Contemporary Social Problems in the Context of Phenomenon of Educationalization 00-0F-CPC

1. First class. Introduction
2. Concept of educationalization as a conceptual framework for reflection on the role of education in the processes of preventing and solving contemporary social problems
3. Challenges facing family and modern forms of education as a way of supporting family in dealing with them
4. Educational inequality and addressing the problem through education
5. Social exclusion of people with disabilities and the role of school education in supporting their social inclusion
6. Environmental problems and implementation of education as a method of tackling them and their effects
7. The challenges of risk society and preparing children for living in it
8. Summary. Feedback.

1. First class. Introduction
2. Concept of educationalization as a conceptual framework for reflection on the role of education in the processes of preventing and solving contemporary social problems
3. Challenges facing family and modern forms of education as a way of supporting family in dealing with them
4. Educational inequality and addressing the problem through education
5. Social exclusion of people with disabilities and the role of school education in supporting their social inclusion
6. Environmental problems and implementation of education as a method of tackling them and their effects
7. Internet addiction and educational strategies of coping with it.
8. Summary. Feedback.

1. First class. Introduction

2. Concept of educationalization as a conceptual framework for reflection on the role of education in the processes of preventing and solving contemporary social problems

3. Challenges facing family and modern forms of education as a way of supporting family in dealing with them

4. Educational inequality and addressing the problem through education

5. Social exclusion of people with disabilities and the role of school education in supporting their social inclusion

6. Environmental problems and role of school education in preparing students for being ecofriendly

7. Cyberbullying as a modern form of peer aggression and solving the problem through popular culture

8. Summary. Feedback

1. First class. Introduction. Concept of educationalization as a conceptual framework for reflection on the role of education in the processes of preventing and solving contemporary social problems.
2. Challenges facing family and modern forms of education as a way of supporting family in dealing with them.
3. Educational inequality and addressing the problem through education.
4. Cyberbullying as a modern form of peer aggression and solving the problem through popular culture. Summary.

Literatura obowiązkowa:
1. Bridges, D. (2008). Educationalization: On the Appropriateness of Asking Educational Institutions to Solve Social and Economic Problems. „Educational Theory”, 58/4, s. 461–474.
2. Czyżewski, M. (2013). W kręgu społecznej pedagogii. „Societas/Communitas”, 2/16, s. 43–73.
3. Elmose, S., Roth, W.M. (2005). Allgemeinbildung: Readiness For Living in Risk Society. „Journal of Curriculum Studies”, 37/1, s. 11-34.
4. Ensuring an Equitable Opportunity: Providing a High-Quality Education for Students with Disabilities (2019). Washington: Council of Chief State School Officers, s. 2-20.
5. Ferkany, M., Whyte, K.P. (2011) Environmental Education, Wicked Problems, and Virtue. „Philosophy of Education Yearbook”, s. 331-339.
6. Hughes, R., Bowers, J.R., Mitchell, E.T., Curtiss, S, Ebata, A.T. (2012). Developing Online Family Life Prevention and Education Programs. „Family Relations: Interdisciplinary Journal and Applied Family Studies”, 61/5, s. 711-727.
7. Lambeir, B., Ramaekers, S. (2008). Humanizing Education and the Educationalization of Health. „Educational Theory”, 58/ 4, s. 435–446.
8. Marynowicz-Hetka, E. (2013). Pedagogizacja życia społecznego w optyce społeczno-pedagogicznej. „Societas/Communitas”, 2/16, s. 75–96.
9. Schleicher, A., Zoido, P. (2016). Global Equality of Educational Opportunity: Creating the Conditions for all Students to Succeed. „Journal of Social Issues, 72/4, s. 696-719.

