Simona Szakác
Biographic Data
| ID | 156178 |
|---|---|
| NAME | Simona Szakác |
| GIVEN NAMES | Simona |
| FAMILY NAME | Szakác |
| SIGNATURE | SZAKÁC S |
| AFFILIATIONS | University of Essex |
| ORCID | 0000-0003-4454-6008 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Transforming methodologies – reconsidering the tools and logics of educational research in the digital era
This special issue of Learning, Media, and Technology asks how the digital transformation reshapes the methodologies of educational research. This question is deceptive in its seeming simplicity. O
(Aus-)Handlungen des Transnationalen: Diskursive Praktiken auf Schulwebsites verschiedener Bildungssegmente
Der Beitrag rückt Schulwebsites und diskursive Praktiken im Horizont von Transnationalisierung in den Fokus und untersucht, wie sich Transnationalisierung in den Onlinedarstellungen von Schul- und Schüler*innenaustauschen, (extra-)curricularen Angeboten und Projekten, aber auch Bezugnahmen auf die eigene Schüler*innenschaft zeigt bzw. wechselseitig hergestellt wird. Die Autorinnen verstehen Schulen in diesem Kontext als organisationale Akteurinne…
Transformation and transnationalisation of schooling: Wherein lies the transformative potential of Global Citizenship Education
Ausgehend von verschiedenen Konzeptionen „des Transnationalen“ in der Bildung, wird in dem Beitrag das transformative Potenzial der Global Citizenship Education (GCE) befragt und inwieweit sie als Teil eines breiteren Transnationalisierungsprozesses betrachtet werden kann. Dies geschieht mit Rekurs auf den Neoinstitutionalismus (Ramirez, & Meyer, 2002), das Konzept Transnationale Bildungsräume (Adick, 2005; Hornberg, 2010) und einem emischen Ansa…
Between Antigypsyism and Human Rights Education: A Critical Discourse Analysis of the Representations of the Roma Holocaust in European Textbooks
This paper investigates representations of the Roma Holocaust in European textbooks on history, civics, and geography for pupils in upper primary to the end of secondary education. By applying critical discourse analysis (CDA) to a dataset of 472 passages and images referring to the Roma Holocaust from 869 textbooks, this paper reveals educational discourses of in/exclusion by focusing on narratives and linguistic tools, such as speech acts, leve…
Schooling for transnational solidarity? a comparison of differently Europeanising school curricula in Germany
To what extent are differently ‘Europeanising’ school forms programmatically geared towards building transnational solidarities, as their ethoses might suggest? This study draws on an analysis of discursive constructions of solidarity in the curricula for social studies and humanities at secondary level of two forms of schooling promoting a European ethos: the supranationally organised Schola Europaea and state-organised schools with a European p…
Childhood and Schooling in (Post)Socialist Societies: Memories of Everyday Life
As a child of (post)socialism growing up in 1980s Romania and moving West for further education and work, I read this volume with a double sense of excitement and wonder: first – to find that I am
Postcolonial readings of Romanian identity narratives
Europeanization qua Institutionalization of World Culture: Examples from Post-1989 Romanian Education
Inspired by World Society scholarship, I use examples from the Romanian educational sphere to examine Europeanization in relation with worldwide developments. Instead of seeing Europeanization broadly as the process of becoming more ‘European’ (an approach that encounters the difficulty of defining ‘Europe’), or narrowly as a process of ‘EU-ization’ (an approach that suffers from EU-centric blindness to the rest of the world), I propose to define…
Changing Patterns of Nation‐Building: Educational Reform Narratives in Post‐Socialist R omania
Through an investigation of policy documents and reports from post‐1989 R omanian education reform, this article argues that what came to be known in the early 1990s as a ‘post‐socialist condition’, characterized by exuberant nationalism, needs to be rethought. Rather than an exceptional path, R omanian education displays conspicuous synchronization with wider world trends, while some peculiar national narratives in explaining reform failures per…
Old Wine into New Bottles? Europeanization and Diversity in Multi-Ethnic Romanian Schools
After the collapse of the communist regime, Romanian education policy has taken a turn towards Europeanization. Drawing from fieldwork data collected in the multicultural district of Cluj, I focus on diversity as an aspect of Europeanization of schooling in Romania. My findings reveal that Europeanization works symbolically rather than substantially in educational establishments enrolling a multi-ethnic student body. Although diversity is embrace…
European Society
Reconceptualizing the Republic: Diversity and Education in France, 1945-2008
Since the nineteenth century, France, not unlike the United States, has experienced significant immigration and, as a result, great flux. Yet, the French public discourse and policy instruments concerned with ethnic and racial diversities evolved in sharp contrast to those in the United States. Whereas U.S. nation-building incorporated the recognition of ethnoracial identities, with all of its trials and tribulations, the French nation's trajecto…
Reconceptualizing the Republic: Diversity and Education in France, 1945-2008
Since the nineteenth century, France, not unlike the United States, has experienced significant immigration and, as a result, great flux. Yet, the French public discourse and policy instruments concerned with ethnic and racial diversities evolved in sharp contrast to those in the United States. Whereas U.S. nation-building incorporated the recognition of ethnoracial identities, with all of its trials and tribulations, the French nation's trajecto…
Changing Patterns of Nation‐Building: Educational Reform Narratives in Post‐Socialist R omania
