Session Information
25 SES 9.5 PE/PS, Poster Exhibition / Poster Session
Contribution
A school is a place, in which the process of education of a young person and his socialization take place. As an educating institution it has
a great influence on the student. The school’s main goal is imparting students with the knowledge about all significant matters, which are essential for appropriate participation in social life among them are human rights.
The issue of the human and children's rights is currently very significant field of academic exploration. This matter is so important because of civil society’s development. In this type of society citizens manifest very special way of thinking, demeanors and behaviors, which are called citizen skills. According to The European Court of Human Rights the civil society is one of the most important elements of democracy.
In my research I focus only on one right, which is the right of self-expression. This is very significant right especially for growing children. This right is very often abuse, because it have not legitimized by law. Professor Czerepaniak-Walczak described this type of rights as a soft rights. When the right of self-expression is abused, young people showed large group of rituals, which P. McLaren called rituals of resistance.
The main problem of my research come down to following question: what is the correlation between level of respecting of the self-expression rights and a scale of incidence and types of high school students’ rituals of resistance? For this question I formulated a hypothesis, which say that the level of respect of students’ right of self-expression
is higher, the scale and frequently of civil disobedience are bigger. I will verify this hypothesis during my research. To verification it I use ethnographic method, which is the main method of my research. Within ethnography I use following techniques: observation, papers analyzing, survey and photography. I hope that using those methods and techniques give me a holistic view of the main problem of my research.
Object: Cultural differences in rituals of resistance manifest by students (Polish and Norwegian), who can not express themselves in school.
Aim: Diagnostic (cognitive) aim. The diagnosis of cultural differences in ritual of resistance manifest by students, who can not express themselves in school
Main problem: What is a correlation between level of respect of the right of self-expression and a scale of incidence and types of high school students’ rituals of resistance?
Descriptive problems:
What is a correlation between students’ and teachers’ knowledge about the right of self-expression and high school students’ rituals of resistance?
What is a correlation between students’ and teachers’ reading of the right of self-expression and high school students’ rituals of resistance?
What is a correlation between students’ and teachers’ acceptance of the right of self-expression and high school students’ rituals of resistance?
Differentiating variables: origin of students
Theoretical perspective: Jürgen Habermas’ theory of communication, Hanna Arendt’s theory of civil society, Peter McLaren’s conception
of ritual of resistance and Maria Czerepaniak-Walczak’s conception
of emancipatory pedagogy
Method
Expected Outcomes
References
Jürgen Habermas’ theory of communication, Hanna Arendt’s theory of civil society, Peter McLaren’s conception of ritual of resistance and Maria Czerepaniak-Walczak’s conception of emancipatory pedagogy References: Arendt, H. (2008). Korzenie totalitaryzmu. Translated by Mariola Szawiel i Daniel Grinberg, Habermas, J. The Theory of Communicative Action. Translated by Thomas McCarthy, McLaren, P. (1999). Schooling as a Ritual Performance: Towards a Political Economy of Educational Symbols and Gestures, McLaren, P. (2006). Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education,
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