Browsing by Author "Hildebrandt-Wypych, Dobrochna"

Now showing 1 - 10 of 10
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    Edukacja jako politicum – debata wokół integracyjnej roli holenderskiego „państwa edukacyjnego”
    (Wydawnictwo Naukowe UAM, 2014) Hildebrandt-Wypych, Dobrochna
    The aim of the article is to reflect upon the historically unprecedented approach of the Netherlands to the challenge of defining its role as an “investor” in human capital in the era of industrialization, a “modernizer” of social relations in the period of democratization, as well as a “creator” of the nationwide integration policy in an era of increasing cultural diversity. There are two indisputable aspects of the so-called “educational state” in contemporary Dutch education policy (A. Weymann): the key role of education as an instrument of political legitimacy through meritocracy and the importance of education as a “stimulator” of economic growth through investment in human capital. However, there is growing controversy over the way in which the “educational state” should define its role as a public space for social integration through culture and ideology.
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    Edukacja obywatelska w świetle współczesnych przemian koncepcji obywatelstwa w państwie narodowym
    (Wydawnictwo Naukowe UAM, 2012) Hildebrandt-Wypych, Dobrochna
    The general aim of the article is to describe the infl uence of diverse interpretations of citizenship in a pluralistic society on the new meanings of citizenship education a contemporary nation-state. The theoretical background for the study is the social constructivist perspective. The article begins with the brief description of the multidimentional infl uence of globalization on a nation-state and citizenship, followed by the discussion on one of its key consequences: the shifting concept of citizenship in the – currently in crisis – European nation-state and welfare state. The key research question of the article concerns the infl uence of the growing diversity and fl exibility of the citizenship ideals and norms on citizenship education. What citizen is the contemporary school supposed to shape and what are the current challenges and development paths within citizenship education? The answers to these questions are searched with reference to the T. McLaughlin conception of maximal minimal citizenship and the interpretative character of the democratic citizenship. One of the key controversies concerning school as a place for learning democracy is the balance between – on one side – equipping young people with the socially and culturally adequate knowledge and skills for „a good citizenship” and – on the other – developing a sense of national community around a shared common identity. The clash between the minimal and maximal (including e.g. global citizenship ideas) concept of citizenship education brings up the necessity for the educational consensus on the virtues recognized in the public sphere, especially in the light of the growing social, ethnical and cultural diversity in contemporary societies. The growing interconnectedness of national and global citizenship leads to the more advanced (deeper) understanding of the latter: not only as an ethical concept, but also as a practical way of participating in a liberal democracy.
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    Kapitał społeczny młodzieży jako podstawa socjalizacji politycznej oraz rozwoju społeczeństwa obywatelskiego – sprawozdanie z badań niemieckich
    (Wydawnictwo Naukowe UAM, 2012) Hildebrandt-Wypych, Dobrochna
    The paper explores the influence of different aspects of youth's social capital on political attitudes and behavour among German youth. The influence of various aspects of adolescent's and elary adult's social capital (e.g. social networks) on political socialization was recently analyzed by Julia Schafer on the basis of seven German youth studies (incl. Shell Youth Studies and DJI Youth Surveys). The presentation of the main research findings is preceded by a brief introduction into the area of social capital research, as well as the social and structural determinants of social capital among German youth, including the continuous influence of the East-West divide on the outcomes of their political socialization.
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    Kulturnation kontra Verfassungsnation – historyczny spór wokół obywatelstwa i narodowości w Niemczech
    (Wydawnictwo Naukowe UAM, 2016) Hildebrandt-Wypych, Dobrochna
    The almost entirely elite-driven liberalization of the right to acquire citizenship collides currently with the increasingly xenophobic sentiments and openly anti-immigrant movements among the general public all over Europe. Even in Germany discussions about the liberalization of citizenship law in the late 1990s have become a symbolic part of the dispute between supporters of ethnocentric Kulturnation (the cultural nation) and the advocates of civic Verfassungsnation (the constitutional nation). The article presents the historical context of the development of the German citizenship policy. It also raises the question of the possibility to create and legitimize – on the basis of liberalized regulations of the law on citizenship – new definitions of a symbolic membership in a civic community, located outside the traditional, ethnically based citizenship regime.
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    Neoliberalizm i desekularyzacja jako dwa wymiary reform edukacji we współczesnej Turcji
    (Wydawnictwo Naukowe UAM, 2017) Hildebrandt-Wypych, Dobrochna
    The text focuses on neoliberalism and desecularisation as two major dimensions of social and educational change in contemporary Turkey. Key educational reforms of recent years are discussed from the perspective of the conservative-religious turn in Turkish society and politics, particularly noticeable from 2002, i.e. the first AKP electoral success. However, the origins of the Oriental-Western duality of identity, as well as the “use” of Islam for strengthening the new Turkish national identity, can be traced back to Kemalist policy of secularisation and modernization of Turkish society. This peculiar merge of neoliberal and religious symbols is also visible in education, where selforientalizing, nationalizing and secularizing discourses mix with the pressure on selection, effectiveness and competition in the “western” style. Therefore, the rising importance of faith schools in present day Turkey has also been discussed in the light of the historical Kemalist concept of transformation of Islam and the creation of national, state-controlled “civic religion”.
