The chief purpose of BBC World Service, Radio France Internationale, and Voice of America in the Context of International Communication: From Propaganda to Public Diplomacy is to analyse the role radio stations fulfil for international communication nowadays in the light of the roles they served in the past (that is, the times when radio dominated). During the interwar period and right before World War II, new radio stations came to being that aimed at broadcasting content targeted at the listeners abroad. Initially, these radio stations were transmitting mostly official messages or functioning as private point-to-point communication; in both cases, they functioned similarly to telegraphs (assuming one addresser and one addressee). Along with not only the development of the transmitting and receiving devices but also the widening of our knowledge on radio waves, radio turned into a mass medium, thanks to various "freaks," including investors and other radio lovers. Having access to the network of correspondents and a powerful radio signal, radio stations back then were able to provide live coverage of the events that interested listeners all around the globe. The capacities of radio were significant during World War II as well; precisely, it ceased to serve communication purposes exclusively, and was included into military arsenal (used not only in operations and diversion actions, but also for jamming and scouting). This military conflict showed that the possibility of reaching listeners abroad – that is, the citizens of adversary, allied, and neutral states – had been of enormous importance, whereas the ability of shaping the opinions of foreign citizens had become a crucial part of contemporary warfare. The relevance of radio for international communication was indisputable also during the Cold War. Radio Free Europe, Radio Liberty, Voice of America, BBC World Service, Radio France Internationale, Deutsche Welle, Radio Madrid, Radio Moskwa, and Radio China International were fundamentally engaged in both ideological war and public diplomacy. Simultaneously, various international processes changed the position radio occupied among other media; the "Golden Age of Radio" reached a significant decline in the 1950s, when the dominance of radio gave way to the advent of television, whereas from late 1990s on the situation of all media was revolutionised by the birth of the Internet. As a result, digitalisation, convergence, shifts in reception and use of media – not to mention other broader phenomena, including the dominance of audiovisual culture – affected not only listeners and their preferences (inclining to fragmented radio programmes), but also ratings and marketability of radio stations. Finally, since political communication has privileged the audiovisual paradigm, and domestic policy has gradually become a media issue, radio has withdrawn in this area as well, giving primacy to television and new media. Because of the aforementioned factors and shifts, it becomes vital to carefully reconsider the contemporary and international status of radio. After all, one might be tempted to think that radio is no longer in its heyday, whereas both governments and individual listeners do not deem it as a genuine informative medium or a means capable of reaching the foreign public opinion. This book, therefore, explores how Radio France Internationale, Voice of America, and BBC World Service changed diachronically in reference to other radio stations alike, points to rules they follow and formats their programmes take, and analyses their recent activity in international communication between 2014 and 2018. Chapter 1 introduces theoretical vocabulary international