Selected Contemporary Educational Discourses 00-0F-SDC

1. Introduction - Concepts of Discourse and Educational Discourse. Methods of Educational Discourses Analysis
2. Discourses on Childhood and Early Childhood Education
3. Discourses on Education Policy and School Curricula
4. Discourses of Equality and Equity in School Education
5. Discourses on Teachers and Their Identity
6. Discourses on Family Child-Rearing and Parents’ Involvement in Their Children Education
7. Lifelong Learning and Concept of Totally Pedagogised Society. Summary

1. Concepts of Discourse and Discourse Analysis
2. Discourses on Childhood and Early Childhood Education
3. Discourses on Education Policy and School Curricula
4. Discourses of Equality and Equity in School Education
5. Discourses on Teachers and Their Identity
6. Discourses on Family Child-Rearing and Parents’ Involvement in Their Children Education
7. Lifelong Learning and Concept of Totally Pedagogised Society

Literatura obowiązkowa
1. Białecki, I., Jakubowski, M., Wiśniewski, J. (2017). Education policy in Poland: The impact of PISA (and other international studies). European Journal of Education, 2(52), 167-174.
2.Blömeke, S., Vegar, R., Olsen Suhl O. and U. (2016). Relations of Student Achievement to the Quality of Their Teachers and Instructional Quality. In: T. Nilsen, J-E. Gustafsson (eds.), Teacher Quality, Instructional Quality and Student Outcomes (p. 21-50). Switzerdald: Springer Open. Relationships Across Countries, Cohorts and Time.
3. Council Recommendations of 22 May 2018 on Key Competences for Lifelong Learning, https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32018H0604(01)&from=EN, 189/7-189/13.
4. Giesinger, J. (2018). Educational justice: equality versus adequacy. In: M.A. Peters (ed.), Encyclopedia of educational philosophy and theory (1-5). Switzerland: Springer Singapore.
5. Hornby, G. (2011). Parental Involvement in Childhood Education. Building Effective School-Family Partnership. New York: Springer, p. 27-42.
6. Kopińska, V. (2019). Country Report: Civic and Citizenship Education in Polish School. Journal of Social Science Education, 18 (1), 172-202.
7. Nuissl, E., Przybylska, E. (2016). Lifelong Learning: History and a Present State of a Politically-Educational Concept. Studia Pedagogica Ignatiana, 19 (4), 33–48.
8. Ramaekers, S. (2018). Childrearing, Parenting, Upbringing: Philosophy of Education and the Experience of Raising a Child. In: P. Smeyers (ed.), International Handbook of Philosophy of Education (p. 995-1012), Springer International Handbooks of Education.
9. Richardson, P.W., Watt, H.M.G. (2018). Teacher Professional Identity and Career Motivation: A Lifespan Perspective. In: P.A. Schutz, J. Hong, D.C. Francis (eds.), Research on Teacher Identity. Mapping Challenges and Innovations (p. 37-48). Switzerland: Springer.
10. Smith, K. (2015). Deconstructing Discourses to Rupture Fairytales of the “Ideal” Childhood. In: J. Wyn, H. Cahill (ed.), Handbook of Children and Youth Studies (p. 21-33). Singapore: Springer.
11. Wells, F. (2015). Ensuring Equity in Teaching. Leadership, 45 (2), 8-11.
12. Winterbottom, Ch, Munday, M.F. (2017). Redefining Early Childhood Epistemology: Exploring Service-Learning Pedagogy in an Early Childhood Context. In: K.L. Heider (ed.), Service Learning as Pedagogy in Early Childhood Education: Theory, Research, and Practice (p. 15-31). Switzerland: Springer.
13. Zamojska, E. (2016). Equality and Difference in Education. Theoretical and Practical Issues in Equity Education – A Polish Example. Pedagogická orientace, 26(4), 659–677.

Teksty stanowiące literaturę obowiązkową zamieszczane są w sekcji pliki w zespole, w którym realizowane są zajęcia.

