Na granicy Unii Europejskiej – pozycja europejskich terytoriów autonomicznych w dobie globalizacji i integracji. Przypadek Wysp Alandzkich

The model of autonomy developed by the Aland Isles can provide a number of interesting solutions applicable in other territories. Territorial autonomy as a manner of ensuring the political and economic rights of the minority involves facing up to the challenges of European integration and globalization. It seems that the Aland Isles have successfully coped with this challenge. Firstly, they were able to present and promote their own interests during the accession negotiations in an efficient manner. Secondly, they maintained (and additionally strengthened by including it in the aquis communitaire) their separate, autonomous status and the guarantees of identity protection by virtue of limiting the rights of persons without domicile rights to purchase land and run business activity. Thirdly, they managed to obtain a special status excluding them from the process of indirect tax harmonization, thus ensuring considerable economic benefits. Fourthly, both Finland and the European Union confirmed their autonomy, demilitarization and neutrality allowing the Isles to retain their former status under the new circumstances. Fifthly, they obtained representation in the Committee of the Regions and a defined position on European matters in Finland. The skillful application of the existing solutions and the winning of an advantageous set of derogations and exceptions strengthened the position of the Isles both with respect to Finland and the international surroundings. The Isles’ economic, cultural and political protection was augmented. Alongside their participation in international organizations, such as The Nordic Board, the Aland Isles have remained active and discernible on the international arena.

Neutralność płci w szwedzkiej polityce edukacyjnej

The Author discusses the concept of gender neutrality in the context of the Swedish education system. The article is based on critical analyses of the international press discourse, studies of Nordic scholars and on a small-scale empirical study carried out in Stockholm in the autumn of 2014. The study involved non participant observation, interviews with academics associated with the subject matter, interviews with head teachers of schools and nurseries in Stockholm and a number of openquestion, questionnaires completed by teachers and students enrolled in specialist teaching courses at Stockholm University at the time of the study. This triangulation of qualitative techniques allowed the building of an in-depth understanding of what gender neutrality means in educational practice.