communication relies on, and juxtaposes its various definitions with related cultural phenomena, including transcultural communication, political communication, propaganda, public diplomacy, cultural diplomacy, media diplomacy, and soft power. Aside from analysing these concepts, this chapter also proposes an innovative definition of international communication and its graphic model. Chapter 2 is diachronic, and it focuses on the discovery of radio waves and the invention of radio read from the technical perspective, which determines the position of radio for international communication. Moreover, the early forms of radio are recalled with regard to their significance for foreign communication. Finally, the development of radio and broadcasting in France, United Kingdom, and the USA is presented with an emphasis put on the differences between their broadcasting models. Chapter 3 is devoted to the development of international broadcasting, dividing it into three stages: 1) the early 20th century (until the 1930s), when radio waves were being tested, the first experimental stations came to being, and first international radio stations were founded, including those in Nauen and Zessen (Germany), Sainte-Assise and Le Post Colonial (France), Eindhoven and Heuzen (Netherlands), Chelmsford (United Kingdom); 2) the World War II period, in which the uses of radio for international military communication are analysed in reference to propaganda radio stations (Radio Berlin, Radio Hamburg, Radio Stuttgart, Radio Tokio) and its prominent figures (William Joyce ("Lord Haw-Haw"), Paul Ferdonnet ("the Stuttgart Traitor"), Mildred Gillars ("Axis Sally"), Ive Togure ("Tokyo Rose")), British pirate radio stations functioning in response to the Axis propaganda (for instance, Gustav Siegfried Eins), the radio stations of French Resistance with a special emphasis put on Radio Brazzaville, that is, Charles de Gaulle's chief means of international communication, and, finally, Voice of America serving for public diplomacy purposes; 3) the Cold War period, in which the objectives, assumptions, and strategies of international broadcasting posed by France, United Kingdom, the United States of America between 1945 and late 1980s are examined. The last chapter is entirely dedicated to BBC World Service, Radio France Internationale and Voice of America nowadays, paying attention to their regulations, structures, and broadcasting services. These radio stations are understood as means used for public diplomacy of their countries, and their institutional and formal connections to government institutions are discussed. Consequently, this comparative chapter refers to the legal contexts, supported by acts and regulations of a given country, presents the principles and levels of funding, reconstructs the institutional positions of radio among other media, and characterises broadcasting in terms of services, directions, and programmes. The analysis of contemporary strategies and activities of the discussed radio stations makes it possible to claim that the use of radio for international communication has not lost its relevance, and currently is supported with television and the Internet, that is, the media that were invented later in the course of historical progress. Radio stations, therefore, are not held in media bubbles; rather, they are still significant means of foreign communication because of their specificities. Furthermore, radio communication complies with strategic foreign policies, which affects various parts of the world where levels of technological development diverge whilst the access to television or the Internet connection is not available. In the countries stricken with military