Literatura uzupełniająca
1. Duhn, I. (2018). Governing Childhood. In: M. Fleer, B. van Oers (eds.), International Handbook of Early Childhood Education (p. 33-46). Dordrecht: Springer International Handbooks of Education. Springer.
2. Evans, K. (2015). Reconceptualizing Dominant Discourses in Early Childhood Education: Exploring Readiness as an active-ethical relation. Complicity: An International Journal of Complexity and Education, 1(12), 31-51.
3. Mirocha, Ł. (2019). Equality in education: philoshical and legal perspective. Euromentor Journal, 10 (3), p. 7-26.
4. Gewirtz, S. (2008). Give Us a Break! A Sceptical Review of Contemporary Discourses of Lifelong Learning. European Educational Research Journal, 7 (4), 414–424.
5. Horwath, C.A., Lee, C.M, Bax, K. (2015). How Similar are Mothers and Fathers of Young Children in Their Responses and Goals. Journal of Child and Family Studies, 24 (12), 3534-3551.
6. Kearney, E.M. (2013). On becoming teacher. Rotterdam: Sense Publishers.
7. Kopińska, V. (2020). The Concept of Citizenship in the Polish School Education. Political Change and the Change of Core Curricula. Discourse Analysis. Przegląd Badań Edukacyjnych, 1/2020, 65-86.
8. Lynch, K., Baker, J. (2005). Equality in Education: an Equality of Condition Perspective. Theory and Research in Education, 3 (2), 131-164.
9. Marom, L., Ruitenberg, C.W. (2018). Professionalism Discourses and Neoliberalism in Teacher Education. Alberta Journal of Educational Research, 64 (4), 364-377.
10. Schutz P.A., Hong J., Francis D.C. Research on Teacher: Introduction to Mapping Challenges to Mapping Challenges and Innovations. In: P.A. Schutz, J. Hong, D.C. Francis (eds.), Research on Teacher Identity. Mapping Challenges and Innovations (3-12). Switzerland: Springer.
11. Smit, F; Sluiter, R., Driessen, G., Sleegers, P. (2007). Types of parents and school strategies aimed at the creation of effective partnerships. International Journal about Parents in Education, 1, 45-52.
12. Śliwerski, B. (2018). The Polish Educational Policy after 28 Years of Political Transformation. New Educational Review, 52 (2), 149-163.
13. Tsatsaroni, A., Evans, J. (2013). Adult Numeracy and the Totally Pedagogised Society: PIAAC and Other International Surveys in the Context of Global Educational Policy on Lifelong Learning. Educational Studies in Mathematics, 2 (87), 167-186.
14. Wain, K. (2018). Teacher Education and the end of the Theory. In: Tonna, M.A, Madalińska-Michalak, J. (eds.), Teacher Education Policy and Practice: International Perspectives and Inspirations (44-62). Warsaw: Wydawnictwo FRSE.

Literatura obowiązkowa
1.Bernstein, B. (2010). From Pedagogies to Knowledges. W: A. Morais, I. Neves, B. Davies, H. Daniels (ed.), Towards a Sociology of Pedagogy: The Contribution of Basil Bernstein to Research (p. 363–368). Nowy Jork: Peter Lang.
2. Białecki, I., Jakubowski, M., Wiśniewski, J. (2017). Education policy in Poland: The impact of PISA (and other international studies). European Journal of Education, 2(52), 167-174.
3.Blömeke, S., Vegar, R., Olsen Suhl O. and U. (2016). Relations of Student Achievement to the Quality of Their Teachers and Instructional Quality. In: T. Nilsen, J-E. Gustafsson (eds.), Teacher Quality, Instructional Quality and Student Outcomes (p. 21-50). Switzerdald: Springer Open. Relationships Across Countries, Cohorts and Time.
4. Council Recommendations of 22 May 2018 on Key Competences for Lifelong Learning, https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32018H0604(01)&from=EN, 189/7-189/13.
5. Giesinger, J. (2018). Educational justice: equality versus adequacy. In: M.A. Peters (ed.), Encyclopedia of educational philosophy and theory (1-5). Switzerland: Springer Singapore.
6. Hornby, G. (2011). Parental Involvement in Childhood Education. Building Effective School-Family Partnership. New York: Springer, p. 27-42.
7. Nuissl, E., Przybylska, E. (2016). Lifelong Learning: History and a Present State of a Politically-Educational Concept. Studia Pedagogica Ignatiana, 19 (4), 33–48.
8. Ramaekers, S. (2018). Childrearing, Parenting, Upbringing: Philosophy of Education and the Experience of Raising a Child. In: P. Smeyers (ed.), International Handbook of Philosophy of Education (p. 995-1012), Springer International Handbooks of Education.
9. Richardson, P.W., Watt, H.M.G. (2018). Teacher Professional Identity and Career Motivation: A Lifespan Perspective. In: P.A. Schutz, J. Hong, D.C. Francis (eds.), Research on Teacher Identity. Mapping Challenges and Innovations (p. 37-48). Switzerland: Springer.
10. Smith, K. (2015). Deconstructing Discourses to Rupture Fairytales of the “Ideal” Childhood. In: J. Wyn, H. Cahill (ed.), Handbook of Children and Youth Studies (p. 21-33). Singapore: Springer.
11. Stabback, P. (2016). What Makes a Quality Curriculum? Geneva: UNESCO IBE, 12-31.
12. Wells, F. (2015). Ensuring Equity in Teaching. Leadership, 45 (2), 8-11.
13. Winterbottom, Ch, Munday, M.F. (2017). Redefining Early Childhood Epistemology: Exploring Service-Learning Pedagogy in an Early Childhood Context. In: K.L. Heider (ed.), Service Learning as Pedagogy in Early Childhood Education: Theory, Research, and Practice (p. 15-31). Switzerland: Springer.
14. Zamojska, E. (2016). Equality and Difference in Education. Theoretical and Practical Issues in Equity Education – A Polish Example. Pedagogická orientace, 26(4), 659–677.

