Urszula Markowska-Manista – författare

This book presents research into inclusive education in Central and Eastern Europe (CEE), written by scholars based in CEE. Inclusive education has become a framework for understanding and embracing diversity but most of the research in this area has been carried out in intercultural or culturally diverse settings within a relatively inclusive and open framework of democratic/liberal and multicultural Western societies. Unlike many Western societies, the realities of CEE countries are often much less diverse and connected with different fragile historical and political processes, which puts tackling sensitive topics in a different context. The editors and contributors address the dominant Western ways of looking at inclusive and global education in CEE. They argue that Western leveraged pedagogy has been imposed on CEE and outline the context-specific problems of teaching global education in CEE. Collectively, the chapters offer critical responses to the issues of exclusion and exclusionary practices of 'silenced' minorities in CEE. Written by academics based in Czech Republic, Germany, Hungary Poland, Romania and Russia, the book cover topics including Roma genocide in Poland, teaching about Islam and teaching about LGBTQ+ issues. The book includes a preface written by Jacqueline Bhabha, Professor of the Practice of Health and Human Rights at Harvard University, USA.

This book presents research into inclusive education in Central and Eastern Europe (CEE), written by scholars based in CEE. Inclusive education has become a framework for understanding and embracing diversity but most of the research in this area has been carried out in intercultural or culturally diverse settings within a relatively inclusive and open framework of democratic/liberal and multicultural Western societies. Unlike many Western societies, the realities of CEE countries are often much less diverse and connected with different fragile historical and political processes, which puts tackling sensitive topics in a different context. The editors and contributors address the dominant Western ways of looking at inclusive and global education in CEE. They argue that Western leveraged pedagogy has been imposed on CEE and outline the context-specific problems of teaching global education in CEE. Collectively, the chapters offer critical responses to the issues of exclusion and exclusionary practices of ''silenced'' minorities in CEE. Written by academics based in Czech Republic, Germany, Hungary Poland, Romania and Russia, the book cover topics including Roma genocide in Poland, teaching about Islam and teaching about LGBTQ+ issues. The book includes a preface written by Jacqueline Bhabha, Professor of the Practice of Health and Human Rights at Harvard University, USA.

This book presents research into inclusive education in Central and Eastern Europe (CEE), written by scholars based in CEE. Inclusive education has become a framework for understanding and embracing diversity but most of the research in this area has been carried out in intercultural or culturally diverse settings within a relatively inclusive and open framework of democratic/liberal and multicultural Western societies. Unlike many Western societies, the realities of CEE countries are often much less diverse and connected with different fragile historical and political processes, which puts tackling sensitive topics in a different context. The editors and contributors address the dominant Western ways of looking at inclusive and global education in CEE. They argue that Western leveraged pedagogy has been imposed on CEE and outline the context-specific problems of teaching global education in CEE. Collectively, the chapters offer critical responses to the issues of exclusion and exclusionary practices of ''silenced'' minorities in CEE. Written by academics based in Czech Republic, Germany, Hungary Poland, Romania and Russia, the book cover topics including Roma genocide in Poland, teaching about Islam and teaching about LGBTQ+ issues. The book includes a preface written by Jacqueline Bhabha, Professor of the Practice of Health and Human Rights at Harvard University, USA.

This book presents research into inclusive education in Central and Eastern Europe (CEE), written by scholars based in CEE. Inclusive education has become a framework for understanding and embracing diversity but most of the research in this area has been carried out in intercultural or culturally diverse settings within a relatively inclusive and open framework of democratic/liberal and multicultural Western societies. Unlike many Western societies, the realities of CEE countries are often much less diverse and connected with different fragile historical and political processes, which puts tackling sensitive topics in a different context. The editors and contributors address the dominant Western ways of looking at inclusive and global education in CEE. They argue that Western leveraged pedagogy has been imposed on CEE and outline the context-specific problems of teaching global education in CEE. Collectively, the chapters offer critical responses to the issues of exclusion and exclusionary practices of 'silenced' minorities in CEE. Written by academics based in Czech Republic, Germany, Hungary Poland, Romania and Russia, the book cover topics including Roma genocide in Poland, teaching about Islam and teaching about LGBTQ+ issues. The book includes a preface written by Jacqueline Bhabha, Professor of the Practice of Health and Human Rights at Harvard University, USA.

Subjective human rights of children are reasonably fathomed cooperatively by practice, activism and research. Approaches in interdisciplinary learning and teaching in childhood and children’s rights are demonstrated as possibilities for social change through acquiring competencies to think and act children’s rights. This book is dedicated to Manfred Liebel and focuses on his life’s work. He has, throughout his life and work, combined social scientific childhood theories and children’s rights discourses with practical, topical examples of protagonism and agency of children and young people in different national and international contexts.

Subjective human rights of children are reasonably fathomed cooperatively by practice, activism and research. Approaches in interdisciplinary learning and teaching in childhood and children’s rights are demonstrated as possibilities for social change through acquiring competencies to think and act children’s rights. This book is dedicated to Manfred Liebel and focuses on his life’s work. He has, throughout his life and work, combined social scientific childhood theories and children’s rights discourses with practical, topical examples of protagonism and agency of children and young people in different national and international contexts.

Dieser Band repräsentiert den gegenwärtigen Diskurs, der an das Werk von Janusz Korczak anschließt und seinem Vermächtnis gewidmet ist. Aktuelle Dynamiken des Aufwachsens und der Bildung von Kindern an verschiedenen Orten in Europa werden von unterschiedlichen Autorinnen und Autoren mit je besonderen Bezügen zu Janusz Korczak aufgegriffen. Es entsteht ein Überblick über den Reichtum des Werks des polnisch-jüdischen Pädagogen sowie ein Rückblick und ein Ausblick auf viele Kindheit(en) und die Bedeutung dessen, was das Recht der Kinder ist.Theories and practices of self-determination and participation: Janusz Korczak in discourseThis volume represents the contemporary discourse that follows the work of Janusz Korczak and is dedicated to his legacy. Current dynamics of growing up and education of children in different places in Europe are taken up by a variety of author:s with unique references to Janusz Korczak. What emerges is an overview of the richness of the work of the Polish-Jewish pedagogue, as well as a look back and forward at many childhood(s) and the importance of what is the right of children.