creative Commons&nbsp;Attribution-NonCommercial 4.0 Unported&nbsp;License.</p> <p>1.1 The Author hereby warrants that he/she is the owner of all the copyright and other intellectual property rights in the Work and that, within the scope of the present Agreement, the paper does not infringe the&nbsp; legal rights of another person. The owner of the copyright work also warrants that he/she is the sole and original creator thereof and that is not bound by any legal constraints in regard to the use or sale of the work.</p> <p>1.2. The Publisher warrants that is the owner of the PRESSto platform for open access journals, hereinafter referred to as the PRESSto Platform.</p> <p>2. 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The Author will immediately inform the Publisher about any damage claims related to intellectual property infringements, including the author’s proprietary rights pertaining to a copyrighted work, filed against the Author. of liability, the Author is obliged to redress the damage resulting from claims made by third party, including costs and expenditures incurred in the process.</p> <p>7.3. To all matters not settled herein provisions of the Polish Civil Code and the Polish Copyright and Related Rights Act shall apply.&nbsp;</p> Tackling sensitive and controversial topics in social research - sensitivity of the field <p>The article discusses issues concerning sensitive topics in diverse social research, primarily connected with sensitive field research. The authors first analyse issues concerning sensitive topics and then move on to discuss examples of socially sensitive research in difficult research-related situations and areas. They also focus on the complex situation of a social researcher conducting research in sensitive, socially, culturally and politically diverse contexts, including in the context of education.</p> Urszula Markowska-Manista Katarzyna Górak-Sosnowska Copyright (c) 2022 Society Register 2022-03-15 2022-03-15 6 2 7 16 10.14746/sr.2022.6.2.01 Childhood Sexual Abuse (CSA): moving past the taboo and into the postcolonial <p class="p2">This paper defines the practice of childhood sexual abuse (CSA) specifically, explaining the choice of words and giving accepted definitions, as well as offering a definition of its own, i.e. that CSA is the disempowering and overpowering of children through sexual means. The paper aims to give an overview of the societal factors contributing to how CSA is framed and received in mainstream society. Throughout this piece of writing the concept of a <em>taboo </em>is used as an analytical category. The paper aims at presenting a wide-ranging view of the practice of CSA, using the writer’s main societal reference point, that of the Anglo world, specifically calling on examples from the United Kingdom (UK) to contextualise the argument. The discussion frames CSA as a taboo, illustrating this through historical inquiry, with a focus on the evolution of morality surrounding the sexuality of children and the nature of acceptable sexual relations during the period of childhood. A (CSA) survivor perspective is offered in the form of personal biographical confession, as well as survivor narratives that are explored more broadly, pointing to those that society deems acceptable, or not. A triangulation between the <em>taboo </em>nature of the practice, the <em>stigma </em>it generates and the effect it has on <em>childhood </em>is drawn up. The impending effects of shame in processing CSA are explored in respect to disclosure and rehabilitation for those disclosing, but also for those being disclosed to, and society at large. Finally, a nuanced postcolonial approach is proposed, whereby CSA is framed as an invasion or overpowering of a body in much the same way one nation-state invades, land-grabs or takes legislative and governmental control over another landmass during the process of colonisation.</p> Korinna McRobert Copyright (c) 2022 Society Register 2022-03-15 2022-03-15 6 2 17 34 10.14746/sr.2022.6.2.02 Enhancement of constructivist and procedural concepts of good citizenship and civic identity in the Czech educational framework <p class="p2">This paper identifies the main flaws, dilemmas and challenges concerning the concept of civic education and teaching democracy in the Czech schooling system after 1989. Special focus is placed on the urgent need for the application of more pluralist, constructivist and procedural approaches that would enhance the traditional concepts of social science education based on facts and typologies. In this regard, methods and trends promoting the principle of civic education as a multidimensional and everyday phenomenon are applied, since such understanding of civic identity has become even more urgent in recent two years with the reflection of issues concerning the SARS‑CoV‑2 situation. To suggest and analyse possible means to this end, the study outlines two dominant causes of the low prestige and effectivity of civic education in the Czech Republic: first, the implicitly ideological and universalist character of the current national curriculum, which is not able to accept social values as a permanently flowing and contextually based discourse; second, the prevalence of ethnic attributes in the process of national identification which impede any relevant efforts to treat collective identity and citizenship in an open pluralist way. Nonetheless, the main focus of the paper lies in its empirical part where the fundamental pillars and particular activities from the current EU project—realised at several Czech universities and grammar schools in recent three years—are both presented and analysed. On the basis of this project analysis, the paper aims to demonstrate that together with the implementation of procedural, interpretative and constructivist understanding of social reality, even more radical questions—linked to postmodern democratic theory—such as the notion of agonist democracy, the impact of social networks, the reflection of instrumental manipulative behaviour as well as more unbiased interpretations of human liberty should be addressed in the Czech current educational discourse as well.