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Educational and Socio-Cultural Competences of Contemporary Teachers Selected Issues

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Educational and Socio-Cultural Competences of Contemporary Teachers Selected Issues EDUCATIONAL AND SOCIO-CULTURAL COMPETENCES OF CONTEMPORARY TEACHERS SELECTED ISSUES EDITED BY JACEK PYŻALSKI PUBLICATION supported by a grant from Iceland, Liechtenstein and Norway through the EEA and Norway Grants and co-financed by Polish funds Project: Educational and socio-cultural competences of contemporary teachers - educational course and web- site, project (FSS/2013/IIC/W/0004) was jointly carried out by Adam Mickiewicz University in Poznań, Poland and the Polish School in Reykjavik, coordinator: prof. UAM dr hab. Jacek Pyżalski 2 EDUCATIONAL AND SOCIO-CULTURAL COMPETENCES OF CONTEMPORARY TEACHERS SELECTED ISSUES EDITED BY JACEK PYŻALSKI PUBLICATION supported by agrant from Iceland, Liechtenstein and Norway through the EEA and Norway Grants and co-financed by Polish funds Project: Educational and socio-cultural competences of contemporary teachers – educational course and website, project (FSS/2013/IIC/W/0004) was jointly carried out by Adam Mickiewicz Uni- versity in Poznań, Poland and the Polish School in Reykjavik, coordinator: prof. UAM dr hab. Jacek Pyżalski 3 REVIEW: Prof. dr hab. Bogusław Śliwerski Maria Grzegorzewska University in Warsaw EDITED BY: Prof. UAM dr hab. Jacek Pyżalski Adam Mickiewicz University in Poznań COVER DESIGN Agnieszka Stachowicz TYPESETTING Piotr Sobczak TECHNICAL EDITOR Piotr Sobczak POLISH PROOFREADING Joanna Hrabec TRANSLATION Łukasz Pakuła FIRST EDITION ISBN: 978-83-941942-1-5 COPYRIGHT: Creative Commons. Attribution-NoDerivs 3.0 Poland (CC BY-ND 3.0 PL). All rights reserved. No part of this book shall be reproduced, stored in a retrieval system, or transmitted by any means – electronic, mechanical, photocopying, recording, or otherwise – without written permission from the publisher. The full copyright terms can be accessed at: http://creativecommons.org/licenses/by-nc- sa/3.0/pl/legalcode Łódź 2015 PUBLISHER theqstudio.pl 4 Table of contents Introduction ....................................................................................................................................... 6 Agnieszka Cybal-Michalska, Tomasz Gmerek Globalisation: educational and socialisation aspect ............................................................................ 9 Zbyszko Melosik Popular culture, pedagogy and the youth .......................................................................................... 27 Agnieszka Gromkowska-Melosik Pop culture icons and idols. Taylor Swift and Barbie as body and identity icons for the youth ........ 37 Michał Klichowski The twilight of education? Reflections on the concept of cyborgization ........................................... 45 Stanisław Dylak Anticipatory education as a promising educational model for the smartphone era .......................... 56 Jacek Pyżalski, Jakub Kołodziejczyk Teacher in the face of difficult student behaviour .............................................................................. 65 Donata Honkowicz-Bukowska, Katarzyna Rabęda, Monika Sienkiewicz Cooperation with parents in an Icelandic school as a basic element of preventing violence and building the desired attitude of students ..................................................................................... 81 Ewa Karmolińska-Jagodzik, Mateusz Marciniak Dependence on psychoactive substances – genesis, mechanisms, prevention and intervention ........ 98 Mariusz Przybyła, Tomasz Przybyła Addiction to new media. Does it require a different approach at school? ....................................... 113 Sylwia Jaskulska, Wiesław Poleszak Peer exclusion .................................................................................................................................. 130 Iwona Chrzanowska, Beata Jachimczak Educational work in a diverse group – students with special educational needs in a state-run schools ............................................................................................................................ 149 Ewa Solarczyk-Ambrozik Career planning – demand for career consultancy – social policy and practice .............................. 167 Małgorzata Rosalska Educational and career guidance in the context of student’s individual needs ............................... 174 5 Agnieszka Gromkowska-Melosik Food and body culture. An introduction to the origins of eating disorders ...................................... 182 Waldemar Segiet Pedagogy and education face the problem of eating disorders ...................................................... 