Search results

Tekst odnosi się do współczesnych badań nad dzieciństwem i prawami dziecka. Podejmuję w nim rozważania nad potrzebą dekolonizacji tych badań z uwagi na zmieniające się uwarunkowania i konteksty życia dzieci, zmieniające się modele dzieciństw oraz sposoby i możliwości funkcjonowania dzieci w XXI wieku. Nowe procesy i przemiany globalne, których najliczniejszą grupę uczestników stanowią dzieci, umożliwiają szerszy wgląd w ich sytuację, aktywizm i jednocześnie wymuszają namysł nad zmianami w podejściach badawczych w prowadzonych badaniach z dziećmi, nad dzieciństwem i o prawach dzieci w krajach Globalnego Południa i Globalnej Północy, którym od trzech dekad towarzyszy Konwencja o prawach dziecka.

ABSTRACT
The diaries of the teenage girls Renia Spiegel (Poland), Rutka Laskier (Poland), Sheindi Miller-Ehrenwald (Hungary), Ana Novac (Romania), Éva Heyman (Romania/Hungary), Masha Rolnikaite (Lithuania) and Helga Weiss (Czechoslovakia) share several characteristics. They were all written by diarists who were of Jewish origin; lived in Central and Eastern Europe; and were persecuted, intimidated, and deported to a ghetto and/or concentration camp. Some of the diarists were murdered by the National Socialists. To cope with their traumatic experiences, the girls risked their lives by entrusting their thoughts, fears, and insights to their diaries. In this study, these individual authors are not seen as passive victims, but rather—despite their young age—as eyewitnesses, chroniclers, and cultural resistance fighters. Regardless of the subjectivity and childish or adolescent perspective from which they were written, their works are valued and understood as important historical documents.

Presentación. Cuestiones éticas y epistemológicas en la investigación con niños

"This book presents research into inclusive education in Central and Eastern Europe (CEE), written by scholars based in CEE. Inclusive education has become a framework for understanding and embracing diversity but most of the research in this area has been carried out in intercultural or culturally diverse settings within a relatively inclusive and open framework of democratic/liberal and multicultural Western societies. Unlike many Western societies, the realities of CEE countries are often much less diverse and connected with different fragile historical and political processes, which puts tackling sensitive topics in a different context. The editors and contributors address the dominant Western ways of looking at inclusive and global education in CEE. They argue that Western leveraged pedagogy has been imposed on CEE and outline the context-specific problems of teaching global education in CEE. Collectively, the chapters offer critical responses to the issues of exclusion and exclusionary practices of 'silenced' minorities in CEE. Written by academics based in Czech Republic, Germany, Hungary Poland, Romania and Russia, the book cover topics including Roma genocide in Poland, teaching about Islam and teaching about LGBTQ+ issues. The book includes a preface written by Jacqueline Bhabha, Professor of the Practice of Health and Human Rights at Harvard University, USA"--

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.

Institutional intercultural openness is a crucial part of urban inclusion policy towards migrants. In cities with a long history of social and cultural diversity such as Berlin, London or Amsterdam, intercultural openness provides migrants with full or partial participation, initiating activities in the metropolitan space, access to public resources, and social security. In Warsaw, a relatively new inflow of economic migrants from Ukraine, who constitute a large and heterogeneous group, has necessitated changes in municipal cultural and integration policies to facilitate the needs of the new group of recipients. In our article, we focus on results from 91 interviews with Ukrainian students living in Warsaw conducted between 2019 and 2020. We analyse whether, how and why young immigrants from Ukraine use the offer of Warsaw's cultural institutions; what their expectations are and how their cultural participation is connected with their acculturation and integration. Our research shows that despite the fact that Warsaw tends to build up its culturally open policy for diverse participants, it is not adjusted to the needs of young Ukrainians. As a result, this new diaspora begins to create its own conculture (not to be confused with counterculture). We understand this phenomenon as a set of cultural practices initiated by a minority group of migrants in their new place of residence, which result from the national cultural script of this group. Through these practices, this group cultivates the community, without any connection to the dominant (national) culture of the wider society they belong to or in the space of which its members live. On the one hand, the diversification of a municipal cultural offer allows migrants to find their preferred places and events within Polish culture, although on the other hand, it creates a space for the development of concultural practices that can lead to ghettoisation.

The coronavirus has closed adults and children at home. We communicate by phone or the Internet. Life has moved online, it has lost its rhythm within traditional systems of school and work. As a result of the COVID-19 pandemic spreading around the globe, many states have introduced numerous limitations in adults' and children's social functioning. The majority of education and care institutions have been closed, while companies and institutions whose type of activity allows to do so have decided to transform their work patterns into remote work. This new situation has particularly affected children, who, for their own and their families' safety, have been cut off from the possibility to participate in activities and events that used to be part of their daily lives. In order to look at this situation and analyse the situation of families with children, an online survey questionnaire was conducted among 158 adults that aimed to collect data from below (from the perspective of reflexive adults looking after children in the situation of spatial-mobile limitations). In the article, we discuss changes in parents' and children's lives and analyse the social background of the areas discussed.

En el texto se esbozan los enfoques pedagógicos y los métodos de trabajo participativo con los niños del Hogar de Huérfanos de Varsovia aplicados por Janusz Korczak (Henryk Goldszmit). Korczak era un pedagogo judeo-polaco, médico, activista por los derechos de los niños y autor importante tanto para niños como para adultos. Su pedagogía orientada hacia el niño se relaciona principalmente con la subjetividad del niño, la agencia infantil, los derechos del niño y su participación en actividades en favor de sus derechos en el lugar donde se desarrolla su vida cotidiana. Se trata de un enfoque orientado a los niños y basado en el respeto por el niño y la cooperación de los adultos en asociación con los niños. A través de la referencia al contexto y la situación, intentamos mostrar cómo los métodos korczakianos pueden ser utilizados en el mundo contemporáneo mientras se trabaja con niños en circunstancias difíciles para su funcionamiento, particularmente en ambientes cerrados – instituciones educativas, centros de refugiados y campamentos.

Children in the Global South continue to be affected by social disadvantage in our unequal post-colonial world order. With a focus on working-class children in Latin America, this book explores the challenges of promoting children's rights in a context of decolonization

Children in the Global South continue to be affected by social disadvantage in our unequal post-colonial world order. With a focus on working-class children in Latin America, this book explores the challenges of promoting children's rights in a context of decolonization.

Intro -- Foreword -- Preface -- Vorwort -- Contents/Inhalt -- 1 Introduction -- 2 Einleitung -- Part I Social scientific theories of childhood and children's rights. Sozialwissenschaftliche Theorien der Kindheit und der Kinderrechte -- 3 Theories of childhood and youth: exploring Manfred Liebel's contribution to how we think about capabilities approaches -- Introduction -- Personal Reminiscences -- The problem of definitions -- Linking protagonismo with human capabilities -- Finally.... -- References