Colonizations. Critical pedagogy in the period of political transformation in Poland (part second)
DOI:
https://doi.org/10.34767/PP.2023.02.01Keywords:
colonization, translation, critical pedagogy, critical pedagogy in Poland, educational ideology, pedagogical imagination, general pedagogyAbstract
The research problem undertaken, taking the form of a question about the shape and course of the colonization of general pedagogy by critical pedagogy in the period of the political transformation in Poland, has its source in the need to recognize the current dynamics of our pedagogical imagination and also in the need to understand the phenomenon of the differentiation of critical pedagogy developed in individual Polish academic centers. The material prepared in 2017–2019 was divided into two articles. In the first part the reconstructions of individual topics and threads in the field of the critical theory of the Frankfurt school and postmodernism were a introduction to the presentation of the initial picture of the colonization of Polish general pedagogy by critical pedagogy, which process of rooting at the turn of the 1980s and 1990s will be the main issue in the second part. The author focuses on the reception, reaction, course and ways in which critical educational theory took root in the initial phase of its settlement in Polish pedagogy. The research effort made is to provide knowledge useful for further research on the issues raised, for identifying the further fate of individual colonies of critical pedagogy.
References
Aronowitz S. i Giroux H.A. (2003). Teaching and the Role of the Transformative Intellectual. W: S. Aronowitz i H.A. Giroux, Education Under Siege. The Conservative, Liberal, and Radical Debate over Schooling. London: Routledge & Kegan Paul (I wyd. 1985).
Bachmann-Medick D. (2012). Cultural Turns. Nowe kierunki w naukach o kulturze. Przekł. K. Krzemieniowa. Warszawa: Oficyna Naukowa.
Bailey L. (1996). Critical Theory and the Sociology of Knowledge. A Comparative Study in the Theory of Ideology. New York: Peter Lang.
Bateson G. (1996). Umysł i przyroda. Jedność konieczna. Przekł. A. Tanalska-Dulęba. Warszawa: Państwowy Instytut Wydawniczy.
Biesta G. i Säfström C.A. (2011). A Manifesto for Education. Policy Futures in Education, 9(5), 540–547. DOI: 10.2304/pfie.2011.9.5.540.
Czerepaniak-Walczak M. (1994). Między dostosowaniem a zmianą. Elementy emancypacyjnej teorii edukacji. Szczecin: Wydawnictwo Naukowe Uniwersytetu Szczecińskiego.
Czerepaniak-Walczak M. (1997). Aspekty i źródła profesjonalnej refleksji nauczyciela. Toruń: Edytor.
Czerepaniak-Walczak M. (2006). Pedagogika emancypacyjna. Rozwój świadomości krytycznej człowieka. Gdańsk: Gdańskie Wydawnictwo Psychologiczne.
Czerepaniak-Walczak M. (2021). Teoretyczne i badawcze osiągnięcia pedagogiki krytycznej w Polsce. Studia z Teorii Wychowania, 1(34), 27–45.
Foley J.A., Morris D., Gounari P. i Agostinone-Wilson F. (2015). Critical Education, Critical Pedagogies, Marxist Education in the United States. Journal for Critical Education Policy Studies, 3, 110–144.
Folkierska A. (1990a). Pytanie o pedagogikę. Warszawa: Wydawnictwa Uniwersytetu Warszawskiego.
Folkierska A. (1990b). Wychowanie w perspektywie hermeneutycznej. W: Z. Kwieciński i L. Witkowski (red.), Ku pedagogii pogranicza. Toruń: Uniwersytet Mikołaja Kopernika.
Folkierska A. (1992). Etyczność a moralność w kontekście pytania o pedagogikę krytyczną. Kwartalnik Pedagogiczny, 2, 5–17.
Folkierska A. (1995). Kształcąca funkcja pytania. Perspektywa hermeneutyczna. W: J. Rutkowiak (red.), Odmiany myślenia o edukacji. Kraków: Oficyna Wydawnicza „Impuls”.
Ginsburg M.B. i Clift R.T. (1997). Ukryty program akademickiego przygotowania nauczycieli. Przekł. J. Majchrzak. Acta Universitatis Nicolai Copernici,
Giroux H.A. (1984). Marxism and Schooling: The Limits of Radical Discourse. Educational Theory, 34(2), 113–135. DOI: 10.1111/j.1741–5446.1984.00113.x.
Giroux H.A. (1997). Cultural Politics, Reading Formations, and the Role of Teachers as Public Intellectuals. W: S. Aronowitz i H.A. Giroux, Postmodern Education. Politics, Culture, and Social Criticism. Minneapolis – London: University of Minesota Press (I wyd. 1991).
Giroux H.A. (2001a). Critical Theory & Educational Practice. W: tegoż, Theory and Resistance in Education. A Pedagogy for the Opposition. New York: Bergin & Garvey.
Giroux H.A. (2001b). Schooling & the Politics of the Hidden Curriculum. W: tegoż, Theory and Resistance in Education. A Pedagogy for the Opposition. New York: Bergin & Garvey (I wyd. 1983).
Giroux H.A. (2003). Public Pedagogy and the Politics of Resistance. Notes on a Critical Theory of Educational Struggle. Educational Philosophy and Theory, 35(1), 5–16.
Giroux H.A. (2005). Crossing the Boundaries of Educational Discourse. Modernism, Postmodernism, and Feminism. W: tegoż, Border Crossings. Cultural Workers and the Politics of Education. New York – London: Routledge.
Giroux H.A. i McLaren P.L. (2002). Radical Pedagogy as Cultural Politics: Be[1]yond the Discourse of Critique and Anti-Utopianism. W: P.L. McLaren, Critical Pedagogy and Predatory Culture. Oppositional Politics in a Postmodern Era. London: Routledge.
Giroux H.A. i Penna A.N. (1988). Social Education in the Classroom. The Dynamics of Hidden Curriculum. W: H.A. Giroux, Teachers as Intellectuals. Toward a Critical Pedagogy of Learning. New York: Greenwood Publishing Group.
Downloads
Published
Issue
Section
License

This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.