Through an investigation of policy documents and reports from post‐1989 R omanian education reform, this article argues that what came to be known in the early 1990s as a ‘post‐socialist condition’, characterized by exuberant nationalism, needs to be rethought. Rather than an exceptional path, R omanian education displays conspicuous synchronization with wider world trends, while some peculiar national narratives in explaining reform failures per…
Old Wine into New Bottles? Europeanization and Diversity in Multi-Ethnic Romanian Schools
After the collapse of the communist regime, Romanian education policy has taken a turn towards Europeanization. Drawing from fieldwork data collected in the multicultural district of Cluj, I focus on diversity as an aspect of Europeanization of schooling in Romania. My findings reveal that Europeanization works symbolically rather than substantially in educational establishments enrolling a multi-ethnic student body. Although diversity is embrace…
European Society
Reconceptualizing the Republic: Diversity and Education in France, 1945-2008
Since the nineteenth century, France, not unlike the United States, has experienced significant immigration and, as a result, great flux. Yet, the French public discourse and policy instruments concerned with ethnic and racial diversities evolved in sharp contrast to those in the United States. Whereas U.S. nation-building incorporated the recognition of ethnoracial identities, with all of its trials and tribulations, the French nation's trajecto…
Old Wine into New Bottles? Europeanization and Diversity in Multi-Ethnic Romanian Schools
After the collapse of the communist regime, Romanian education policy has taken a turn towards Europeanization. Drawing from fieldwork data collected in the multicultural district of Cluj, I focus on diversity as an aspect of Europeanization of schooling in Romania. My findings reveal that Europeanization works symbolically rather than substantially in educational establishments enrolling a multi-ethnic student body. Although diversity is embrace…
Changing Patterns of Nation‐Building: Educational Reform Narratives in Post‐Socialist R omania
Through an investigation of policy documents and reports from post‐1989 R omanian education reform, this article argues that what came to be known in the early 1990s as a ‘post‐socialist condition’, characterized by exuberant nationalism, needs to be rethought. Rather than an exceptional path, R omanian education displays conspicuous synchronization with wider world trends, while some peculiar national narratives in explaining reform failures per…
Europeanization qua Institutionalization of World Culture: Examples from Post-1989 Romanian Education
Inspired by World Society scholarship, I use examples from the Romanian educational sphere to examine Europeanization in relation with worldwide developments. Instead of seeing Europeanization broadly as the process of becoming more ‘European’ (an approach that encounters the difficulty of defining ‘Europe’), or narrowly as a process of ‘EU-ization’ (an approach that suffers from EU-centric blindness to the rest of the world), I propose to define…
Postcolonial readings of Romanian identity narratives
Childhood and Schooling in (Post)Socialist Societies: Memories of Everyday Life
As a child of (post)socialism growing up in 1980s Romania and moving West for further education and work, I read this volume with a double sense of excitement and wonder: first – to find that I am
Schooling for transnational solidarity? a comparison of differently Europeanising school curricula in Germany
To what extent are differently ‘Europeanising’ school forms programmatically geared towards building transnational solidarities, as their ethoses might suggest? This study draws on an analysis of discursive constructions of solidarity in the curricula for social studies and humanities at secondary level of two forms of schooling promoting a European ethos: the supranationally organised Schola Europaea and state-organised schools with a European p…
Between Antigypsyism and Human Rights Education: A Critical Discourse Analysis of the Representations of the Roma Holocaust in European Textbooks
This paper investigates representations of the Roma Holocaust in European textbooks on history, civics, and geography for pupils in upper primary to the end of secondary education. By applying critical discourse analysis (CDA) to a dataset of 472 passages and images referring to the Roma Holocaust from 869 textbooks, this paper reveals educational discourses of in/exclusion by focusing on narratives and linguistic tools, such as speech acts, leve…
(Aus-)Handlungen des Transnationalen: Diskursive Praktiken auf Schulwebsites verschiedener Bildungssegmente
Der Beitrag rückt Schulwebsites und diskursive Praktiken im Horizont von Transnationalisierung in den Fokus und untersucht, wie sich Transnationalisierung in den Onlinedarstellungen von Schul- und Schüler*innenaustauschen, (extra-)curricularen Angeboten und Projekten, aber auch Bezugnahmen auf die eigene Schüler*innenschaft zeigt bzw. wechselseitig hergestellt wird. Die Autorinnen verstehen Schulen in diesem Kontext als organisationale Akteurinne…
Transformation and transnationalisation of schooling: Wherein lies the transformative potential of Global Citizenship Education
Ausgehend von verschiedenen Konzeptionen „des Transnationalen“ in der Bildung, wird in dem Beitrag das transformative Potenzial der Global Citizenship Education (GCE) befragt und inwieweit sie als Teil eines breiteren Transnationalisierungsprozesses betrachtet werden kann. Dies geschieht mit Rekurs auf den Neoinstitutionalismus (Ramirez, & Meyer, 2002), das Konzept Transnationale Bildungsräume (Adick, 2005; Hornberg, 2010) und einem emischen Ansa…
Transforming methodologies – reconsidering the tools and logics of educational research in the digital era
This special issue of Learning, Media, and Technology asks how the digital transformation reshapes the methodologies of educational research. This question is deceptive in its seeming simplicity. O
Political science (11 works) · Sociology (10 works) · Law (7 works) · Global Education and Multiculturalism (6 works) · Educator Training and Historical Pedagogy (5 works) · Gender Studies (5 works) · Global Educational Policies and Reforms (5 works) · Philosophy (5 works) · Law (4 works) · Narrative (4 works)