Dialogic teaching - language in the learning process 1600-SZD-ID-EWD
The content of the course addresses contemporary challenges in various educational environments: both those considered traditional and those emerging as new spaces for education. The classes are conducted in a seminar format using active learning methods: discussions, online meetings with guests, based on conducted research and literature review. Reflection on the changes in educational environments such as family, school, social organizations, public care institutions, and the work environment will be undertaken in the context of five key challenges:
• Crisis and Educational Modernization: Methods of Adapting to Change
Areas of mild and crisis forms of education and the reactions of educational environments to new developments: radical pedagogy, learning communities, transformative institutions. Conflicts of educational visions and their actors.
• Socialization, Subordination, and Empowerment
Discussing the goals and strategies of upbringing within and around the family. The struggle between old and new thinking about parenting styles and the pretenses in upbringing, i.e., the games played by caregivers and educators and the educated. Between development and enslavement. Examples: family, foster care, family law, state intervention in family development and protection, neglect, family support, etc.
• Social Justice, the Right to Education, and the Conflict of Claims in the Area of the Right to Education
Public education as a space for the struggle for recognition. Amalgamation, community, homogeneity, curriculum, and social movements for the rights of specific groups, attempts to realize the ideas of social justice and integration. Mechanisms of power and domination of claims. Examples: public schools, alternative schools, democratic schools, school reforms, social movements for educational change, adult schools, etc.
• Own Work: Creating an Innovative Topics above withing Educational contexts
Discussion of research ideas and analysis of proposed research methodologies.
• Dilemmas of Participation and Representation
Participation as learning through experience and a manifestation of democratization (children, youth, and adults). Simultaneously, pedagogy representing the "oppressed": poverty, disability, educational inequality; participation as "evidence" in the matter. Sustainable development, millennium goals, etc., as political strategies of education. Examples: local and global social organizations, the goals and assumptions of private initiatives, organizations operating within public service frameworks or branches of international organizations, self-help associations, and social movements.
• Westernization and Colonization of Ideas in Educational Processes: Local and Global Interests
Leadership, innovation, new educational programs and projects, reforms. Discussion on the idealism and conformity of educational environments. Examples of good practices, but also the colonization of the mind and conformity to educational fashions. New ideas in adult and senior education. Postcolonial ideas. Systemic solutions in education, reforms for the marketization of education.
• Own Work: Critical Analysis of Selected Theories or Innovative Educational Practices in the Context of Educational Environments
• Invisible Environment and Its Significance in the Study and Implementation of Educational Processes (Sessions 8 and 9)
Robotics, computerization, and the digital world of education as new spaces and non-places, the culture of spiritual values and intangible heritage. Hidden problems in education. What influences education that cannot be seen or controlled. Simultaneously, attempts at rooting in education: topos, pedagogy of work, local places, and environments as "unknown" spaces of social influences in education.
• Contemporary Research in Social Pedagogy: Polish and Foreign Experiences in Individual and Team Research
Discussion and summary of the course. The role of the researcher in social change: between observation, activation, participation, and modernization of educational spaces.
Course coordinators
Learning outcomes
Knowledge | The graduate knows and understands:
WG_01 - to the extent necessary for existing paradigms to be revised - a worldwide body of work, covering theoretical foundations as well as general and selected specific issues - relevant to a particular discipline
within the social sciences
WG_02 - the main development trends in the disciplines of the social sciences in which the education is provided
WG_03 - scientific research methodology in the field of the social sciences
WK_01 - fundamental dilemmas of modern civilisation from the perspective of the social sciences
Skills | The graduate is able to:
UK_05 - speaking a foreign language at B2 level of the Common European Framework of Reference for Languages using the professional terminology specific to the discipline within the social sciences, to the extent enabling participation in an international scientific and professional environment
Social competences | The graduate is ready to
KO_01 - fulfilling the social obligations of researchers and creators
KO_02 - fulfilling social obligations and taking actions in the public interest, in particular in initiating actions in the public interest
KO_03 - think and acting in an entrepreneurial manner
Assessment criteria
Description of requirements related to participation in classes, including the
permitted number of explained absences: attendance at classes – permissible number of absences: 2, class participation, preparation for classes
Principles for passing the classes and the subject (including resit session): own work (Z4 and Z7). Retake assessment: own work from classes Z4 and Z7, discussion on the chosen literature *3 books/articles from the reading list
Methods for the verification of learning outcomes: The verification of learning outcomes will be based on the teacher's observation of the meetings and student activity (notes), as well as the documents submitted by the students (own work)
Evaluation criteria: Preparation for classes and active participation: 10 points; own work Z4 and Z7: 20 points. Minimum to pass: 25 points.