conflicts or poverty, radio is still the predominant means of communication that serves numerous purposes; not only is it a source of information on military operations, epidemiological situations, climate and natural disasters, but also it educates its listeners on civil and human rights, especially women's rights. Finally, Voice of America, BBC World Service, and Radio France Internationale support policies against extremism and propaganda (for instance, fake news). The services of the discussed radio stations are related to the policies the United States of America, United Kingdom, and France put forward against ISIL and international terrorism, but also to those actions that support democratic changes in the countries affected by war and political unrest.
W artykule przyglądam się temu, jaką edukację polityczną warto rozwijać we współczesnej polskiej szkole i wszędzie tam, gdzie buduje się w ludziach zdolność do wspólnej i niewyalienowanej pracy. Kierunek rozważań wyznaczyła konieczność ustosunkowania się myśli pedagogicznej – i równoległego dostosowania praktyk wychowawczych – do zmian w sposobie koordynacji społeczeństwa, które dokonują się w atmosferze groźby wybuchu wojny. Rozważania te buduję na dotychczasowych badaniach własnych z obszaru uczenia się w ruchach społecznych, analizując trzy porządki zapewniające koordynację społeczeństw (neoliberalizm, nacjonalizm, militaryzm) w kontekście wykluczanych przez nie wartości: dobra wspólnego, samorządu i pokoju. Rezultatem pracy jest matryca przyporządkowująca te kontrwartości różnym typom współpracy (koordynacji, kooperacji i kolaboracji). Matryca pozwala identyfikować specyfikę konkretnych przykładów mobilizacji społecznej, jak i rozpoznawać luki w kształceniu kolektywnych umiejętności współdziałania. Rezultaty analizy pozwalają zoperacjonalizować praktyki oporu pod kątem celów wychowania i stawiają w nowym świetle problemy powiązań i nawarstwiania się wrogich szkole ideologii neoliberalizmu, nacjonalizmu i militaryzmu. ; The paper analyses types of political education worth developing in contemporary Polish schools and in other places dedicated to building human capacity to work together in a non-alienated way. The analysis is based on my own research from the area of learning in social movements. I analyze three orders ensuring social coordination (neoliberalism, nationalism, and militarism) in the context of the values they exclude: the common good, self-government and peace. The result of the work is a matrix assigning these counter-values, accordingly, to coordination, cooperation and collaboration. The matrix allows for identification of the specificity of some examples of social mobilization, as well as identification of gaps in teaching collective interaction skills. The results of the analysis can be used to operationalize the practices of resistance in terms of educational goals. They also put in a new light the problems of connections between and building up of ideologies hostile to schools, that is, neoliberalism, nationalism and militarism. ; satkow@gmail.com ; Uniwersytet Gdański ; Amici, F., & Bietti, L.M. (2015). Coordination , collaboration and cooperation. Interdisciplinary perspectives. Interaction Studies, 16 (3), 7–12. ; Armingeon, K., & Guthmann, K. (2014). Democracy in crisis? The declining support for national democracy in European countries, 2007–2011. European Journal of Political Research, 53 (3), 423–442. ; Bajaj, M. (2014). Pedagogies of resistance and critical peace education praxis. Journal of Peace Education, 12 (2), 154–166. ; Bieler, A., & Jordan, J. (2017). Commodification and 'the commons': The politics of privatising public water in Greece and Portugal during the Eurozone