Jitka Wirthová
Biographic Data
| ID | 4419533 |
|---|---|
| NAME | Jitka Wirthová |
| GIVEN NAMES | Jitka |
| FAMILY NAME | Wirthová |
| SIGNATURE | WIRTHOVÁ J |
| AFFILIATIONS | Charles University |
| ORCID | 0000-0003-2152-9803 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Educate, work, or live? Re-making the spatiotemporality of education through the radical openness of the home
The paper scrutinises the transformation of the space-times of education, work, and the home, the seeming naturalness of which was seriously disrupted by the pandemic. In contrast to studies focussed on spatial forces that operate through the system or policy, our empirical observation focuses on the everyday spatial and temporal practices of people deprived of seemingly stable policies, administrative timetables, and maps. We contest prevailing …
Collins varuje před bezuzdným zapojením veřejnosti do vědy
Absence of education in civil defence education
This paper focuses on the relationship between agency and knowledge within the context of rising nationalism and populism. The case is the Czech debate over the reintroduction of civil defence education (CDE). It was abandoned in 1989 but recently, many new and contradictory calls for its return have appeared. We aim to gain an understanding of what the nationalising of education does with actorship in educational governance and how agency is ach…
Introduction to the special issue ‘Return of the nation
This Special Issue of the European Educational Research Journal (Special Issue) contributes to the ongoing debate on the relationship between education, nationalism and populism to enhance scholarly understanding of the construction and maintenance of nationalism. The special issue consists in total of six original articles that cover different sources, spaces and forms of nationalism: banal and virulent, strategic and habitual, reproduced by sta…
Political and public engagement as topological boundary-making
The attitude of citizens of the post-communist countries of the CEE region towards public and political engagement is described in the literature as deficient: characterised mainly by civic and political passivity, disenchantment or withdrawal to the private sphere. We challenge this narrative and use the example of Czechia to show that not only ‘deficits’ are present, but also that people have a different understanding of what is political. We p…
Patterns of actorship in legitimation of educational changes
This paper examines how different meanings of knowledge (transnational, comparative, statistical, local, and personal) relationally stabilise the agential position for the legitimation of educational reform across state and non-state actors. Analysing the materiality and systems of reason of proposals to reform education in the pre-election debates in the Czech Republic, the focus is placed on different patterns of legitimate and legitimating act…
Civil defence education
This paper focuses on the push to stabilise society through civil defence education (CDE) in the changing context of nationalism and populism. We analysed the way in which justifications and criticism of civil defence education (CDE) have evolved as an ordering project intended to solve the problems with dangers that were variously defined. We identified two locations of the danger to be tackled by the new CDE – external and specific; and interna…
How to Write a Proof
Writing strategic documents is a major practice of many actors striving to see their educational ideas realised in the curriculum. In these documents, arguments are systematically developed to create the legitimacy of a new educational goal and competence to make claims about it. Through a qualitative analysis of the writing strategies used in these texts, I show how two of the main actors in the Czech educational discourse have developed a proof…
Legitimising Educational Reforms
The article focuses on knowledge regimes within the normative discourse of the reform of Czech educational curricula. Engaging with the relational ontology of 'third-wave sociology of education', the article presents a qualitative analysis of strategic documents that sheds light on the divergent systems of reasons for particular educational changes. The research traced legitimising (justifying and criticising) strategies in authorised documents (…
No prominent works on this page.
How to Write a Proof
Writing strategic documents is a major practice of many actors striving to see their educational ideas realised in the curriculum. In these documents, arguments are systematically developed to create the legitimacy of a new educational goal and competence to make claims about it. Through a qualitative analysis of the writing strategies used in these texts, I show how two of the main actors in the Czech educational discourse have developed a proof…
Legitimising Educational Reforms
The article focuses on knowledge regimes within the normative discourse of the reform of Czech educational curricula. Engaging with the relational ontology of 'third-wave sociology of education', the article presents a qualitative analysis of strategic documents that sheds light on the divergent systems of reasons for particular educational changes. The research traced legitimising (justifying and criticising) strategies in authorised documents (…
Patterns of actorship in legitimation of educational changes
This paper examines how different meanings of knowledge (transnational, comparative, statistical, local, and personal) relationally stabilise the agential position for the legitimation of educational reform across state and non-state actors. Analysing the materiality and systems of reason of proposals to reform education in the pre-election debates in the Czech Republic, the focus is placed on different patterns of legitimate and legitimating act…
Civil defence education
This paper focuses on the push to stabilise society through civil defence education (CDE) in the changing context of nationalism and populism. We analysed the way in which justifications and criticism of civil defence education (CDE) have evolved as an ordering project intended to solve the problems with dangers that were variously defined. We identified two locations of the danger to be tackled by the new CDE – external and specific; and interna…
Absence of education in civil defence education
This paper focuses on the relationship between agency and knowledge within the context of rising nationalism and populism. The case is the Czech debate over the reintroduction of civil defence education (CDE). It was abandoned in 1989 but recently, many new and contradictory calls for its return have appeared. We aim to gain an understanding of what the nationalising of education does with actorship in educational governance and how agency is ach…
Introduction to the special issue ‘Return of the nation
This Special Issue of the European Educational Research Journal (Special Issue) contributes to the ongoing debate on the relationship between education, nationalism and populism to enhance scholarly understanding of the construction and maintenance of nationalism. The special issue consists in total of six original articles that cover different sources, spaces and forms of nationalism: banal and virulent, strategic and habitual, reproduced by sta…
Political and public engagement as topological boundary-making
The attitude of citizens of the post-communist countries of the CEE region towards public and political engagement is described in the literature as deficient: characterised mainly by civic and political passivity, disenchantment or withdrawal to the private sphere. We challenge this narrative and use the example of Czechia to show that not only ‘deficits’ are present, but also that people have a different understanding of what is political. We p…
Collins varuje před bezuzdným zapojením veřejnosti do vědy
Educate, work, or live? Re-making the spatiotemporality of education through the radical openness of the home
The paper scrutinises the transformation of the space-times of education, work, and the home, the seeming naturalness of which was seriously disrupted by the pandemic. In contrast to studies focussed on spatial forces that operate through the system or policy, our empirical observation focuses on the everyday spatial and temporal practices of people deprived of seemingly stable policies, administrative timetables, and maps. We contest prevailing …
Law (7 works) · Political science (7 works) · Politics (7 works) · Sociology (7 works) · Educator Training and Historical Pedagogy (4 works) · Global Educational Policies and Reforms (4 works) · Political economy (4 works) · Civil society (3 works) · Czech (3 works) · Global Education and Multiculturalism (3 works)