Dozwolone od lat 18? O literaturze i innych formach kultury dla dzieci i młodzieży

Dr. Justyna Deszcz-Tryhubczak and Mateusz Marecki, MA, were invited by the Institute of Dutch Studies in Wrocław to give a talk at the conference Dozwolone do lat 18? O literaturze i innych formach kultury dla dzieci i młodzieży, which was held on 26 April, 2017. In their talk entitled Whose Canon? The Absence of Children’s Voices in the Polish Canon Battle they pointed out the benefits of including young readers’ opinions in the process of designing the lists of prescribed texts in school curricula. See http://nl-interdyscyplinarnie.uni.wroc.pl/niderlandystyka-interdyscyplinarnie-v-dozwolone-do-lat-18-2/#

Dr Justyna Deszcz-Tryhubczak i mgr Mateusz Marecki zostali zaproszeni przez Koło Naukowe Studentów Niderlandystyki we Wrocławiu, by wygłosić wykład podczas konferencji Dozwolone od lat 18? O literaturze i innych formach kultury dla dzieci i młodzieży, która odbyła się 26 kwietnia 2017 roku. W swojej prezentacji zatytułowanej Czy kanon? Głos uczniów w dyskusji o liście lektur szkolnych wskazywali na korzyści płynące z włączania głosów młodych czytelników do dyskusji dotyczącej kształtu i funkcji kanonu lektur. Więcej informacji o konferencji: http://nl-interdyscyplinarnie.uni.wroc.pl/niderlandystyka-interdyscyplinarnie-v-dozwolone-do-lat-18-2/#

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Cultural Representations of Transnational Childhoods: European-Australian-American perspectives Seminar 13 May 2017, University of Wroclaw

Location:
Institute of English Studies
University of Wrocław
ul. Kuźnicza 22
Room 212

Convenors

Dr. Justyna Deszcz-Tryhubczak (University of Wroclaw)

Dr. Dorota Kołodziejczyk (University of Wroclaw)

Dr. Katarzyna Kwapisz Williams (Australian National University)

 

 

It is assumed in Western culture that children have a natural need for a stable and safe domestic and familial environment (Holloway and Valentine 2000). Yet research reveals that the number of children whose everyday lives have been marked by mobility and risks it entails is increasing substantially (Ní Laoire et al. 2010). Child-centered studies of migration in particular show that children often become actors in the immigration process as they negotiate their identifications with places and cultures. Acknowledging and understanding both children’s agency and their active participation in the mobility of their families, for example as language and cultural brokers, requires a transnational literacy (Spivak 1992, Brydon 2003, Lee 2011) and relying on child-centered critical and pedagogical methodologies aimed at examining the influence of transnationalism on children’s lives (Spivak 1992, Brydon 2003, Lee 2011). Therefore, while substantial attention has been given to these phenomena in sociological studies of childhood, children’s movement across geopolitical borders also needs to be analyzed from a cultural perspective. We invite papers exploring past and contemporary representations of transnational childhoods in literature, film and other media that foreground the mobile nature of children’s lives and thus encourage a reflection on children’s experiences of mobility as an essential factor in their cognitive and emotional development.

 

PROGRAM

 

 9.00am                        Morning tea on arrival

 9.20am                        Welcome

9.30am – 11.00am       Session 1

Moderator: Marina Balina

  • Elizabeth Hale (University of New England), “Sea and the Antipodes in Children’s Literature”

 

  • Mateusz Świetlicki (University of Wrocław), “Children of the Revolution: Loss, Migration, and Maturation in Halyna Kyrpa’s My Dad Became a Star

 

  • Anna Bugajska (Tischner European University), “Transnational Childhoods in More Than This by Patrick Ness”

 

  • Discussion

 

10.00am – 11.20am     Coffee break  

11.20am – 12.50pm     Session 2

Moderator: Anna Cichoń

  • Joanna Wojdon (University of Wrocław), “A model identity of ethnic minority children in the Soviet Union”

 

  • Dorota Kołodziejczyk (University of Wrocław), “Tolerance or active multiculturalism? A comparative look at cultural inclusivity at schools.”

 

  • Justyna Deszcz-Tryhubczak & Mateusz Marecki (University of Wrocław), “Literary Education and Transnational Citizenship”

 

  • Discussion

1.00pm – 2.20pm         Lunch (Bazylia)

2.30pm – 4.00pm         Session 3

Moderator: Elizabeth Hale

  • Elżbieta Klimek-Dominiak (University of Wrocław), “Relocations and Complex Trauma: Mobility, Gender, Class, and Race in Eva Hoffman’s Life Writing and Dorothy Allison’s Bastard out of Carolina

 

  • Katarzyna Kwapisz Williams (The Australian National University), “Growing out of migrancy: Suburban childhoods and transnational worlds in recent Australian life writing.”

 

  • Marina Balina (Illinois Wesleyan University), “Writing Her/His/Story, Writing Trauma: Re-visions of the Stalinist Past”

 

4.00pm – 4.20pm         Coffee break

4.20pm – 5.20pm         Session 4

Moderator: Katarzyna Kwapisz Williams

  • Anna Cichoń (University of Wrocław), “Ambivalence of Constructions of Colonial Childhood in Doris Lessing’s Memoirs”

 

  • Marta Mamet-Michalkiewicz (University of Silesia in Katowice), “Narratives of Home: Cultural Representations of Childhood in Umi Sinha’s Belonging

 

  • Discussion 

5.20pm – 5.45pm         Concluding remarks

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ZAPROSZENIE DLA NAUCZYCIELI JĘZYKA ANGIELSKIEGO | KONGRES BRING TEACHING TO LIFE | 19-21 MAJA 2017

 

Więcej informacji: http://bttl.com.pl

BTTL INVITE

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Czyj kanon? Dyskusja o lekturach/Whose Canon? A Discussion about School Reading Books: Report

13 marca 2017 r. w Muzeum Współczesnym Wrocław odbyła się debata o kanonie lektur w Polsce, zorganizowana przez Pracownię Literatury oraz Kultury Dziecięcej i Młodzieżowej przy IFA. Spotkanie poprowadzili dr Justyna Deszcz-Tryhubczak i mgr Mateusz Marecki. Zaproszeni paneliści – mgr Ewa Chawar (nauczycielka języka polskiego w SP nr 28), Dorota Sikora (uczennica gimnazjum), Eryk Pszczołkowski (uczeń szkoły podstawowej), dr hab. Dominika Ferens (IFA) i dr hab. Kordian Bakuła (IFP) – oraz widownia dyskutowali o tym, kto kształtuje i powinien kształtować kanon lektur w Polsce oraz o tym, czego brakuje w najnowszej propozycji obowiązkowej listy lektur. Wśród propozycji zmian pojawił się m.in. pomysł zdemokratyzowania procesu decyzyjnego w kształtowaniu listy lektur tak, by brali w nim udział przede wszystkim nauczyciele, uczniowie i rodzice, oraz pomysł uzupełnienia kanonu o ksiązki obrazkowe, o pozycje związane z kulturą i historią regionu oraz o ksiązki odzwierciedlające różnorodność kulturową, religijną i seksualną w Polsce.

 

On 13 March 2017 the Wrocław Contemporary Museum (MWW) hosted a debate about the canon of primary school books in Poland, which was organized and moderated by Dr. Justyna Deszcz-Tryhubczak and Mateusz Marecki from the Centre for Young People’s Literature and Culture. The invited panelists—Ms. Ewa Chawar (a Polish teacher at the Primary School No. 28 in Wrocław), Dorota Sikora (a junior high school student), Eryk Pszczołkowski (a primary school student), Prof. Dominika Ferens (Department of English Studies) and Prof. Kordian Bakuła (Department of Polish Studies)—and the audience were asked to reflect on two principal questions: (1) Who participates and should participate in shaping school canons in Poland? (2) What is missing in the recently revisited reading curriculum? Suggestions have been made to rectify the prevalent model of canon-making by leaving the decision of designing reading lists to organized communities of teachers, students and parents and by supplementing the existing canon of books with graphic novels, with books that are closely related to the history and culture of a given region, and with books that would more fully reflect the cultural, religious and sexual diversity of Polish society.

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Czyj kanon? Dyskusja o lekturach

Czyj kanon? Dyskusja o lekturach
13.3.2017 (poniedziałek), godz. 17:30, Beautiful Tube

W listopadzie 2016 roku Ministerstwo Edukacji Narodowej ogłosiło nową obowiązkową listę lektur dla szkół podstawowych. Serdecznie zapraszamy wrocławian i wrocławianki (dzieci, młodzież, nauczycieli, rodziców oraz wszystkich tych, których interesuje szkolne nauczanie literatury), do udziału w dyskusji. Zadamy sobie pytanie o to, kto powinien decydować o zawartości listy lektur? Zastanowimy się również, czy nie należy poszerzyć jej na przykład o pozycje pokazujące związki literatury ze sztuką, operujące językiem wizualnym, artystycznym.

W panelu wezmą udział: mgr Ewa Chawar (nauczycielka w Szkole Podstawowej nr 28 we Wrocławiu), dr hab. Dominika Ferens (Instytut Filologii Angielskiej Uniwersytetu Wrocławskiego), dr hab. Kordian Bakuła (Instytut Filologii Polskiej Uniwersytetu Wrocławskiego), Magdalena Skowrońska (Muzeum Współczesne Wrocław, „Książki do patrzenia”) oraz uczniowie: Dorota Sikora (Gimnazjum nr 9 we Wrocławiu) i Eryk Pszczołowski (Szkoła Podstawowa nr 28 we Wrocławiu).

Spotkanie poprowadzą dr Justyna Deszcz-Tryhubczak i mgr Mateusz Marecki z Pracowni Literatury oraz Kultury Dziecięcej i Młodzieżowej w Instytucie Filologii Angielskiej Uniwersytetu Wrocławskiego.

Organizatorzy: Pracownia Literatury oraz Kultury Dziecięcej i Młodzieżowej w Instytucie Filologii Angielskiej Uniwersytetu Wrocławskiego oraz Muzeum Współczesne Wrocław

 
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Cultural Representations of Transnational Childhoods Day Seminar 13/5/2017, University of Wroclaw

Cultural Representations of Transnational Childhoods

Day Seminar 13/5/2017, University of Wroclaw

 

organized by the Center for Young People’s Literature and Culture and the Center for Postcolonial Studies, Institute of English Studies, the University of Wroclaw

in collaboration with the Centre for European Studies, Australian National University

 

It is assumed in Western culture that children have a natural need for a stable and safe domestic and familial environment (Holloway and Valentine 2000). Yet research reveals that the number of children whose everyday lives have been marked by mobility and risks it entails is increasing substantially (Ní Laoire et al. 2010). Child-centered studies of migration in particular show that children often become actors in the immigration process as they negotiate their identifications with places and cultures. Acknowledging and understanding both children’s agency and their active participation in the mobility of their families, for example as language and cultural brokers, requires a transnational literacy (Spivak 1992, Brydon 2003, Lee 2011) and relying on child-centered critical and pedagogical methodologies aimed at examining the influence of transnationalism on children’s lives (Spivak 1992, Brydon 2003, Lee 2011). Therefore, while substantial attention has been given to these phenomena in sociological studies of childhood, children’s movement across geopolitical borders also needs to be analyzed from a cultural perspective. We invite papers exploring past and contemporary representations of transnational childhoods in literature, film and other media that foreground the mobile nature of children’s lives and thus encourage a reflection on children’s experiences of mobility as an essential factor in their cognitive and emotional development.

Possible areas of interest include

motifs of home and belonging, children’s creation of belonging

negotiations of belonging between/across cultures

intersections between children’s mobility, gender, class and race

children is diasporas

inter/intragenerational relationships

international and internal migrations

(digital) media and identity formation

emigration from “new” Europe to “old” Europe

ethnic/minority children in communism

longing for mobility in situations of restricted access to border-crossing

We welcome abstracts of 300 words before 1st April, 2017. To submit an abstract or for any questions, please email Dr. Justyna Deszcz-Tryhubczak at justyna.deszcz-tryhubczak@uwr.edu.pl.

The participation in the seminar is free of charge. We offer refreshments and cold lunch.

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Learning to Include/Wychowanie do nauczania włączającego

We would like to invite everyone to propagate the project Learning to Include, whose goal is to prepare educators to teach typically developing children about disabilities. The project team, coordinated by  Bartosz Wilimborek from  Warsaw Centre for Socio-Educational Innovation and Training, is developing a database of lesson plans to be used at schools. The plans reflect the contents of Agnieszka Kossowska’s Duże sprawy w małych głowach (Big Things in Small Heads), a richly illustrated collection of fictional children’s narratives describing various disabilities, as well as epilepsy. As a member of the project’s team, Justyna Deszcz-Tryhubczak co-organized a meeting with teachers at IFA (3/12/2016) and participated in the conference project’s conference  organized  on 13/12/2016 at Warsaw Centre for Socio-Educational Innovation and Training, where she presented on the use of children’s  and YA literature and culture in lessons about disabilities.

More information on the book and the project (in Polish)  is available here:

The website of the project: http://dswmg.pl/
Niedzielny poranek RDC z Beatą Jewiarz
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The book’s cover

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Dr. Agnieszka Kossowska

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The Conference

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