25 SES 05.5 PS, General Poster Session
General Poster Session
Szczecin due to its geographic location, just by the Polish-German border, has special but not unique functions, tasks, missions and educational purposes. The range of educational and scholar projects regarding the the borderland is wide and deals not only with describing reality but also shapes it. For example Polish high school students graduate in Germany not only due to a limited by time exchange projects but in many cases they are regular students there. In this paper we would like to focus on what should be universal on both sides of the border – respecting the Convention on the Rights of Child by not opposing its statements by official school regulations and instructions. This topic is based on our observations and analysis of school reality of Szczecin. The goal of our research is to see what (if any) are differences in approach to rights of child in the school official documents which govern the everyday school life in Poland and Germany.
The Polish school functions and believed to have three domains: education, values, take caring. Especially the first two functions are seen as different conceptual categories because ontologically speaking, each of them covers different areas of human development. Epistemologically but this division must be considered artificial, because it is impossible to carry out a clear boundary between education in the sense of knowledge and values. Both functions are realized at the same time, by themselves and for themselves. Contemporary Polish school is as autonomous in the sense of creating its own inner regulations which express the normative aspect of its functioning. By analyzing it one can see the emphasis on certain aspects of behavior and notice the elements which focus on certain values. However, it also must be noticed that school is not an island and is connected to outer reality which means that it is one of the chains of shaping a citizen.
The research already conducted in schools of Szczecin showed us that the regulations are sometimes not corresponding with the laws which should be higher in the hierarchy i.e. Convention of the Rights of Child. In our paper we would like to compare the reality of school regulations at two sides of the Polish-German border.
Czyż E. (ed.), Dziecko i jego prawa. Warszawa 1992. Głosy młodych. Badanie opinii dzieci i młodzieży. UNICEF, Warszawa 2001. Gronowska B., Jasudowicz T., Mik C., O prawach dziecka, Comer. Torun 1994. Grzymała-Kozłowska A., Socjologicznie zorientowana analiza dyskursu na tle współczesnych badań nad dyskursem, „Kultura i Społeczeństwo” 2004, no. 48/1. Habermas J., Działanie komunikacyjne i detranscendentalizacja rozumu, trans., W. Lipnik, Oficyna Naukowa, Warszawa 2004. Habermas J., Faktyczność i obowiązywanie. Teoria dyskursu wobec zagadnień prawa i demokratycznego państwa prawnego, przeł. A. Romaniuk, R. Marszałek, Wydawnictwo Naukowe SCHOLAR, Warszawa 2005. Habermas J., Teoria działania komunikacyjnego, vol. 1., trans. A. M. Kaniowski, Państwowe Wydawnictwo Naukowe, Warszawa 1999. Habermas J., Teoria działania komunikacyjnego, vol 2., trans. A. M. Kaniowski, Państwowe Wydawnictwo Naukowe, Warszawa 1999 Convention on the Rights of Child Kuzniar R., O prawach człowieka : idee, instytucje, praktyka: leksykon demokracji, Warszawa, PWN, 1992. Kwieciński Z., Ku pedagogii pogranicza. Toruń Uniwersytet im. Mikołaja Kopernika. Ośrodek Studiów Kulturowych i Edukacyjnych 1993 van Dijk T. A., Dyskurs jako struktura i proces, przeł. G. Grochowski, Państwowe Wydawnictwo Naukowe, Warszawa 2001.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.