Literatura uzupełniająca:
1. Ashley, M. (2000). Science: an Unreliable Friend to Environmental Education? „Environmental Education”, 6/3, s. 269-280.
2. Andersen, T.M. (2019). Social Background, Education, and Inequality. „Econoomic Inquiry”, 57/2, s. 1441-1459.
3. Bernstein, B. (2010). From Pedagogies to Knowledges. W: A. Morais, I. Heves, B. Davies, H. Daniels (eds.), Towards a Sociology of Pedagogy: The Contribution of Basil Bernstein to Research (363-368). New York: Peter Lang.
4. Fendler, L. (2008). New and Improved Educationalizing: Faster, More Powerful and Longer Lasting. „Ethics and Education”, 3/1, s. 15-26.
5. Hooge, E.H, Honight, M.E., Langeelan, N. (2011). The Teaching Profession Against the Background of Educationalization: an explanatory Study. „European Journal of Teacher Education”, 34/3, s. 297-315.
6. Jemeli, Ch. M, Fakandu, A.M. (2019). Equitable Access to Education and Development in a Knowledgeable Society as Advocated by UNESCO. „Educational Research and Reviews”, 14/6, s. 200-205.
7. Krasiejko, I. (2011). Changes in the Social Work with Multiple Problems Families in Poland. „New Educational Review”, 24/2, s. 184-193.
8. Labaree, D. (2008). The Winning Ways of a Loosing Strategy: Educationalizing Social Problems in the United States. „Educational Theory”, 58/4, s. 447-460.
9. Ostrowicka, H. (2014). Pedagogization of “Problems with Youth” in Media Discourse – Post-Foucaldian Perspective. „Journal of International Scientific Publications: Media & Mass Communication”, 4, s. 126-135.
10. Popkewitz, T.S. (2008). The Social, Psychological, and Education Sciences: From Educationalization to Pedagogicalization of the Family and The Child. W: P. Smeyers, M. Depaepe (eds.), Educational Research: The Educationalization of Social Problems, Educational Research 3, s. 171-190.
11. Right to Education handbook (2019). Paris: UNESCO.
12. Ross, A. (2010). Where do young people get information from on social issues? W: B. Krzywosz-Rynkiewicz, A. Zalewska, A. Ross (eds.), Future citizens 21st century challenges for young people (223-249). Kraków: Oficyna Wydawnicza Impuls.
13. Singh, P., McWilliam, E. (2005). Pedagogic imaginings: negotiating pedagogies of care/protection in a risk society. „Asia-Pacific Journal of Teacher Education”, 33/2, s. 115-134.
14. Shah, S. (2005). Voices and Choices: How Education Influences the Career Choices of Young Disabled People. „Journal of Research in Special Educational Needs”, 5/3, s. 112-117.
15. Smeyers, P., Dapaepe, M. (2008). Introduction: Pushing Social Responsibilities: the Educationalization of Social Problems. W: P. Smeyers, M. Depaepe (eds.), Educational Research: The Educationalization of Social Problems, Educational Research 3, s. 1-11.
16. Tröhler, D. (2008). The Educationalization of the Modern World: Progress, Passion, and the Protestant Promise of Education. W: P. Smeyers, M. Depaepe (eds.), Educational Research: The Educationalization of Social Problems, Educational Research 3, s. 31-46.
17. Wesołowska, P. (2015). Parent-children relationships as a subject of parents’ pedagogization. W: H. Krauze-Sikorska, M. Klichowski (eds.), The Educational and Social Word of a Child Discourses of Communication, Subjectivity and Cyborgization (280-286) Poznań: Wydawnictwo Naukowe UAM.

Literatura obowiązkowa:
1. Brand, M., Laier, Ch., Young, K.S. (2014). Internet addiction: coping styles, expectancies, and treatment implications. Frontiers in Psychology, 5 (375), s. 1-14.
2. Bridges, D. (2008). Educationalization: On the Appropriateness of Asking Educational Institutions to Solve Social and Economic Problems. „Educational Theory”, 58/4, s. 461–474.
3. Ensuring an Equitable Opportunity: Providing a High-Quality Education for Students with Disabilities (2019). Washington: Council of Chief State School Officers, s. 2-20.
4. Ferkany, M., Whyte, K.P. (2011) Environmental Education, Wicked Problems, and Virtue. „Philosophy of Education Yearbook”, s. 331-339.
5. Hughes, R., Bowers, J.R., Mitchell, E.T., Curtiss, S, Ebata, A.T. (2012). Developing Online Family Life Prevention and Education Programs. „Family Relations: Interdisciplinary Journal and Applied Family Studies”, 61/5, s. 711-727.
6. Lambeir, B., Ramaekers, S. (2008). Humanizing Education and the Educationalization of Health. „Educational Theory”, 58/ 4, s. 435–446.
7. Schleicher, A., Zoido, P. (2016). Global Equality of Educational Opportunity: Creating the Conditions for all Students to Succeed. „Journal of Social Issues, 72/4, s. 696-719.

