Edukacja obywatelska w Anglii – założenia, perspektywy, wyzwania

Britain is exceptional among modern Western democracies in having had citizenship education in public schools. British people have regarded themselves as “subjects” rather citizens. It has been changing recently. Due to social transformations, especially growing multiculturalism and associated social tensions, citizenship education became the core of social and political debate. After 1997, when the Labor Party came to power, the discourse of citizenship as well as citizenship education developed. The main aim of citizenship education in state schools is to build social cohesion and reduce social tension through dialogue. School curricula pay more attention to identity and cultural diversity. The aim of the paper is to present and analyse the main premises of educational policy in the context of citizenship education in public schools in England. I will also attempt to reconstruct the social and political debate on the consequences of introducing citizenship education to state schools.

Zmiany w programach kształcenia w zakresie edukacji obywatelskiej w Kanadzie

The aim of this article was to examine how the currently dominant neoliberal and neoconservative discourse is present in the sector of education. The subject of research was to show the influence of a certain ideology on the process of reformulating secondary schools curricula in Canada, especially in Ontario, and the program materials designed for adult immigrants preparing for a citizenship test. This paper explores the relationship between the neoliberal ideology present at the provincial level, where individual development and economic rationales are dominant, and the neoconservative ideology at the federal level, which recovers imperial roots of Canadian citizenship, grounded in the Anglo-Saxon tradition and colonial history.

Towards an Orthodox Marxian Reading of Subsumption(s) of Academic Labour

This paper deploys an orthodox Marxian reading of the concept of subsumption of labour under capital. It does so through a brief, critical overview of the components of the Marxian conceptual instrument of subsumption of labour under capital (formal, real, hybrid and ideal subsumption). Recapitulating Marx’s concept, it sheds some light on the consequences of such a reading as a way of understanding the current transformation of the global higher education sector into a capitalist production sector per se. The reconstruction is then considered here as an attempt to approximate the specifics of the subsumption of labour under capital within the higher education sector. Moreover, the paper aims at showing that a discussion of the university dominated by capital with reference to the functioning or constituting of markets does not provide real opportunities for the understanding and solution of such problems as precarization, exploitation or acceleration of academic work. Thus, it joins a wider stream of Marxist higher education research and could be seen as a conceptual contribution to a critique of the political economy of higher education.