Dyskurs podręcznikowy a dyskurs dziecięcy – odmienne postrzeganie rzeczywistości
Textbooks have become a source of assistance that settled for good into Polish education landscape, a measure without which many adults cannot imagine the school reality. At the same time, the lack of the comprehensive studies on education packs is noticeable. What is more, the voice of children in...
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| Format: | Article |
| Language: | English |
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University of Gdańsk
2017-05-01
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| Series: | Problemy Wczesnej Edukacji |
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| Online Access: | https://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/725 |
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| author | Aleksandra Szyller |
| author_facet | Aleksandra Szyller |
| author_sort | Aleksandra Szyller |
| collection | DOAJ |
| description | Textbooks have become a source of assistance that settled for good into Polish education landscape, a measure without which many adults cannot imagine the school reality. At the same time, the lack of the comprehensive studies on education packs is noticeable. What is more, the voice of children in Poland is marginalized or completely ignored, as opposed to the Western countries. The perspective of the youngest participants of the education process, who are the direct recipients of the textbook offer and are critical and thoughtful, is very rarely taken into account. Whereas their opinions may be a source of very powerful changes in education.
This article presents my own research results. The topic of undertaken study was the analysis of the most popular education packs for classes 1–3. The gathered data was enriched with third-grade students’ opinions about the tasks from the education packs and a description of their experiences related to the usage of those textbooks in school.
The study was conducted with a qualitative approach. As the study techniques, a documentary analysis and focus interviews (enriched with textbook tasks designed by children) were used. As resulting from the study, the textbook discourse is not a children’s discourse. Authors of these textbooks tend to forget about the real needs and capabilities of children. Students appeal for taking into account their high potential and putting into the textbooks subjects and tasks fitted to their development level, allowing them to take creative and divergent actions.
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| format | Article |
| id | doaj-art-0552d25c1b1e4dd481072e6b6e224744 |
| institution | Kabale University |
| issn | 1734-1582 2451-2230 |
| language | English |
| publishDate | 2017-05-01 |
| publisher | University of Gdańsk |
| record_format | Article |
| series | Problemy Wczesnej Edukacji |
| spelling | doaj-art-0552d25c1b1e4dd481072e6b6e2247442025-02-11T11:21:56ZengUniversity of GdańskProblemy Wczesnej Edukacji1734-15822451-22302017-05-0138310.26881/pwe.2017.38.10Dyskurs podręcznikowy a dyskurs dziecięcy – odmienne postrzeganie rzeczywistościAleksandra Szyller0Uniwersytet WarszawskiTextbooks have become a source of assistance that settled for good into Polish education landscape, a measure without which many adults cannot imagine the school reality. At the same time, the lack of the comprehensive studies on education packs is noticeable. What is more, the voice of children in Poland is marginalized or completely ignored, as opposed to the Western countries. The perspective of the youngest participants of the education process, who are the direct recipients of the textbook offer and are critical and thoughtful, is very rarely taken into account. Whereas their opinions may be a source of very powerful changes in education. This article presents my own research results. The topic of undertaken study was the analysis of the most popular education packs for classes 1–3. The gathered data was enriched with third-grade students’ opinions about the tasks from the education packs and a description of their experiences related to the usage of those textbooks in school. The study was conducted with a qualitative approach. As the study techniques, a documentary analysis and focus interviews (enriched with textbook tasks designed by children) were used. As resulting from the study, the textbook discourse is not a children’s discourse. Authors of these textbooks tend to forget about the real needs and capabilities of children. Students appeal for taking into account their high potential and putting into the textbooks subjects and tasks fitted to their development level, allowing them to take creative and divergent actions. https://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/725podręcznikdyskurs dziecięcydyskurs podręcznikowykonwergencyjność zadańmyślenie odtwórczezniewolenie |
| spellingShingle | Aleksandra Szyller Dyskurs podręcznikowy a dyskurs dziecięcy – odmienne postrzeganie rzeczywistości Problemy Wczesnej Edukacji podręcznik dyskurs dziecięcy dyskurs podręcznikowy konwergencyjność zadań myślenie odtwórcze zniewolenie |
| title | Dyskurs podręcznikowy a dyskurs dziecięcy – odmienne postrzeganie rzeczywistości |
| title_full | Dyskurs podręcznikowy a dyskurs dziecięcy – odmienne postrzeganie rzeczywistości |
| title_fullStr | Dyskurs podręcznikowy a dyskurs dziecięcy – odmienne postrzeganie rzeczywistości |
| title_full_unstemmed | Dyskurs podręcznikowy a dyskurs dziecięcy – odmienne postrzeganie rzeczywistości |
| title_short | Dyskurs podręcznikowy a dyskurs dziecięcy – odmienne postrzeganie rzeczywistości |
| title_sort | dyskurs podrecznikowy a dyskurs dzieciecy odmienne postrzeganie rzeczywistosci |
| topic | podręcznik dyskurs dziecięcy dyskurs podręcznikowy konwergencyjność zadań myślenie odtwórcze zniewolenie |
| url | https://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/725 |
| work_keys_str_mv | AT aleksandraszyller dyskurspodrecznikowyadyskursdzieciecyodmiennepostrzeganierzeczywistosci |