Literatura uzupełniająca
1. Duhn, I. (2018). Governing Childhood. In: M. Fleer, B. van Oers (eds.), International Handbook of Early Childhood Education (p. 33-46). Dordrecht: Springer International Handbooks of Education. Springer.
2. Evans, K. (2015). Reconceptualizing Dominant Discourses in Early Childhood Education: Exploring Readiness as an active-ethical relation. Complicity: An International Journal of Complexity and Education, 1(12), 31-51.
3. Mirocha, Ł. (2019). Equality in education: philoshical and legal perspective. Euromentor Journal, 10 (3), p. 7-26.
4. Gewirtz, S. (2008). Give Us a Break! A Sceptical Review of Contemporary Discourses of Lifelong Learning. European Educational Research Journal, 7 (4), 414–424.
5. Horwath, C.A., Lee, C.M, Bax, K. (2015). How Similar are Mothers and Fathers of Young Children in Their Responses and Goals. Journal of Child and Family Studies, 24 (12), 3534-3551.
6. Kearney, E.M. (2013). On becoming teacher. Rotterdam: Sense Publishers.
7. Kopińska, V. (2020). The Concept of Citizenship in the Polish School Education. Political Change and the Change of Core Curricula. Discourse Analysis. Przegląd Badań Edukacyjnych, 1/2020, 65-86.
8. Lynch, K., Baker, J. (2005). Equality in Education: an Equality of Condition Perspective. Theory and Research in Education, 3 (2), 131-164.
9. Marom, L., Ruitenberg, C.W. (2018). Professionalism Discourses and Neoliberalism in Teacher Education. Alberta Journal of Educational Research, 64 (4), 364-377.
10. Schutz P.A., Hong J., Francis D.C. Research on Teacher: Introduction to Mapping Challenges to Mapping Challenges and Innovations. In: P.A. Schutz, J. Hong, D.C. Francis (eds.), Research on Teacher Identity. Mapping Challenges and Innovations (3-12). Switzerland: Springer.
11. Smit, F; Sluiter, R., Driessen, G., Sleegers, P. (2007). Types of parents and school strategies aimed at the creation of effective partnerships. International Journal about Parents in Education, 1, 45-52.
12. Śliwerski, B. (2018). The Polish Educational Policy after 28 Years of Political Transformation. New Educational Review, 52 (2), 149-163.
13. Tsatsaroni, A., Evans, J. (2013). Adult Numeracy and the Totally Pedagogised Society: PIAAC and Other International Surveys in the Context of Global Educational Policy on Lifelong Learning. Educational Studies in Mathematics, 2 (87), 167-186.
14. Wain, K. (2018). Teacher Education and the end of the Theory. In: Tonna, M.A, Madalińska-Michalak, J. (eds.), Teacher Education Policy and Practice: International Perspectives and Inspirations (44-62). Warsaw: Wydawnictwo FRSE.

Zajęcia realizowane są w aplikacji Teams w zespole o nazwie tożsamej z nazwą zajęć (link do zespołu: https://teams.microsoft.com/l/team/19%3a911f6e1d02d041548a375225bf609938%40thread.tacv2/conversations?groupId=ee85d29f-4d8a-4c87-a577-feaf8964a64c&tenantId=aee18df6-9fc6-4188-b9f4-b3f12e451c86).
Metody kształcenia:
lektura i analiza tekstów, prezentacja, dyskusja dydaktyczna, praca w grupach, praca w parach, metoda problemowa.

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: 21
liczba godzin potrzebnych do przygotowania się do egzaminu/zaliczenia: 0
liczba godzin przeznaczonych na inne zadania - przygotowanie prezentacji i słowników: 24
Sumaryczna liczba godzin aktywności studenta: 60

Metody kształcenia:
lektura i analiza tekstów, prezentacja, dyskusja dydaktyczna, praca w grupach, praca w parach, metoda problemowa.

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: 21
liczba godzin potrzebnych do przygotowania się do egzaminu/zaliczenia: 0
liczba godzin przeznaczonych na inne zadania - przygotowanie prezentacji i słowników: 24
Sumaryczna liczba godzin aktywności studenta: 60
link do zespołu (link for joining a team):https://teams.microsoft.com/l/team/19%3am7l80gW84bUoZegLEsIUaC5_FVozSwUcy4hV5g45qUg1%40thread.tacv2/conversations?groupId=e89dbab7-1e7b-483f-9c0a-e5cd5ebf21a4&tenantId=aee18df6-9fc6-4188-b9f4-b3f12e451c86

Z uwagi na ustalone na początku semestru zimowego roku akademickiego 2021/2022 warunki zaliczenia zakładające pozyskiwanie ocen/punktów składających się na ocenę końcową w trakcie całego semestru, sposoby weryfikacji efektów uczenia się nie uległy zmianie w związku z Zarządzeniem Rektora nr 303/2022.