Literatura uzupełniająca:
1. Ashley, M. (2000). Science: an Unreliable Friend to Environmental Education? „Environmental Education”, 6/3, s. 269-280.
2. Andersen, T.M. (2019). Social Background, Education, and Inequality. „Econoomic Inquiry”, 57/2, s. 1441-1459.
3. Bernstein, B. (2010). From Pedagogies to Knowledges. W: A. Morais, I. Heves, B. Davies, H. Daniels (eds.), Towards a Sociology of Pedagogy: The Contribution of Basil Bernstein to Research (363-368). New York: Peter Lang.
4. Fendler, L. (2008). New and Improved Educationalizing: Faster, More Powerful and Longer Lasting. „Ethics and Education”, 3/1, s. 15-26.
5. Hooge, E.H, Honight, M.E., Langeelan, N. (2011). The Teaching Profession Against the Background of Educationalization: an explanatory Study. „European Journal of Teacher Education”, 34/3, s. 297-315.
6. Jemeli, Ch. M, Fakandu, A.M. (2019). Equitable Access to Education and Development in a Knowledgeable Society as Advocated by UNESCO. „Educational Research and Reviews”, 14/6, s. 200-205.
7. Krasiejko, I. (2011). Changes in the Social Work with Multiple Problems Families in Poland. „New Educational Review”, 24/2, s. 184-193.
8. Labaree, D. (2008). The Winning Ways of a Loosing Strategy: Educationalizing Social Problems in the United States. „Educational Theory”, 58/4, s. 447-460.
9. Ostrowicka, H. (2014). Pedagogization of “Problems with Youth” in Media Discourse – Post-Foucaldian Perspective. „Journal of International Scientific Publications: Media & Mass Communication”, 4, s. 126-135.
10. Popkewitz, T.S. (2008). The Social, Psychological, and Education Sciences: From Educationalization to Pedagogicalization of the Family and The Child. W: P. Smeyers, M. Depaepe (eds.), Educational Research: The Educationalization of Social Problems, Educational Research 3, s. 171-190.
11. Right to Education handbook (2019). Paris: UNESCO.
12. Ross, A. (2010). Where do young people get information from on social issues? W: B. Krzywosz-Rynkiewicz, A. Zalewska, A. Ross (eds.), Future citizens 21st century challenges for young people (223-249). Kraków: Oficyna Wydawnicza Impuls.
13. Singh, P., McWilliam, E. (2005). Pedagogic imaginings: negotiating pedagogies of care/protection in a risk society. „Asia-Pacific Journal of Teacher Education”, 33/2, s. 115-134.
14. Shah, S. (2005). Voices and Choices: How Education Influences the Career Choices of Young Disabled People. „Journal of Research in Special Educational Needs”, 5/3, s. 112-117.
15. Smeyers, P., Dapaepe, M. (2008). Introduction: Pushing Social Responsibilities: the Educationalization of Social Problems. W: P. Smeyers, M. Depaepe (eds.), Educational Research: The Educationalization of Social Problems, Educational Research 3, s. 1-11.
16. Tröhler, D. (2008). The Educationalization of the Modern World: Progress, Passion, and the Protestant Promise of Education. W: P. Smeyers, M. Depaepe (eds.), Educational Research: The Educationalization of Social Problems, Educational Research 3, s. 31-46.
17. Wesołowska, P. (2015). Parent-children relationships as a subject of parents’ pedagogization. W: H. Krauze-Sikorska, M. Klichowski (eds.), The Educational and Social Word of a Child Discourses of Communication, Subjectivity and Cyborgization (280-286) Poznań: Wydawnictwo Naukowe UAM.

Literatura obowiązkowa:
1. Bridges, D. (2008). Educationalization: On the Appropriateness of Asking Educational Institutions to Solve Social and Economic Problems. „Educational Theory”, 58/4, s. 461–474.

2. Gottschalk, F. (2022). Cyberbullying: An overview of research and policy in OECD countries. OECD, s. 6-29.

3.. Heinen, H. (2014). Social Inclusion of Children and Young People with Disabilities. Council of Europe, s. 25-43.

4. Hughes, R., Bowers, J.R., Mitchell, E.T., Curtiss, S, Ebata, A.T. (2012). Developing Online Family Life Prevention and Education Programs. „Family Relations: Interdisciplinary Journal and Applied Family Studies”, 61/5, s. 711-727.

5. Schleicher, A., Zoido, P. (2016). Global Equality of Educational Opportunity: Creating the Conditions for all Students to Succeed. „Journal of Social Issues, 72/4, s. 696-719.

6.Tilbury, D., Galvin, C. (2022). Input paper: A Whole School Approach to Learning for Environmental Sustainability.

Literatura uzupełniająca:
1. Ashley, M. (2000). Science: an Unreliable Friend to Environmental Education? „Environmental Education”, 6/3, s. 269-280.

2. Andersen, T.M. (2019). Social Background, Education, and Inequality. „Econoomic Inquiry”, 57/2, s. 1441-1459.

3. Bernstein, B. (2010). From Pedagogies to Knowledges. W: A. Morais, I. Heves, B. Davies, H. Daniels (eds.), Towards a Sociology of Pedagogy: The Contribution of Basil Bernstein to Research (363-368). New York: Peter Lang.

