scholarly journals Rezyliencja w wybranych kontekstach pedagogiki społecznej

2021 ◽  
Vol 2021(42) (2) ◽  
pp. 99-113
Author(s):  
Agnieszka Bzymek ◽  
Keyword(s):  
Adult Education ◽  
Social Exclusion ◽  
Critical Reflection ◽  
Life Stories ◽  
Care Home ◽  
Real Life ◽  
Daily Care ◽  
Social Pedagogy ◽  
Local Support ◽  
Ability To Regenerate

This article is the outcome of projects implemented at the Daily Care Home at the Local Support Centre in Gdańsk, aimed at increasing socio-cultural activation and counteracting social exclusion. Among the activities, I especially concentrated on those based on a narrative biography, i.e., real life stories about key existential moments with particular emphasis on revitalizing moments, overcoming critical situations, but also on the lack of such experiences. Thus, the narrators conduct a critical reflection on building the ability to regenerate as well as on the sources of resilience, its potential, and ways of using it in the field of education. The article undertakes a reflection on possible activities of social pedagogy, in which I see the problems of resilience in relation to adult education, and it does not include, due to the complexity of the topic, analyzes of the heard stories.

Educational Challenges in Family Resilience

2020 ◽  
Vol 7 (1) ◽  
pp. 116-124
Author(s):  
Agnieszka Bzymek
Keyword(s):  
Social Economic ◽  
Care Home ◽  
Family Resilience ◽  
Social Setting ◽  
The Core ◽  
Daily Care ◽  
Educational Challenges ◽  
Local Support ◽  
Core Questions

The article addresses the notion of resilience in Polish educational and social setting. The study evolves around the core questions about individual stories of resilience, including events and reactions that people have experienced in different conditions. The article aims at discussing the parents’ influence in making children more resilient through their good example and demonstrating strong values. The study grounds on the findings from a narrative obtained from the Daily Care Home of the Local Support Center in Gdansk. Employing tool of a biographical narrative I look into psychological and educational consequences the resilience causes in family of low social-economic group.

scholarly journals The Importance of Individual Memories of Slovenian Emigrants When Interpreting Slovenian Emigration Processes

2019 ◽  
Vol 13 (1) ◽  
pp. 174-190
Author(s):  
Mojca Ilc Klun
Keyword(s):  
Life Stories ◽  
Methodological Approach ◽  
Real Life ◽  
The United States ◽  
Social Environments ◽  
Global Migration ◽  
Personal Experiences ◽  
General Data ◽  
Place Of Origin ◽  
The Individual

Slovenian emigration is often presented with a general overview in which general data and statistical facts prevail, while the individual experiences and memories of Slovenian emigrants are omitted from these descriptions. In the study, which was conducted using a biographical-narrative methodological approach among members of the Slovenian diaspora from the United States of America, Canada and Australia, we were interested in the personal experiences and memories of those who emigrated from Slovenia themselves, or whose ancestors did. Through those life stories and memories, we can illustrate Slovenian emigration processes in such a way that people would better understand global migration processes. In the article we present three real life stories of members of the Slovenian diaspora, their individual memories and perceptions of their place of origin, homeland, the memories of emigration and immigration processes and memories of integration to the new social environments.

scholarly journals Integration of Indigenous Knowledge into Adult Learning Material Development and the Facilitation Methodology

2021 ◽  
Vol 2021 ◽  
pp. 1-10
Author(s):  
Yalalem Assefa
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Indigenous Knowledge ◽  
Knowledge Integration ◽  
Data Gathering ◽  
Real Life ◽  
Learning Material ◽  
Learning Materials ◽  
Material Development

Connecting indigenous knowledge systems and practices with adult education programs has priceless value of promoting and transferring indigenous perspectives from generation to generation. Indeed, education is the surest path to ensuring social continuity when it ought to be based on the real-life experiences of learners and what their immediate environment and social realities entail. This demands the development of relevant adult learning materials and the utilization of participatory facilitation methodologies. Considering this in mind, this study was aimed to explore the integration of indigenous knowledge into adult education practices. In doing so, a case-study design was employed. The study sample was composed of eighteen experts, seven adult education literacy center coordinators, and seventy adult learners. Interview and FGD were considered the major data-gathering tools. Also, thematic analysis was the center of this study’s data analysis. As a result, the finding indicated that even though adult learners have diverse learning experiences, narrow emphasis has been given to the development of learning concepts and objectives in adult learning materials. The application of appropriate facilitation methods through participating experienced learners remains symbolic. To enhance the positive inclusion of indigenous knowledge into adult learning, learning material and its facilitation environment must be conducive and adequately be portraited. Therefore, the objective of this study is to explore the existing practice of indigenous knowledge integration into adult education in North Wollo, from the perspectives of learning material development and utilization of the facilitation methodology.

A Case for Leveraging Mobile Learning in Action Learning Teams

2019 ◽  
pp. 1-23
Author(s):  
Shawn McCann
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Critical Reflection ◽  
Action Learning ◽  
Real Life ◽  
Face To Face ◽  
Life Challenges ◽  
Learning Teams ◽  
New Ideas ◽  
Higher Order Learning

Action learning teams create opportunities to learn from work on real-life challenges. Use of mobile learning can promote higher-order learning while bringing teams together around new ideas where their thinking may be challenged. In this way, action learning teams use mobile devices as tools of convenience to facilitate their learning. Mobile learning for action learning teams extends beyond simple content delivery and provides a platform that can introduce flow states and make space for critical reflection. The integration of mobile learning into action learning teams allows for the cultivation of individual creativity and maximization of group, virtual or face-to-face meetings.. This chapter will discuss the integration of mobile devices and detail multiple mobile learning exercises that action learning teams may use to promote creativity and critical reflection.

Romantic Fantasies in the Big City

2019 ◽  
pp. 11-45
Author(s):  
Tyler Carrington
Keyword(s):  
Middle Class ◽  
Life Stories ◽  
Real Life ◽  
Single Women ◽  
Modern World ◽  
Men And Women ◽  
Lower Middle Class ◽  
Big City ◽  
Social Scientific

Chapter 1 begins by following the seamstress Frieda Kliem as she moves in 1902 from a rural province to the metropolis of Berlin. As Frieda looks for work, lodging, and acquaintances and then ultimately starts her own business and turns down the matchmaking efforts of a new friend, she personifies the “struggle for existence” that confronted working- and lower-middle-class Berliners, especially single women. After exploring popular cultural and social-scientific perspectives on the plights of men and women in the emerging city alongside the real-life stories that lent them such resonance, this chapter examines Berliners’ fixation on fate and the fortuitous encounter as a path to love. It argues that these imagined rendezvouses, which remained off-limits for respectable Berliners, are best understood as an attempt by Berliners to balance their attraction to the freedoms and possibilities of the modern world with the ever-present awareness of the risks associated with it.

scholarly journals Exploring a pathway to radicalization: The effects of social exclusion and rejection sensitivity

2020 ◽  
Vol 23 (8) ◽  
pp. 1204-1229
Author(s):  
Emma A. Renström ◽  
Hanna Bäck ◽  
Holly M. Knapton
Keyword(s):  
Social Media ◽  
Social Exclusion ◽  
Rejection Sensitivity ◽  
Real Life ◽  
Loss Model ◽  
Individual Level ◽  
Main Effect

This article aims to explore if social exclusion can constitute a pathway to radicalization, and if individual level of sensitivity of rejection moderates the effect of social exclusion. Humans innately seek belonging and meaning, and strive for re-establishing a sense of value and belongingness if faced with social exclusion. One way to achieve this is by adherence to a new and inviting group. In four studies, we test to what extent individuals who face social exclusion adapt to a radical including group. In Studies 1 ( n = 104) and 2 ( n = 308), we use a social media-like paradigm to manipulate social exclusion. In Study 3 ( n = 1041), we use the so-called Cyberball paradigm, and in Study 4 ( n = 40) we use a real-life manipulation. All studies show that rejected individuals who are sensitive to rejection are more prone to identify with, engage with and endorse an extreme group. The results hold over both ideological (Studies 1–3) and non-ideological (Study 4) content. Only the last study showed a main effect of social exclusion. We discuss the results in reference to the significance loss model of radicalization.

Didactic Theatre in Africa

1981 ◽  
Vol 51 (1) ◽  
pp. 145-156 ◽  
Author(s):  
David Kerr
Keyword(s):  
Adult Education ◽  
Performing Arts ◽  
Critical Reflection ◽  
Dual Nature ◽  
Informal Adult Education

David Kerr examines how performing arts in Africa have been used as a tool for informal adult education. Focusing on their history and dual nature, he characterizes some performing arts as "spontaneous creations of the African masses" and others as plays whose "messages emerged not from a genuine popular viewpoint, but were imposed by an alien force." By analyzing the pedagogic and aesthetic features of didactic theatre,the author reveals the subtle distinctions between a theatre that reflects colonial values and one that encourages critical reflection.

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