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    Socjalizacja polityczna w przebiegu życia – perspektywa kontynuacji i zmiany
    (Wydawnictwo Naukowe UAM, 2018) Hildebrandt-Wypych, Dobrochna
    The following text presents various alternative theoretical approaches in political socialization research. Some of the theoretical insights provided by the functional, systemic and interpretative perspectives are identifiedin order to depict the discussion around the continuity and change within the political socialization research. Whereas in the firstperiod of political socialization research the aim was to explain the continuity in the development of political orientations, it was later forced to account for modificationand the potential for change (especially when addressing the interpretative issues of identity politics). After describing the field’stheoretical shifts, the life-course model of political socialization is presented. The life-course model attempts to deal with the problem of continuity and change in the political socialization process, pointing to its remarkable complexity and lifelong flexibility.It offers a systematic, interdisciplinary and holistic way of conceptualizing political socialization. It points to the importance of political socialization research in demonstrating interdependence between objective functions of the political system and subjective political learning of a reflexive individual
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    State versus Market – Public versus Private: the Concept of Citizenship Among Dutch Students
    (Wydawnictwo Naukowe UAM, 2013) Hildebrandt-Wypych, Dobrochna
    The aim of the article is to present – using both theoretical analyses and empirical data – new forms of “privatised” citizenship, based on individual competence and the development of post-national forms of affiliation. These new constructions of citizenship are marked by ambiguity. There is a definitely positive impact of individualism and self-fulfilment on the development of the idea of active citizenship. At the same time a negative influence of the privatisation of the social sphere becomes visible. It is the emergence of a new category of citizenship, i.e. post-democratic citizenship, which reduces political citizenship participation to being a television and internet consumer of opinions and a spectator of a political show. The above considerations are conducted with reference to a constructive and imperative paradigm, based on the conviction that citizenship is a social construction – contested and reconstructed both geographically and historically. The article uses excerpts from the in-depth interviews (IDI) conducted with Dutch students in May 2011 within a broader research project focusing on the comparison of the social construction of citizenship among Dutch and German students.
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    Theory and Practice of Political Socialization in Childhood – Democracy vs. Neoliberalism
    (Wydawnictwo Naukowe UAM, 2017) Hildebrandt-Wypych, Dobrochna
    The text focuses on the efficiencyof school as one of the key agents of political socialization of early childhood students. Using the conceptual framework of J. Astuto and M.D. Ruck, a question is posed of how to effectively develop prosocial skills of children and therefore how to shape their later willingness to engage in civic actions in youth. According to various scholars, prosocial skills, such as respect for others’ feelings, helping, sharing and cooperating with others, have to be nurtured through classroom-based play. Unfortunately, in the age of neoliberal dominance of standardized tests, civic education is deemed less important, with an excessive focus on civic knowledge and the insufficien (not testable) focus on civic skills. In reference to research results (e.g. C. Flanagan and L.S. Gallay), the author of the article points out that democratic competence does not simply emerge as a result of top-down transmission of knowledge. The process of normative (moral) development in childhood knowledge of political facts is significantlyless important than the child’s social experience of civic participation and cooperation. Contrary to the neoliberal tendencies in educational reforms, democracy-learning – as pointed out by numerous studies – should be based on the development of a ‘democratic self’ (values, patterns of behavior, habits), prior to the development of political knowledge. Knowledge should be treated as a second important element of school political socialization of children. The primary focus should be the school’s commitment to the development of children’s democratic attitudes.
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    Wciąż narodowe czy już postnarodowe? Przemiany koncepcji obywatelstwa wobec doświadczenia transnarodowości
    (Wydawnictwo Naukowe UAM, 2013) Hildebrandt-Wypych, Dobrochna
    The aim of the text is to present the category of post-national citizenship developed in relation to, or even in opposition to the earlier version of the traditional national citizenship in a liberal society. Attention is drawn to the importance of the experience of transnationalism for the development of new civic identities, transcending beyond the nation-states boundaries. The focus will be on key elements of the scientific debate on the interdependence between the national and the post-national perspective in contemporary attempts to conceptualize the category of citizenship. The increased role of post-national forms of civic participation is explained by reference to broader processes, including further individualization and emphasis on selfrealization in personal life, the creation of transnational communities, internationalization of human rights protection, as well as the transformation of the very nation-state and its range of obligations to the citizens. Moreover, the text refers to the counter-arguments against the thesis of a slow, yet inevitable weakening of the link between citizenship and nationality, including examples of legislative and administrative actions of Western states aimed at strengthening the national citizenship concept.