190 6 Introduction Barry Schwartz, the social psychologist, in his book The Paradox of Choice, claims that peo- ple have never had to make so many decisions up until the present day. This observation seems to hold true also in the realm of pedagogy. Young people, especially teenagers, receive a broader spectrum of opportunities – also concerning their educational reality – than the generation of their parents or grandparents in the complex, multicultural and technologised world. Many of the possible paths provide only an illusion of a choice, escape from freedom, and at times it is a mere offer of oppression. Here, the key question that needs to be posed is how to sort the wheat from the chaff, what should be accepted, what rejected, and what contested. What should be our motivation when making our choices? Finding an answer to these questions will be conductive not only to shaping a young person’s biography but also, taking a broader perspective, will help to predict the world of the future. At the same time, those who at present are teachers and tutors also frequently inhabit a world which is radically different from the one in which they grew up and were raised. They are con- fronted with the question of which elements of the contemporary world they should pay spe- cial attention to, which of these elements should be studied. It also depends on them if and how they will be able to translate this knowledge into everyday educational practice. Do they, then, utilise these aspects which to a great extent can positively impact the development of their students? Will they be able to perform a more fine-grained analysis than the one offered by mainstream discourse? As authors of this book, we were also faced with this choice. This book takes up a number of pertinent issues of the contemporary world and its elements which have already influenced or – in the nearest future – will influence the very process and the efficiency of educational processes (especially those concerning upbringing). Naturally, we had to be selective when choosing the issues to be included in this book. Our choices were motivated by our own knowledge and macro diagnoses – these directed us towards the aspects we decided to focus on. Needless to say, this does not mean that we think the issues not discussed here should be deemed as unimportant. Upon choosing concrete issues we had to make further decisions regarding their treatment, i.e. which of them should be subjected to a more theoret- ical discussion and which should be treated in a more practical way by offering both analyses and solutions. It is our contention that this book strikes a balance between the theoretical and practical per- spectives and focuses on the knowledge that a reflective educational practitioner can transfer Introduction 7 to their everyday practice. For this reason, this book is neither a typical theoretical discussion nor is it a methods textbook. Putting it metaphorically, we “flagged” these issues which we consider to be important for socialisation and education of young people, particularly teenag- ers. In places where we put forward concrete solutions, we tend to think of them as sources of inspiration, a suggestion and not an exhaustive resource of measures to be taken in the context of a given issue. The monograph opens with a chapter on globalisation, by Agnieszka Cybal-Michalska and Tomasz Gmerek, which indicates macroprocesses which are only seemingly located far away from the functioning of young people. In the second chapter, Zbyszko Melosik directs our at- tention to popular culture and its factors which translate into socialisation processes as well as the clash between popular culture and pedagogy. In the subsequent text, Agnieszka Grom- kowska-Melosik emphasises these dimensions of popular culture which concern the emer- gence of pop culture icons and idols. She also discusses how they influence the process of shaping youth identity. The fourth text, by Michał Klichowski, looks into the future (at the same time it indicates that the future begins here and now). The author analyses to what extent the development of technology – including the personalised one which is increasingly more integrated with the human body – can influence education. Stanisław Dylak analyses one of practical solutions to the reality and the world which abounds in informational and communi- cation technologies. Anticipatory education is suggested as a response to this, a trend which has gone beyond mere theoretical considerations. In the sixth chapter, jointly with Jakub Kołodziejczyk, I analyse teacher’s measures taken in cases of student misbehaviour by cast- ing a closer look at those aspects of the issue which are relevant to school practice. Teachers affiliated with the Polish School in Reykjavik, Donata Honkowicz-Bukowska, Katarzyna Ra- będa, Monika Sienkiewicz, chose to analyse meaningful and practical educational solutions at the Icelandic school which turn out to be successful (especially in the area of preventing peer violence).
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