crisis. European Journal of International Relations, 24 (4), 934–957. ; Bocharova, O., & Giza, T. (2015). Ludzie w sytuacji granicznej – cazus Donbasu. Między niebem a ziemią. W: Сzłowiek w sytuacji granicznej. Filizoficzne, kulturowe i historyczne wymiary refleksji i jej implikacje pedagogiczne (s. 234–248). Radom: Wydawnictwo Naukowe Instytutu Technologii Eksploatacji. ; Bohle, D. (2018). European Integration, Capitalist Diversity and Crisis Trajectories on Europe's Eastern Periphery. New Political Economy, 23 (2), 239–253. ; Braathen, E. (2000). New Social Corporatism: A Discursive-Critical Review of the WDR 2000/1, 'Attacking Poverty'. Forum for Development Studies, 27 (2), 331–350. ; Brantmeier, E.J. (2007). Connecting Inner and Outer Peace: Buddhist Meditation Integrated with Peace Education. In Factis Pax, 1 (2), 120–157. ; Brzechczyn, K. (2013). O ewolucji solidarnościowej myśli społeczno-politycznej w latach 1980–1981. Studium z filozofii społecznej. Poznań: Wydawnictwo Naukowe Wydziału Nauk Społecznych Uniwersytetu im. Adama Mickiewicza w Poznaniu. ; Cabada, L., & Tomšič, M. (2016). The Rise of Person-Based Politics in the New Democracies: The Czech Republic and Slovenia. Politics in Central Europe, 12 (2), 29–50. ; Callan, E. (1997). Creating Citizens: Political Education and Liberal Democracy. Oxford: Oxford University Press. ; Christiano, T. (1990). Freedom, Consensus, and Equality in Collective Decision Making. Ethics, 101 (1), 151–181. ; Clark, P. (2007). Hybridity, holism, and "traditional" justice: the case of the gacaca courts in post-genocide Rwanda. The George Washington International Law Review, 39 (4), 765–838. ; Diani, M. (2009). The structural bases of protest events: Multiple memberships and civil society networks in the 15 February 2003 anti-war demonstrations. Acta Sociologica, 52 (1), 63–83. ; Eisenstein, C. (2011). Sacred Economics: Money, Gift, & Society in the Age of Transition. Berkeley: Evolver Editions. ; Ertesvåg, S.K. (2014). Teachers' collaborative activity in school-wide interventions. Social Psychology of Education, 17 (4), 565–588. ; Fegley, R. (2008). Comparative Perspectives on the Rehabilitation of Ex-Slaves and Former Child Soldiers with Special Reference to Sudan. African Studies Quarterly, 10 (1), 35–69. ; Ferrelli, A. (2016). Military Use of Educational Facilities during Armed Conflict: An Evaluation of the Guidelines for Protecting Schools and Universities from Military Use during Armed Conflict as an Effective Solution. Ga. J. Int'l & Comp. L., 44 (2), 339–367. ; Foreman, E., Perry, C., & Wheeler, A. (2015). Higher Education Scholarships: A review of their impact on workplace retention and career progression. Open Review of Educational Research, 2 (1), 155–166. ; Fotaki, M., Kenny, K., & Scriver, S. (2015). Whistleblowing and Mental Health: A New Weapon for Retaliation? W: D. Lewis & W. Vandekerckhove (eds), Developments in Whistleblowing Research (s. 106–121). International Whistleblowing Research Network Under. ; Gerdes, F. (2006). Forced Migration and Armed Conflict. An Analytical Framework and a Case Study of Refugee-Warriors in Guinea. ; Giroux, H.A. (2017). War Culture and the Politics of Violence. Symploke, 25 (1–2), 191–218. ; Glăveanu, V.P., & Laurent, C.D. Saint. (2015). Political Imagination, Otherness and the European Crisis. Europe's Journal of Psychology, 11 (4), 557–564. ; Góralczyk, B. (2017). Powrót Historii, czyli rewolucja antyliberalna. Studia Europejskie, 1, 9–32. ; Gower, A.L., Cusin, M., & Borowsky, I.W. (2017). A Multilevel, Statewide Investigation of School District Anti-Bullying Policy Quality. Journal of Chool Health, 87 (3), 174–181. ; Greybush, N.J. (2011). Privatizing Iceland's