4. Fendler, L. (2008). New and Improved Educationalizing: Faster, More Powerful and Longer Lasting. „Ethics and Education”, 3/1, s. 15-26.

5. Hooge, E.H, Honight, M.E., Langeelan, N. (2011). The Teaching Profession Against the Background of Educationalization: an explanatory Study. „European Journal of Teacher Education”, 34/3, s. 297-315.

6. Jemeli, Ch. M, Fakandu, A.M. (2019). Equitable Access to Education and Development in a Knowledgeable Society as Advocated by UNESCO. „Educational Research and Reviews”, 14/6, s. 200-205.

7. Krasiejko, I. (2011). Changes in the Social Work with Multiple Problems Families in Poland. „New Educational Review”, 24/2, s. 184-193.

8. Labaree, D. (2008). The Winning Ways of a Loosing Strategy: Educationalizing Social Problems in the United States. „Educational Theory”, 58/4, s. 447-460.

9. Ostrowicka, H. (2014). Pedagogization of “Problems with Youth” in Media Discourse – Post-Foucaldian Perspective. „Journal of International Scientific Publications: Media & Mass Communication”, 4, s. 126-135.

10. Popkewitz, T.S. (2008). The Social, Psychological, and Education Sciences: From Educationalization to Pedagogicalization of the Family and The Child. W: P. Smeyers, M. Depaepe (eds.), Educational Research: The Educationalization of Social Problems, Educational Research 3, s. 171-190.

11. Right to Education handbook (2019). Paris: UNESCO.

12. Ross, A. (2010). Where do young people get information from on social issues? W: B. Krzywosz-Rynkiewicz, A. Zalewska, A. Ross (eds.), Future citizens 21st century challenges for young people (223-249). Kraków: Oficyna Wydawnicza Impuls.

13. Singh, P., McWilliam, E. (2005). Pedagogic imaginings: negotiating pedagogies of care/protection in a risk society. „Asia-Pacific Journal of Teacher Education”, 33/2, s. 115-134.

14. Shah, S. (2005). Voices and Choices: How Education Influences the Career Choices of Young Disabled People. „Journal of Research in Special Educational Needs”, 5/3, s. 112-117.

15. Smeyers, P., Dapaepe, M. (2008). Introduction: Pushing Social Responsibilities: the Educationalization of Social Problems. W: P. Smeyers, M. Depaepe (eds.), Educational Research: The Educationalization of Social Problems, Educational Research 3, s. 1-11.

16. Tröhler, D. (2008). The Educationalization of the Modern World: Progress, Passion, and the Protestant Promise of Education. W: P. Smeyers, M. Depaepe (eds.), Educational Research: The Educationalization of Social Problems, Educational Research 3, s. 31-46.

Literatura obowiązkowa:
Bridges, D. (2008). Educationalization: On the Appropriateness of Asking Educational Institutions to Solve Social and Economic Problems. „Educational Theory”, 58/4, s. 461–474.
Gottschalk, F. (2022). Cyberbullying: An overview of research and policy in OECD countries. OECD, s. 6-29.
Hughes, R., Bowers, J.R., Mitchell, E.T., Curtiss, S, Ebata, A.T. (2012). Developing Online Family Life Prevention and Education Programs. „Family Relations: Interdisciplinary Journal and Applied Family Studies”, 61/5, s. 711-727.
Schleicher, A., Zoido, P. (2016). Global Equality of Educational Opportunity: Creating the Conditions for all Students to Succeed. „Journal of Social Issues, 72/4, s. 696-719.

