| Título: | Polish minischools. Microhistories of democracy and portraits of parental involvement |
| Autores: | Maria Mendel |
| Fecha: | 2012-04-13 |
| Publicador: | International journal about parents in education |
| Fuente: |
 |
| Tipo: |
Peer-reviewed Article |
| Tema: | mini-schools, micro-history, democracy |
| Descripción: | In light of cognitive and social advantages of thinking upon forms and meanings of the relationship between a subject and a place of its acting, and in light of my personal inexhaustible interest in the pedagogy of place (Mendel, 2006), I found it tempting to make an attempt of describing the existence (ontology) of a school in a specific place by using phenomenological and hermeneutical analyses. My aim was to academically describe how a school happens in a specific place, being a community event, or a social drama (Turner, 1974). I have made such an attempt and in this text I make an effort to present such a description by referring to a school situated in a Polish village; a school raison d’être of which is nowadays endangered; a school which is “too small” and the existence of which is refused in view of the poverty of Polish communes. As a researcher I decided that my research material will be various phenomena, that is various aspects of the school’s life embraced in available narrations. On the one hand, by describing, I tell the story of the school but, simultaneously, I analyze the story material (contents of narration). This is how my microhistory is created (Domańska, 2005). On the other hand, I reconstruct the unique picture of minischools created through the exchange of meanings which happens within the space of this story. It is a story about schools which firstly are doomed to be closed down as they are unprofitable and later are saved by social forces through being created a new within a new legal framework (by an association). Consequently, because of the fact that main characters of this story proved to be parents who – as all people of the post-communist Poland – look with hope at their sense of agency and a democratic aspect of the order in which they live, the text can be perceived as a microhistory of democracy. |
| Idioma: | Inglés |
1 What does education mean for us and how do we get involved? Parents’ accounts in a Mexican rural community. por Maria Cristina Azaola; University of Bristol, Bristol, UK | 6 Types of parents and school strategies aimed at the creation of effective partnerships. por Friederik Smit; Radboud University, Nijmegen, the Netherlands,Geert Driessen; Radboud University, Nijmegen, the Netherlands,Roderick Sluiter; Radboud University, Nijmegen, the Netherlands,Peter Sleegers; Radboud University, Nijmegen, the Netherlands |
2 Building trust in elementary schools: the impact of home school community collaboration. por Esther Ho Sui Chu | 7 Teachers’ and community stakeholders’ perceptions about school – community relations in Cyprus. por George Anaxagorou; Cyprus College, Nicosia,Cyprus |
3 Crossing home – school border as rites de passage. por Maria Mendel | 8 Parental involvement: beyond demographics. por Stelios N. Georgiou; University of Cyprus, Nicosia, Cyprus |
4 Assessing parents’ satisfaction with their parental role for a more effective partnerships between families and schools. por Raquel-Amaya Martinez-Gonzalez; University of Oviedo, Oviedo, Spain,Beatriz Rodríguez-Ruiz; University of La Laguna, Tenerife, Spain | 9 Promoting closer ties and cooperation between the school, the family and the community in the framework of intercultural education. por Pavlina Hadjitheodoulou-Loizidou; Cyprus Pedagogical Institute, Latsia, Cyprus,Loizos Symeou; Department of Education Sciences, European University, Cyprus |
5 Challenging parents, teacher occupational stress and health in Dutch primary schools. por Bette Prakke; University of Professional Education, Utrecht, The Netherlands,Arie Van Peet; University of Professional Education, Utrecht, The Netherlands,Kees Van der Wolf; Universiteit van Amsterdam, The Netherlands | 10 School, family and the community in cooperation: the model of syneducation. por Iro Mylonakou; University of Athens, Athens, Greece,Ioannis Kekes; University of Athens, Athens, Greece |