Geothermal Energy Sector: A Critical Analysis. Retrieved from http://martindale.cc.lehigh.edu/sites/martindale.cc.lehigh.edu/files/Private-Geother.pdf ; Harris, I. (2004). Peace education theory. Journal of Peace Education, 1 (1), 5–20. ; Head, G. (2003). Effective collaboration: Deep collaboration as an essential element of the learning process. Journal of Educational Enquiry, 4 (2), 47–62. ; Ignatowicz, A. (2009). Tajna oświata i wychowanie w okupowanej Warszawie: Warszawskie Termopile 1939–1945. Warszawa: Fundacja "Warszawa Walczy 1939–1945". ; Jabłecka, J. (1993). Niezależność, autonomia i wolność akademicka a modele koordynacji szkolnictwa wyższego. Nauka i Szkolnictwo Wyższe, 1, 58–77. ; Janicka, I. (2016). Are These Bubbles Anarchist? Peter Sloterdisjk's Spherology and the Question of Anarchism. Anarchist Studies, 24 (1), 62–84. ; Kawula, S. (1980). Wychowanie dla pokoju i w warunkach pokoju.pdf. Zeszyty Naukowe Wyższej Szkoły Pedagogicznej w Bydgoszczy, Studia Pedagogiczne, 6, 99–107. ; Kołodko, G. (2017). Jak zniszczyć kraj. Ekonomia i polityka greckiego kryzysu. Ekonomista, 2, 204–224. ; Kotarbiński, T. (1975). Traktat o dobrej robocie. Wrocław: Zakład Narodowy im. Ossolińskich. ; Kowzan, P. (2012). Pierwszych pięć tysięcy lat długu Davida Graebera. Praktyka Teoretyczna, 5, 255–266. ; Kowzan, P. (2015). Kooperacja, koordynacja i kolaboracja. O trudnych relacjach międzyludzkich w ruchach społecznych wokół edukacji. W: Kooperatyzm jako czynnik formowania inteligencji w Polsce. Warszawa, Gdańsk. ; Kowzan, P. (2016). Światopogląd Grundtviga w świetle polskich tłumaczeń jego pism – implikacje dla ruchu uniwersytetów ludowych. W: T. Maliszewski (red.), Uniwersytety ludowe – pomiędzy starymi a nowymi wyzwaniami (s. 167–190). Toruń: Wydawnictwo Adam Marszałek. ; Kowzan, P. (2017). Monografia długu jako urządzenia wychowawczego [The Monograph of Debt as an Educationl Dispositif]. University of Gdańsk. ; Kowzan, P., & Krzymiński, D. (2012). Pomiędzy alienacją a emancypacją: rola rad doktoranckich w ustalaniu pozycji doktorantów na przykładzie Uniwersytetu Gdańskiego. W: M. Trawińska, M. Maciejewska (red.), Uniwersytet i emancypacja: wiedza jako działanie polityczne – działanie polityczne jako wiedza (s. 57–73). Wrocław: Interdyscyplinarna Grupa Gender Studies. Retrieved from http://www.gender.uni.wroc.pl/download/ebook_uniwersytet_emancypacja/uniwersytet_i_emancypacja.pdf. ; Kowzan, P., Krzymiński, D., Hurko, K., Życzyńska, J., Koenig, M., Bloch, P., Rainka, D., Mojzykiewicz, M., Bigus, W. (2018). Protestujące dzieci. Teraźniejszość – Człowiek – Edukacja: Kwartalnik Myśli Społeczno-Pedagogicznej, 1, 45–62. ; Kowzan, P., & Prusinowska, M. (2009). Uczenie się (w) ruchu: Studenci przeciw komercjalizacji edukacji. Rocznik Andragogiczny, 208–234. ; Kucinskas, J. (2014). The unobtrusive tactics of religious movements. Sociology of Religion: A Quarterly Review, 75 (4), 537–550. ; Kwiek, M. (2015). The unfading power of collegiality? University governance in Poland in a European comparative and quantitative perspective. International Journal of Educational Development, 43, 77–89. ; Lenin, W.I. (1951). Co robić? Palące zagadnienia naszego ruchu. Warszawa: Książka i Wiedza. ; Leoni, J. (2006). 'Communicating Quietly: Supporting Personal Growth with Meditation and Listening in Schools'. Support for Learning, 21 (3), 121–128. ; MacFarquhar, N. (2015). Seizing Assets in Crimea, From Shipyard to Film Studio. The New York Times. Retrieved from http://www.nytimes.com/2015/01/11/world/seizing-assets-in-crimea-from-shipyard-to-film-studio.html?