</p> Jan Květina Copyright (c) 2022 Society Register 2022-03-15 2022-03-15 6 2 35 60 10.14746/sr.2022.6.2.03 Multicultural education in Estonia: why is it powerless in responding to islamophobia? <p>The article discusses the extent to which the three multicultural learning strategies implemented to promote multiculturalism differ and how the initiatives takes into account religious differences and Islam. Methodologically, the article focuses on thematic content analysis of the three multicultural education projects. The thematic content analysis makes it possible to study what is being discussed in the multicultural context and how it is being interpreted through these ideas and concepts. The aim of these school projects is to create a common language environment and a new (well-integrated) national identity. Based on the Estonian super-secular society (less than 19% Estonians considered themselves to be a part of some congregation or religious), the peculiarities of religion orientation are not so much taken into account in these multicultural learning strategies and Islam occurs in connection with radicalism.</p> Elo Süld Copyright (c) 2022 Society Register 2022-03-15 2022-03-15 6 2 61 86 10.14746/sr.2022.6.2.04 Democratic movements in Lebanon and children’s understanding of their rights <p class="p2">Children’s rights should be applicable for children, and be acknowledged by children themselves and practice them in the present and future lives. The increasing awareness and concern about children’s rights need a thorough investigation of how children themselves understand their rights. The aim of this study is to analyze the perspective of children in Lebanon of their rights and examine the impact of democratic movements on their understanding of their rights. A qualitative research methodology was employed and data were gathered in the form of semi-structured VoIP interviews. Thematic analysis was used to analyze the collected data. The analysis presented in this paper signifies that the democratic movements are being both a source and an approach of recognizing and practising children’s rights, especially the right to participate, freedom of expression, and equality, along with the right to education, social security, and protection from all forms of abuse. Hence, it could be concluded that democratic movements are important in constructing and reconstructing children’s understanding of their rights.</p> Rajaa Sabbagh Copyright (c) 2022 Society Register 2022-03-15 2022-03-15 6 2 87 108 10.14746/sr.2022.6.2.05 Death In Children's Literature Against The Background Of Selected Child And Childhood Discourses <p>The author of the article discusses the sensitive topic of the social taboo of death with regard to the process of the child’s education and development, with particular focus on the use of thanatological literature as a factor shaping the child’s personality. The text presents the perception of the death phenomenon by children, and the essence as well as functions of thanatological literature. It also shows the impact of child and childhood discourses on four well-known literary works for children (at the kindergarten and pre-school age), dealing with the discussed topic. The selected research method consists in qualitative analysis of the content. The works have been selected due to their popularity and presence in scientific publications on the topic of death in children’s literature. Analytical categories of the selected literary works include subjective and objective approach to the child and childhood. The first approach is consistent with the perspective of sociology of childhood and the post-colonial theory, as presented in the article, whereas the second approach refers to the mainstream developmental psychology and the colonial theory.</p> <p>Based on the analysis of content values of the four literary works, it can be concluded that respect for the child’s subjectivity and the value of their voice supports development of the youngest, among others, in the aspect of dealing with the sensitive topic of death.</p> Sandra Marta Kwaśniewska-Paszta Copyright (c) 2022 Society Register 2022-03-15 2022-03-15 6 2 109 132 10.14746/sr.2022.6.2.06 Plieth-Kalinowska, Izabela & Adam Musielewicz. 2019. Acceptance and social adaptation of children with developmental dysfunctions, Bydgoszcz: University of Kazimierz Wielki <p>This is a review of a book entitled Acceptance and social adaptation of children with developmental dysfunctions, written by Izabela Plieth-Kalinowska and Adam Musielewicz. The monograph shows the specificity and ways of organising the developmental conditions of a child with a disability functioning in different social environments. The publication contains characteristics of theoretical conditions of disability and practical ways of its diagnosis and examples of supporting activities.</p> Beata Rajter Copyright (c) 2022 Society Register 2022-03-15 2022-03-15 6 2 133 136 10.14746/sr.2022.6.2.07