Literatura uzupełniająca:
1. Andersen, T.M. (2019). Social Background, Education, and Inequality. „Econoomic Inquiry”, 57/2, s. 1441-1459.
2. Bernstein, B. (2010). From Pedagogies to Knowledges. W: A. Morais, I. Heves, B. Davies, H. Daniels (eds.), Towards a Sociology of Pedagogy: The Contribution of Basil Bernstein to Research (363-368). New York: Peter Lang.
3. Fendler, L. (2008). New and Improved Educationalizing: Faster, More Powerful and Longer Lasting. „Ethics and Education”, 3/1, s. 15-26.
4. Jemeli, Ch. M, Fakandu, A.M. (2019). Equitable Access to Education and Development in a Knowledgeable Society as Advocated by UNESCO. „Educational Research and Reviews”, 14/6, s. 200-205.
5. Labaree, D. (2008). The Winning Ways of a Loosing Strategy: Educationalizing Social Problems in the United States. „Educational Theory”, 58/4, s. 447-460.
6. Right to Education handbook (2019). Paris: UNESCO.
7. Ross, A. (2010). Where do young people get information from on social issues? W: B. Krzywosz-Rynkiewicz, A. Zalewska, A. Ross (eds.), Future citizens 21st century challenges for young people (223-249). Kraków: Oficyna Wydawnicza Impuls.
8. Shah, S. (2005). Voices and Choices: How Education Influences the Career Choices of Young Disabled People. „Journal of Research in Special Educational Needs”, 5/3, s. 112-117.
9. Smeyers, P., Dapaepe, M. (2008). Introduction: Pushing Social Responsibilities: the Educationalization of Social Problems. W: P. Smeyers, M. Depaepe (eds.), Educational Research: The Educationalization of Social Problems, Educational Research 3, s. 1-11.
10. Tröhler, D. (2008). The Educationalization of the Modern World: Progress, Passion, and the Protestant Promise of Education. W: P. Smeyers, M. Depaepe (eds.), Educational Research: The Educationalization of Social Problems, Educational Research 3, s. 31-46.

Zajęcia realizowane są w aplikacji Teams w zespole o nazwie tożsamej z nazwą zajęć (link do zespołu: https://teams.microsoft.com/l/team/19%3a526897995e21478a97c84c01c95c32eb%40thread.tacv2/conversations?groupId=2f1d985e-3749-4308-a746-1a6295615f47&tenantId=aee18df6-9fc6-4188-b9f4-b3f12e451c86)

Metody kształcenia:
lektura i analiza tekstów, prezentacja, dyskusja dydaktyczna, praca w grupach, praca w parach, metoda problemowa, uczenie w oparciu o problem (problem based learning)

Nakład pracy studenta szacowany w godzinach potrzebnych do zrealizowania danej aktywności z zachowaniem zasady, że średnio 25-30 godzinom odpowiada 1 punkt ECTS
liczba godzin kontaktowych: 15
liczba godzin potrzebnych do przygotowania się do zajęć: 15
liczba godzin potrzebnych do przygotowania się do egzaminu/zaliczenia: 0
liczba godzin przeznaczonych na inne zadania - przygotowanie prezentacji i scenariusza zajęć: 25

Sumaryczna liczba godzin aktywności studenta: 55

Metody kształcenia:
lektura i analiza tekstów, prezentacja, dyskusja dydaktyczna, praca w grupach, praca w parach, uczenie w oparciu o problem (problem based learning), wykład, pogadanka.

Nakład pracy studenta szacowany w godzinach potrzebnych do zrealizowania danej aktywności z zachowaniem zasady, że średnio 25-30 godzinom odpowiada 1 punkt ECTS
liczba godzin kontaktowych: 15
liczba godzin przeznaczonych do samodzielnego przygotowania się do zajęć (lektura tekstów): 20
liczba godzin przeznaczonych realizację wymagań zaliczeniowych - przygotowanie prezentacji i eseju: 15

Sumaryczna liczba godzin aktywności studenta: 50

Metody kształcenia:

lektura i analiza tekstów, prezentacja, dyskusja dydaktyczna, praca w grupach, praca w parach, uczenie w oparciu o problem (problem based learning), wykład, pogadanka.

Nakład pracy studenta szacowany w godzinach potrzebnych do zrealizowania danej aktywności z zachowaniem zasady, że średnio 25-30 godzinom odpowiada 1 punkt ECTS

liczba godzin kontaktowych: 15

liczba godzin przeznaczonych do samodzielnego przygotowania się do zajęć (lektura tekstów): 15

liczba godzin przeznaczonych realizację wymagań zaliczeniowych - przygotowanie prezentacji i eseju: 20

Sumaryczna liczba godzin aktywności studenta: 50

Metody kształcenia: lektura i analiza tekstów, prezentacja, dyskusja dydaktyczna, praca w grupach, praca w parach, uczenie w oparciu o problem (problem based learning), wykład, pogadanka.

Nakład pracy studenta szacowany w godzinach potrzebnych do zrealizowania danej aktywności z zachowaniem zasady, że średnio 25-30 godzinom odpowiada 1 punkt ECTS
liczba godzin kontaktowych: 12
liczba godzin przeznaczonych do samodzielnego przygotowania się do zajęć (lektura tekstów): 15
liczba godzin przeznaczonych realizację wymagań zaliczeniowych - przygotowanie prezentacji i eseju oraz ich konsultowanie z prowadzącą: 23

Sumaryczna liczba godzin aktywności studenta: 50, co odpowiada 2 punktom ECTS