_r=0. ; Masschelein, J., & Simons, M. (2013a). In Defence of the School. A Public Issue. Leuven: Education, Culture & Society Publishers. ; Masschelein, J., & Simons, M. (2013b). The Politics of the University: Movements of (de-)Identification and the Invention of Public Pedagogic Forms. W: T. Szkudlarek (red.), Education and the Political: New Theoretical Articulations (s. 107–120). Rotterdam: Sense Publishers. ; Matuszewski, S., & Laskowski, P. (2018). "Rządzący używają pojęcia narodu, by oferować fałszywą dumę". List nauczycieli Liceum im. Jacka Kuronia do uczniów. Gazeta Wyborcza. Retrieved from http://wyborcza.pl/7,95891,22981443,rzadzacy-uzywaja-pojecia-narodu-by-oferowac-falszywa-dume.html?disableRedirects=true. ; Mendel, M. (2007). Ometkowane serce szkoły. O tym, jak widać w szkole ślady wielkich korporacji w przestrzeni uczniowskiej i co one znaczą. W: M. Dudzikowa & M. Czerepaniak-Walczak (red.), Wychowanie. Pojęcia, procesy, konteksty. Gdańsk: Gdańskie Wydawnictwo Psychologiczne. ; Midthassel, U.V., Minton, S.J., & O'Moore, A.M. (2009). Conditions for the implementation of anti-bullying programmes in Norway and Ireland: A comparison of contexts and strategies. Compare, 39 (6), 737–750. ; Milerski, B., & Śliwerski, B. (2000). Pedagogika. Warszawa: Wydawnictwo Naukowe PWN. ; Milton, S. (2018). Higher Education and Post-Conflict Recovery. Cham: Palgrave Macmillan. ; Naczyk, M. (2014). Budapest in Warsaw: Central European Business Elites and the Rise of Economic Patriotism Since the Crisis, 1–30. ; Nowak, J. (2016). The Good, the Bad, and the Commons: A Critical Review of Popular Discourse on Piracy and Power During Anti-ACTA Protests. Journal of Computer-Mediated Communication, 21 (2), 177–194. ; Oręziak, L. (2014). OFE. Katastrofa prywatyzacji emerytur w Polsce. Warszawa: Wydawnictwo Książka i Prasa. ; Page, J. (2008). The United Nations and peace education. W: Encyclopedia of peace education (s. 75–83). ; Perelman, A.M., Miller, S.L., Clements, C.B., Rodriguez, A., Allen, K., & Cavanaugh, R. (2012). Meditation in a Deep South Prison: A Longitudinal Study of the Effects of Vipassana. Journal of Offender Rehabilitation, 51 (3), 176–198. ; Polanska, D.V., Piotrowski, G., & Martinez, M.A. (eds.). (2018). Skłoting w Europie Środkowej i Rosji. Gdańsk: Europejskie Centrum Solidarności. ; Ponticelli, J. (2011). Austerity and Anarchy: Budget Cuts and Social Unrest in Europe, 1919–2008. ; Potulicka, E., & Rutkowiak, J. (2010). Neoliberalne uwikłania edukacji. Kraków: Impuls. ; Radil, S.M., Dezzani, R.J., & McAden, L.D. (2016). Geographies of U.S. Police Militarization and the Role of the 1033 Program. The Professional Geographer, 69 (2), 203–213, https://doi.org/10.1080/00330124.2016.1212666. ; Ratajczak, M. (2011). Poza paradygmat immunizacji: biopolityka w projekcie filozoficznym Roberta Esposita. Praktyka Teoretyczna, 2–3, 173–186. Retrieved from http://www.praktykateoretyczna.pl/PT_nr2-3_2011_Biopolityka/13.ratajczak.pdf. ; Roth, S. (2015). The Paradoxes of Aid Work: Passionate Professionals. London, New York: Routledge. ; Rutkowiak, J. (2010). Czy istnieje edukacyjny program ekonomii korporacyjnej? W: E. Potulicka & J. Rutkowiak (red.), Neoliberalne uwikłania edukacji (s. 13–37). Kraków: Impuls. ; Sayarı, S. (2014). Interdisciplinary Approaches to Political Clientelism and Patronage in Turkey. Turkish Studies, 15 (4), 655–670. ; Sekuła, Z. (2015). Partycypacja pracowników w zarządzaniu a dialog społeczny na poziomie zakładu pracy. Gospodarka Rynek Edukacja, 16 (3), 5–11. ; Sloterdijk, P. (2014). Musisz życie swe odmienić. Warszawa: Wydawnictwo Naukowe PWN. ; Smith, H. (2014, marzec). Greece protests over government plans to sell off historic national buildings. Guardian. Retrieved from https://www.theguardian.com/world/2014/mar/16/greece-protests-sell-off-historic-buildings. ; Sowa, J. (2015). Inna