O interdyscyplinarności komparatystyki

For the past fifty years, the interest in issues beyond pure philology has been a watchword in comparative literary studies. Comparative studies, which by default employ a variety of methods, run the major risk – as the experience of American comparative literature shows – of descending into dangerous ‘everythingism’ or losing its identity. However, it performs well when literature remains one of the segments of comparison. In such instances, it proves efficacious in exploring the ‘correspondences of arts’, the problems of identity and multiculturalism as well as contributes to the research into the transfer of ideas. Hence, it delves into phenomena which exist on the borderlines of literature, fine arts and other fields of humanities, employing strategies of interpretation which are typical for each of those fields. This means that in the process there emerges a “borderline methodology”, whose distinctive feature is heterogeneity of conducting research. This, in turn, requires the scholar to be both ingenious and creative while selecting topics as well as to possess competence in literary studies and the related field.

Edukacja w/dla wielokulturowości. Casus Singapuru

Singapore brings together representatives of different cultures. Currently, 76% of the Singapore population is Chinese, 14% - Malay, 8% Hindu. All of them (with the rest 2%) have a possibility to participate in one of the best education models in the world. However, education and other political institutions are assessed in an ambivalent way. The article will address these controversies, including the Confucian thought of self-improvement and Peranakan Chinese as an example for the hypothesis.

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.

Edukacja i kultura. Studium nad szkolnictwem obowiązkowym w Szwecji

Wydział Studiów Edukacyjnych