Katarzyna Gawlicz
Biographic Data
| ID | 200131 |
|---|---|
| NAME | Katarzyna Gawlicz |
| GIVEN NAMES | Katarzyna |
| FAMILY NAME | Gawlicz |
| SIGNATURE | GAWLICZ K |
| AFFILIATIONS | DSW University of Lower Silesia |
| ORCID | 0000-0003-1668-5393 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
A theory of children’s human rights education
Children’s entitlement to education about their human rights is affirmed by various United Nations treaties and emphasised in scholarly literature. However, the field of rights education for children is hindered by fragmented research and inconsistent terminology, resulting in conceptual confusion that obstructs the development of effective rights education practices. This article tackles these challenges by presenting an innovative theory of Chi…
The elusive content of children’s human rights education
There is strong support for educating children and young people about their human rights, but there is also widespread uncertainty about what this education should consist of—what the content of children’s human rights education should be. This article maps and synthesizes what previous research has identified as the main content areas and suggests a terminology for talking about content in education about, through and for rights. Drawing on two …
Nation, nature and childhood in five curricula: Towards Earthly education
This article explores the relations between nation, nature and childhood in five early childhood education curricula in the Nordic, post-socialist and settler-colonial states with the focus on the role education plays in the face of the climate crisis. The authors identify three interconnecting themes in which nation, nature and childhood are entangled in these curricula: 1) national nature as an object of learning; 2) nature and home/birth land …
Are participation rights a lingua franca? The complexities of translating and comparing the term 'participation' in educational contexts
Children's right to express their views under article 12 of the United Nations Convention on the Rights of the Child is commonly referred to as 'participation'. How this term is used in scholarship, policy and practice, however, varies enormously across linguistic and national contexts. This article reports and discusses four complexities associated with translating and comparing the term participation that were identified from a series of intern…
Teaching nature and nation in the Swedish mobile preschool
Ideas of nature, nation and childhood are intertwined in Nordic early childhood education. We explore in ethnographic data the ways nature is taught in Swedish mobile preschools. We show how everyday nationalism manifests in the teaching practices of 'good' pedagogy in nature. We argue that depending on who is teaching and learning, various constructions of nationhood emerge enabling the re-imagination of a single national imaginary to a plural o…
Na obrzeżach „systemu”. Polskie szkoły demokratyczne w perspektywie teorii architektur praktyk
Artykuł stanowi egzemplifikację możliwości wykorzystania teorii architektur praktyk Stephena Kemmisa jako narzędzia analitycznego w badaniach zmian edukacyjnych. Dotyczy on polskich szkół demokratycznych, czyli autonomicznych społeczności uczących się, opartych na idei wolności, które skupiają dzieci spełniające obowiązek szkolny poza szkołą. Szkoły te realizują model edukacji radykalnie odmienny od dominującego: definiują szkołę jako społeczność…
School as a site of transformative adult learning: Parents’ experiences of Polish democratic schools
This paper aims to explore transformative learning processes of parents involved in informal, parent-established democratic schools, which are novel educational initiatives in Poland. The author argues that the distinctive educational ideology and the practice of such schools expose parents to new understandings of education, the child and the parent, which prompts their transformative learning. Drawing on the conceptual framework of transformati…
Critiquing the use of children’s voice as a means of forging the community in a Polish democratic school
The paper examines school meetings held in a small democratic school in Poland in order to explore how school communities are formed. Drawing on Foucault’s concept of power, the authors analyse fieldnotes and interview excerpts to reveal how voice and scripted bodily expressions accompanying verbal utterances are privileged in these school meetings to forge a community. Rather than being merely a space where students can act as empowered particip…
Parental choice, collective identity and neoliberalism in alternative education: New free democratic schools in Poland
The article analyses a new educational development in Poland, that is, free democratic schools, which are grassroots initiatives of parents seeking an alternative to the traditional pedagogies of the public schooling. These schools form a broader network. Based on ethnographic research carried out at eight such schools over five years, the authors discuss the formation of schools, parents’ motivations, collective identity constructions, and inter…
Parental choice, collective identity and neoliberalism in alternative education: New free democratic schools in Poland
The article analyses a new educational development in Poland, that is, free democratic schools, which are grassroots initiatives of parents seeking an alternative to the traditional pedagogies of the public schooling. These schools form a broader network. Based on ethnographic research carried out at eight such schools over five years, the authors discuss the formation of schools, parents’ motivations, collective identity constructions, and inter…
Teaching nature and nation in the Swedish mobile preschool