Rzeczpospolita jest możliwa! Widma przeszłości, wizje przyszłości. Warszawa: Wydawnictwo W.A.B. ; Stahler-Sholk, R. (2007). Resisting neoliberal homogenization: The Zapatista autonomy movement. Latin American Perspectives, 34 (2), 48–63. ; Starego, K. (2012). Sensus communis jako wspólnota równych. Teoretyczne podstawy animacji jako procesu demokratyzacji. Zoon Politikon, 3, 163–188. ; Straubhaar, R. (2012). A Broader Definition of Fragile States: The Communities and Schools of Brazil's Favelas. Current Issues in Comparative Education, 15 (1), 41–51. ; Suchodolski, B. (1983). Wychowanie dla pokoju. W: Wychowanie dla pokoju (s. 11–40). Wrocław: Wszechnica Zakład Narodowy im. Ossolińskich, Polska Akademia Nauk. ; Sun, K. (2013). China and the Arctic: China's Interests and Participation in the Region. East-Asia Arctic Relations: Boundry, Security and International Politics. Waterloo: The Centre for International Governance Innovation. ; Szadkowski, K. (2017). The University of the Common: Beyond the Contradictions of Higher Education Subsumed under Capital. W: M. Izak, M. Zawadzki, & M. Kostera (red.), The Future of University Education (s. 39–62). London: Palgrave Macmillan. ; Szkudlarek, T. (2005). "Koniec pracy" czy koniec zatrudnienia? Edukacja wobec presji światowego rynku. W: T. Szkudlarek, A. Kargulowa, & S.M. Kwiatkowski (red.), Rynek i kultura neoliberalna a edukacja (s. 13–32). Kraków: Oficyna Wydawnicza "Impuls." ; Szkudlarek, T. (2013). Introduction: Education and the Political. W: T. Szkudlarek (red.), Education and the Political: New Theoretical Articulations (s. 1–13). Rotterdam: Sense Publishers. ; Szwabowski, O. (2014a). Paradygmat i pedagogika. Hybris, 25, 110–138. ; Szwabowski, O. (2014b). Uniwersytet metropolitalny, korupcja i wychowanie przez dług. Teraźniejszość – Człowiek – Edukacja: Kwartalnik Myśli Społeczno-Pedagogicznej, 68 (4), 173–184. ; Szyling, G. (2015). Pytania o ocenianie w szkole wyższej. Zarys zagadnienia. Dyskursy Młodych Andragogów, 16, 9–22. ; Varoufakis, Y. (2017). Adults in the Room: My Battle with Europe's Deep Establishment. London: The Bodley Head. ; Virilio, P. (2006). Speed and Politics. Los Angeles: Semiotext(e). ; Walters, R. (2014). Air Pollution and Invisible Violence. W: P. Davies, P. Francis, & T. Waytt (red.), Invisible Crimes and Social Harms. Critical Criminological Perspectives (s. 142–160). London: Palgrave Macmillan. ; Williams, J. (2011). Pedagogika długu. W: J. Sowa & K. Szadkowski (red.), EduFactory: Samoorganizacja i opór w fabrykach wiedzy (s. 95–110). Kraków: korporacja ha!art. ; Włodarczyk, C., & Badora-Musiał, K. (2017). Trwałość niektórych wyobrażeń: niespełnione obietnice profesjonalizmu. Problemy Polityki Społecznej. Studia i Dyskusje, 36 (1), 43–62. ; Zalewska, E. (2000). Ideologiczne konteksty działalności zawodowej nauczycieli w okresie transformacji ustrojowej w Polsce. Gdańsk: Wydawnictwo Uniwersytetu Gdańskiego. ; Zbróg, Z. (2010). Dynamika rozwoju niepublicznych szkół podstawowych. Forum Oświatowe, 43 (2), 143–159. ; Zielińska, M. (2016). Polacy w Reykjaviku: Miejsce, mobilność i edukacja. Gdańsk: Stowarzyszenie Na Styku. ; Zielinska, M., Kowzan, P., & Prusinowska, M. (2011). Social Movement Learning: From Radical Imagination to Disempowerment? Studies in the Education of Adults, 43 (2), 251–267. ; Ziółkowski, P. (2014). Samorząd uczniowski – idee, uwarunkowania i doświadczenia. Bydgoszcz: Wydawnictwo Uczelniane Wyższej Szkoły Gospodarki. ; Zomorrodian, A. (2011). New approach to strategic planning: The impact of leadership and culture on plan implantation via the three Cs: Cooperation, collaboration and coordination. ASBBS Annual Conference, 18 (1), 1121–1132. ; 1(9) ; 24 ; 42
