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"Expertisation and Democracy in Europe provides a much-needed account of the role and re-organization of expertise and expert knowledge in Europe and the European Union in a broad range of policy spheres, contributing to the debate triggered by the recent crises. It brings novel perspectives to debates on technocracy and our understanding of the relations between k9781315268033nowledge, experts and democracy. The book explores and assesses new and old linkages between knowledge, expertise and democracy, and expands and deepens the current debates by addressing questions such as: What is the role of expertise in Europe? How is knowledge of different kinds embedded in and decisive for democratic practice in contemporary democracies? How are we to assess recent transformations of the expert-citizens and government-civil society relationships from the perspective of democracy, and which paths are viable in the years to come? Finally, the book engages with and gives flesh to the notion of expertisation as a broad political and societal diagnosis, but also as a multidimensional and deeply contested process that enfolds in concrete practices and institutional settings.This text will be of key interest to scholars and students of European studies, European and European Union politics, democracy, public policy, international relations, sociology, gender studies and media studies."--Provided by publisher.

Gender equality and quality of life : theoretical and methodological approaches / EWA KRZAKLEWSKA -- Studying gender equality as a multidimensional concept / ZOFIA ÅüAPNIEWSKA -- Well-being in the context of gender equality / BARBARA WOŹNIAK, BEATA TOBIASZ-ADAMCZYK -- Quality of life and well-being : a review and systematisation of concepets -- Gender equality and quality of life : perspectives from Norway / ÃYSTEIN GULLVAG HOLTER -- The development of a Norwegian model of gender equality research / TRINE ROGG KORSVIK -- Norwegian gender equality policies in transition : withdrawing of government responsibility? / KARI NYHEIM SOLBRAEKKE -- Gender, health and well-being : perspectives, issues and future possibilities from the Norwegian context -- Gender equality and quality of life : perspectives from Poland / MARTA WARAT -- Gendering citizenship : reflections on gender equality policies in Poland / PAULINA SEKUÅüA -- Gender equality in public life in Poland / EWA LISOWSKA -- Gender equality in the labour market and in the workplace : the case of Poland / EWELINA CIAPUTA -- Reproductive rights and gender equality in Poland after 1989

The aim of this article is to analyse how teachers experience, navigate and negotiate their daily work in Polish school with migrant children. We explore the title statement of one of the teachers we interviewed – we look at the teachers' strategy of 'doing everything with their own hands'. The data presented in the article comes from the quantitative and qualitative study conducted within the CHILD-UP project. The research was conducted in two different locations that allowed us to capture the diversity of migrant children in terms of their status and the specificity of working with them: in a large city in the south of Poland characterized by a significant influx of immigrants in recent years, and in the Lublin Province, where schools are attended mostly by refugee children from Centers for Foreigners. The article provides an analysis of teachers' agency at three different interconnected levels: the macro level (public policies), the meso level (local community), and the micro level (specific schools and their community). We claim that teachers' agency expressed by them in a constant search for new tools to support migrant children's education and integration is shaped by complexities of social, economic and political factors produced by the school system in Poland.

The presented article focuses on two main objectives. On the one hand, it presents the complex and multifaceted issues of migrant children's education from a theoretical perspective, which have a significant impact on the course of their integration process, their quality of life and their chances of a better future in the country of migration. We draw attention to the importance of migrant children from the perspective of a child-centred approach, which emphasises children's agency and subjectivity, the importance of their voice, their experiences, as well as the mission of the school and the roles of the professionals (teachers, cultural mediators, social workers) working with them and influencing their integration success. We show the school as a space that is not only institutional, formal and oriented towards intercultural education, but also a relational space in which informal processes take place to shape the future of children, dependent on significant others but also on the educational system. On the other hand we refer mainly to the contribution of the research project Children Hybrid Identity (CHILD-UP) to formulate theoretical explanations about the visibility of migrant children, their agency in school, and to uncover empirical findings about their achievements, barriers, challenges. Although these are in various locations, in different schools and educational programmes, they nevertheless bring about changes in the structure of a class and the occurrence of important processes due to their ethnic and national, cultural, religious, and language context.