Ideas of nature, nation and childhood are intertwined in Nordic early childhood education. We explore in ethnographic data the ways nature is taught in Swedish mobile preschools. We show how everyday nationalism manifests in the teaching practices of 'good' pedagogy in nature. We argue that depending on who is teaching and learning, various constructions of nationhood emerge enabling the re-imagination of a single national imaginary to a plural o…
School as a site of transformative adult learning: Parents’ experiences of Polish democratic schools
This paper aims to explore transformative learning processes of parents involved in informal, parent-established democratic schools, which are novel educational initiatives in Poland. The author argues that the distinctive educational ideology and the practice of such schools expose parents to new understandings of education, the child and the parent, which prompts their transformative learning. Drawing on the conceptual framework of transformati…
School as a site of transformative adult learning: Parents’ experiences of Polish democratic schools
This paper aims to explore transformative learning processes of parents involved in informal, parent-established democratic schools, which are novel educational initiatives in Poland. The author argues that the distinctive educational ideology and the practice of such schools expose parents to new understandings of education, the child and the parent, which prompts their transformative learning. Drawing on the conceptual framework of transformati…
Critiquing the use of children’s voice as a means of forging the community in a Polish democratic school
The paper examines school meetings held in a small democratic school in Poland in order to explore how school communities are formed. Drawing on Foucault’s concept of power, the authors analyse fieldnotes and interview excerpts to reveal how voice and scripted bodily expressions accompanying verbal utterances are privileged in these school meetings to forge a community. Rather than being merely a space where students can act as empowered particip…
Parental choice, collective identity and neoliberalism in alternative education: New free democratic schools in Poland
The article analyses a new educational development in Poland, that is, free democratic schools, which are grassroots initiatives of parents seeking an alternative to the traditional pedagogies of the public schooling. These schools form a broader network. Based on ethnographic research carried out at eight such schools over five years, the authors discuss the formation of schools, parents’ motivations, collective identity constructions, and inter…
Na obrzeżach „systemu”. Polskie szkoły demokratyczne w perspektywie teorii architektur praktyk
Artykuł stanowi egzemplifikację możliwości wykorzystania teorii architektur praktyk Stephena Kemmisa jako narzędzia analitycznego w badaniach zmian edukacyjnych. Dotyczy on polskich szkół demokratycznych, czyli autonomicznych społeczności uczących się, opartych na idei wolności, które skupiają dzieci spełniające obowiązek szkolny poza szkołą. Szkoły te realizują model edukacji radykalnie odmienny od dominującego: definiują szkołę jako społeczność…
Teaching nature and nation in the Swedish mobile preschool
Ideas of nature, nation and childhood are intertwined in Nordic early childhood education. We explore in ethnographic data the ways nature is taught in Swedish mobile preschools. We show how everyday nationalism manifests in the teaching practices of 'good' pedagogy in nature. We argue that depending on who is teaching and learning, various constructions of nationhood emerge enabling the re-imagination of a single national imaginary to a plural o…
A theory of children’s human rights education
Children’s entitlement to education about their human rights is affirmed by various United Nations treaties and emphasised in scholarly literature. However, the field of rights education for children is hindered by fragmented research and inconsistent terminology, resulting in conceptual confusion that obstructs the development of effective rights education practices. This article tackles these challenges by presenting an innovative theory of Chi…
The elusive content of children’s human rights education
There is strong support for educating children and young people about their human rights, but there is also widespread uncertainty about what this education should consist of—what the content of children’s human rights education should be. This article maps and synthesizes what previous research has identified as the main content areas and suggests a terminology for talking about content in education about, through and for rights. Drawing on two …
Nation, nature and childhood in five curricula: Towards Earthly education
This article explores the relations between nation, nature and childhood in five early childhood education curricula in the Nordic, post-socialist and settler-colonial states with the focus on the role education plays in the face of the climate crisis. The authors identify three interconnecting themes in which nation, nature and childhood are entangled in these curricula: 1) national nature as an object of learning; 2) nature and home/birth land …
Are participation rights a lingua franca? The complexities of translating and comparing the term 'participation' in educational contexts
Children's right to express their views under article 12 of the United Nations Convention on the Rights of the Child is commonly referred to as 'participation'. How this term is used in scholarship, policy and practice, however, varies enormously across linguistic and national contexts. This article reports and discusses four complexities associated with translating and comparing the term participation that were identified from a series of intern…
Political science (6 works) · Sociology (6 works) · Children's Rights and Participation (5 works) · Pedagogy (4 works) · Politics (4 works) · Democracy (3 works) · Gender Studies (3 works) · Gender Studies (3 works) · Global Educational Policies and Reforms (3 works) · Anthropology (2 works)