Pedagogika emancypacyjna a pedagogika specjalna – kluczowe kategorie w emancypacyjnym dyskursie niepełnosprawności

Abstract

Dorota Podgórska-Jachnik, Pedagogika emancypacyjna a pedagogika specjalna -kluczowe kategorie w emancypacyjnym dyskursie niepełnosprawności [Emancipatory pedagogy and special education -the key categories in emancipatory discourse of disability]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 10, Poznań 2015. Pp. 15-32. Adam Mickiewicz University Press. ISSN 2300-391XInterest of special education in the issue of emancipation emerges from an opression, often experienced by people with disabilities. Emancipation is usually understood as liberation from all kinds of dependence, oppression or fear, as the attainment of self-reliance and independence. This justifies the importance of stimulating the activity of emancipation by special educators. The issue, however, is a way of shaping emancipation competences. Although the emancipatory paradigm has not yet been fully utilized within this sub-discipline, it seems to be an inspiring research perspective. The article presents the key issues, discourses and concepts associated with the paradigm of emancipation in special education.

Being the Subject of Education – Pandemic and Post-Pandemic Experiences of Students With Disabilities, Their Teachers and Parents

“…The concepts present in special education regarding a multidimensional perspective on disability emphasise the context of the subjectivity 1 of the person experiencing the disability or developmental disorder (and related aspects such as dignity, autonomy, identity) (Goldan et al, 2022;Niemi & Mietola, 2017;Podgórska-Jachnik, 2009;Rozek & Stobäus, 2017;Rzeźnicka-Krupa, 2011;Szczupał, 2008). The subjectivist view of the human being includes humanistic thinking about one's autonomy, inner independence and responsibility for one's own behaviour, as well as the right to shape one's own destiny (Głodkowska, 2014;Kosakowski, 2009).…”

Neurodiversity and (Semantic) Space for the Academic Inclusion of People on the Autism Spectrum

“…The analysis presented in the article is the result of a meeting: the meeting of investigations by two authors, concerning the psychosocial aspects of functional disorders, including ADHD (Podgórska-Jachnik, 2019) and their emancipatory context (Podgórska-Jachnik, 2015) and concerning the issue of autism from the perspective of neurodiversity and the place for neurodiverse people in higher education (Cierzniewska, 2021) in the broader context of research on the academic community (Cierzniewska, 2011). This collaboration resulted in finding a common field of research focused on the application of the concept of neurodiversity in inclusive education, primarily at the level of higher education, but also at other levels and in other forms -in both epistemic and didactic aspects -and support in general (authors' joint research project).…”