Practical placement
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Bibliography
• Erving Goffman, Spotkania, Zakład Wydawniczy Nomos, 2010,
• Paulo Freire, Education for Critical Consciousness. New York ; London : Continuum, 2011.
• Janusz Korczak, A child's right to respect; translation Sean Gasper Bye. Warszawa : Rzecznik Praw Dziecka, 2017
• Axel Honneth, Walka o uznanie. Zakład Wydawniczy Nomos, 2012, cz II i III.
• AlainTuraine, Samotworzenie się społeczeństwa, Wydawnictwo NOMOS, 2010 R VI Ruchy Społeczne, s. 295-367
• Stuart N. Hart, Children’s rights in Education, Jessica Kingsley Publishers, 2001 Stuart Hart[et al.], Prawa dzieci w edukacji (przekł. Sylwia Pikiel). Gdańsk: Gdańskie Wydawnictwo Psychologiczne, 2006
• John Rawls, Teoria Sprawiedliwości, Warszawa : Wydaw. Naukowe PWN, 1994./John Rawls,, A theory of justice, Cambridge, Mass. : The Belknap Press of Harvard University Press, 2001.
• Margaret S. Archer, Człowieczeństwo. Problemy sprawstwa, Zakład Wydawniczy Nomos, Kraków 2013, Cz. IV R 8 i 9 s. 253-309
• Paulo Freire, Pedagogy of the oppressed / Paulo Freire ; translated by Myra Bergman Ramos, London : Penguin Books, 2017
• Roger Hart, Children’s participation, The Theory and Practice of involving young citizens in community development and environmental care. Routlege 2013
• Joseph Heath. Liberalization, modernization, westernization. Philosophy & Social Criticism. 2004; 30(5-6):665-690. doi:10.1177/0191453704045760.
• Julian Elliott and Elena L. Grigorenko, Editorial: Are Western Educational Theories and Practices Truly Universal? In: Comparative Education Vol. 43, No. 1, Special Issue (33): Western Psychological and Educational Theory and Practice in Diverse Contexts (Feb., 2007), pp. 1-4 (4 pages) plus see other articles. Published By: Taylor & Francis.
• Symbolic Violence in Socio-Educational Contexts: a Post-Colonial Critique / edited by Anna Odrowąż-Coates & Sribas Goswami. Warszawa: Wydawnictwo Akademii Pedagogiki Specjalnej im. Marii Grzegorzewskiej, 2017.
• UNICEF, Children in a Digital World. THE STATE OF THE WORLD’S CHILDREN 2017. https://www.unicef.org/media/48581/file/SOWC_2017_ENG.pdf
• A Review on the Use of Robots in Education and Young Children, January 2016, Educational Technology & Society 19(2):148–163.
• Deborah Carr , Elizabeth Boyle, Benjamin Cornwell, Shelley Correll, Robert Crosnoe, Jeremy Freese, Mary C Waters, The Art and Science of Social Research, Norton & Company, New York, 2021.
• Grzegorz Foryś, Krzysztof Gorlach, Rozwój jako ruch społeczny, Wykłady o ruchach społecznych i rozwoju zrównoważonym, Wydawnictwo Scholar, Warszawa 2023.
• Czasopismo: Pedagogika społeczna Nova
• Agnieszka Naumiuk, Jane Addams i jej koncepcja pracy w środowisku społecznym, „Pedagogika społeczna” nr 3, 2016,
• Couros Geaorge, „The Innovator's Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity" , Dave Burgess Consulting, Incorporated, 2015
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: