Browsing by Author "Gmerek, Tomasz"
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Item Edukacja dwujęzyczna i konstruowanie tożsamości etnicznej (na przykładzie mniejszości tubylczych w obszarach Arktyki)(Wydawnictwo Naukowe UAM, 2014) Gmerek, TomaszThe article deals with the issue of the relation between education and the processes of the development of ethnic identity in the Arctic. Particular emphasis was placed on reconstructing educational practices and the language policy that is implemented toward indigenous minorities in the circumpolar countries. An attempt was made at examining the relationship between language policy, schooling, and development of ethnic identity of aboriginal minorities in the Far North.Item Edukacja i procesy selekcji społecznej w Hiszpanii – na poziomie szkolnictwa podstawowego i średniego(Wydawnictwo Naukowe UAM, 2013) Gmerek, TomaszThe article is devoted to the discussion of educational and social selection in the Spanish contemporary school system. The stratifi cation function of Spanish primary and secondary school is considered in-depth, with special attention paid to the tension between the concept of equality of opportunity and “inequality of results”. The article includes a consideration of social selection and structural segmentation in Spanish society and Spanish education system.Item Edukacja tubylcza a procesy rewitalizacji etnicznej autochtonicznych mniejszości – wybrane modele i egzemplifikacje(Wydawnictwo Naukowe UAM, 2016) Gmerek, TomaszThe article deals with the issue of the relation between indigenous education and mainstream schooling in processes of autochtonous minorities ethnic revitalization. Particular emphasis was placed on reconstructing educational practices of indigenous schooling that is implemented toward indigenous minorities. An attempt was made at examining selected models of indigenous education concerning the relationship between schooling, language policy, teachers education and revitalization and development of languages, cultures, traditions and ethnic identity in contemporary multicultural societies.Item Edukacja tubylcza a szkolnictwo głównego nurtu – konteksty teoretyczne(Wydawnictwo Naukowe UAM, 2016) Gmerek, TomaszThe article deals with the issue of the relation between indigenous education and mainstream schooling in contemporary multicultural societies. Particular emphasis was placed on reconstructing educational practices that is implemented toward indigenous minorities. An attempt was made at examining the relationship between schooling, language policy, teachers education and revitalization and development of languages, cultures, traditions and ethnic identity of indigenous minorities.Item Edukacja, język i tożsamość etniczna Inuitów na Grenlandii(Wydawnictwo Naukowe UAM, 2013) Gmerek, TomaszThe article deals with the issue of the relation between education and the processes of the development of ethnic identity in Greenland. Particular emphasis was placed on reconstructing educational practices and the language policy implemented toward the Inuit in Greenland. An attempt was made at examining the relationship between the Danish language policy, schooling, and development of ethnic identity of the Inuit in Greenland.Item Media, edukacja i tożsamość etniczna – na przykładzie mniejszości Sami(Wydawnictwo Naukowe UAM, 2012) Gmerek, TomaszThe article is devoted to the discussion of media and education as factors of ethnic assimilation and on the other hand as a factor of the revitalization of an indigenous culture. The study analyses the position of the Sami language in the educational system and modern media in Scandinavian countries. It focuses on language as the main cultural factor of Sami ethnic identity. The author emphasizes the assimilation and marginalization process of minority language policy in Norway, Sweden, and Finland, and the possibilities of language revitalization in contemporary Sami society.Item Polityka edukacyjna i językowa wobec mniejszości Sami w Norwegii(Wydawnictwo Naukowe UAM, 2016) Gmerek, TomaszThe article is devoted to the discussion of education and language policy as factors of ethnic assimilation and on the other hand as a factor of the revitalization of an indigenous culture. The study analyses the position of the Sami language and culture in the education system in Norway. It focuses on language as the main cultural factor of Sami ethnic identity. The author emphasizes the assimilation and marginalization process of the minority language policy in Norway and the possibilities of language revitalization in contemporary Sami society.Item Socjalizacyjna funkcja szkolnictwa w Afryce Południowej w okresie apartheidu (1948-1994)(Wydawnictwo Naukowe UAM, 2017) Gmerek, TomaszThe article is devoted to the discussion of socialization processes in the South African apartheid sysem of education (1948-1994). The socialization function of education is considered in-depth, with special attention paid to the racial inequality and discrimination in South African society. The article includes the consideration of school indoctrination and different aims of education and curricula in education subsystems for different racial groups in an Apartheid society.Item Szkoły koczownicze dla mniejszości tubylczych w północnych obszarach Rosji. Rys historyczny i współczesne problemy(Wydawnictwo Naukowe UAM, 2013) Gmerek, TomaszThe article deals with the issue of the relation between education and the processes of development of ethnic identity in Northern Russia. Special emphasis was placed on reconstructing educational practices and the educational policy toward indigenous minorities within nomadic schools. An attempt was made at examining the relationship between socialization, schooling, and ethnic identity in northern areas of Russia.Item Uczniowie chińscy w szkolnictwie angielskim – pomiędzy tradycyjną socjalizacją a walką o „sukces”(Wydawnictwo Naukowe UAM, 2012) Gmerek, TomaszThe article is devoted to educational achievement of chinese pupils in english education. Special attention is paid to social, cultural and economic background of chinese students. It explores the extent to which these background factors are mediated by educational achievement and social mobility. Chinese pupils mainly from middle-class were not only highly motivated but also possesed the economic, social and cultural background to achieve educational and social success in England.