Emotions and Relationships in Polish Citizenship Education: Mapping Opportunities and Change Through an Analysis of Secondary School Core Curricula
| dc.contributor.author | Kopińska, Violetta | |
| dc.date.accessioned | 2026-09-01T14:08:43Z | |
| dc.date.available | 2026-09-01T14:08:43Z | |
| dc.date.issued | 2026-08-31 | |
| dc.identifier.uri | http://hdl.handle.net/11089/59199 | |
| dc.description.abstract | Is there room in school-based citizenship education to shape citizenship identity as an emotional and relational experience of community membership? Given the importance of school core curricula in many European countries, this paper analyses the core curricula in Poland to identify the provisions that facilitate the recognition of the concept of lived citizenship. The data comprise two core curricula (from 2018 and 2025) for citizenship education in Polish secondary schools, which were created in different political conditions. The aim is to identify, at the curriculum level, potential opportunities to include the affective dimension and to recognise the changes in this area resulting from the curriculum reform. The results demonstrate that both curricula reveal such potential. However, the 2025 reform offers a significantly better representation of categories that appear vital to grasping the affective dimension of citizenship. | en |
| dc.language.iso | en | |
| dc.publisher | Wydawnictwo Uniwersytetu Łódzkiego | pl |
| dc.relation.ispartofseries | Qualitative Sociology Review;3 | en |
| dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0 | |
| dc.subject | Emotions | en |
| dc.subject | Lived Citizenship | en |
| dc.subject | School Core Curriculum | en |
| dc.subject | Citizenship Education | en |
| dc.subject | Poland | en |
| dc.title | Emotions and Relationships in Polish Citizenship Education: Mapping Opportunities and Change Through an Analysis of Secondary School Core Curricula | en |
| dc.type | Article | |
| dc.page.number | 84-102 | |
| dc.contributor.authorAffiliation | Nicolaus Copernicus University, Poland | en |
| dc.identifier.eissn | 1733-8077 | |
| dc.references | Abu El-Haj, Thea R. 2015. “Belonging in Troubling Times: Considerations from the Vantage Point of Arab American Immigrant Youth.” Pp. 433-455 in Handbook of Children and Youth Studies, edited by J. Wyn and H. Cahill. Singapore: Springer. | en |
| dc.references | Góralska, Renata. 2023. “Pedagogy of Discomfort as a Project of Citizenship Education: About Commitment to Social Justice from the Perspective of the Feminist Theories of Emotions.” Przegląd Badań Edukacyjnych 42:243-267. doi: https://doi.org/10.12775/pbe.2023.022 | en |
| dc.references | Hsieh, Hsiu-Fang and Sarah E. Shannon. 2005. “Three Approaches to Qualitative Content Analysis.” Qualitative Health Research 15(9):1277-1288. doi: https://doi.org/10.1177/1049732305276687 | en |
| dc.references | Kallio, Kirsi P., Bronwyn E. Wood, and Jouni Häkli. 2020. “Lived Citizenship: Conceptualising an Emerging Field.” Citizenship Studies 24(6):713-729. doi: https://doi.org/10.1080/13621025.2020.1739227 | en |
| dc.references | Keegan, Patrick. 2023. “What Kind of Affective Citizen? An Analysis of State Social Emotional Learning Standards.” Theory & Research in Social Education 52(3):350-375. doi: https://doi.org/10.1080/00933104.2023.2261888 | en |
| dc.references | Kopińska, Violetta. 2022. “Towards an Exclusive Community? Political Shift and Changes to the School Core Curricula in Poland: A Discourse Analysis.” Journal of Curriculum Studies 54(4):520-535. doi: https://doi.org/10.1080/00220272.2021.1995051 | en |
| dc.references | Lister, Ruth. 1997. “Citizenship: Towards a Feminist Synthesis.” Feminist Review 57(1):28-48. doi: https://doi.org/10.1080/014177897339641 | en |
| dc.references | Lister, Ruth. 2007. “Inclusive Citizenship: Realizing the Potential.” Citizenship Studies 11(1):49-61. doi: https://doi.org/10.1080/13621020601099856 | en |
| dc.references | Marshall, Thomas H. 1950. “Citizenship and Social Class.” Pp. 1-85 in Sociology on the Crossroads and the Other Essays, edited by T. H. Marshall. Cambridge: Cambridge University Press. | en |
| dc.references | ME [Ministry of Education]. 2025. The Decree of the Minister of Education of March 6, 2025, changing the decree concerning the core curriculum of general education for general secondary school, technical secondary school, and vocational secondary school of the second degree, OJ 2025, item 382. Retrieved July 10, 2026 https://isap.sejm.gov.pl/isap.nsf/download.xsp/WDU20250000382/O/D20250382.pdf | en |
| dc.references | MNE [Ministry of National Education]. 2018. Annex No. 1 to The Decree of the Minister of National Education of January 30, 2018, concerning the core curriculum of general education for general secondary school, technical secondary school, and vocational secondary school of the second degree, OJ 2018, item 467. Retrieved July 10, 2026 https://isap.sejm.gov.pl/isap.nsf/download.xsp/WDU20180000467/O/D20180467.pdf | en |
| dc.references | Nordin, Andreas and Daniel Sundberg. 2018. “Exploring Curriculum Change Using Discursive Institutionalism – a Conceptual Framework.” Journal of Curriculum Studies 50(6):820-835. doi: https://doi.org/10.1080/00220272.2018.1482961 | en |
| dc.references | Nunn, Caitlin, Celia McMichael, Sandra M. Gifford, et al. 2016. “Mobility and Security: The Perceived Benefits of Citizenship for Resettled Young People from Refugee Backgrounds.” Journal of Ethnic and Migration Studies 42(3):382-399. doi: https://doi.org/10.1080/1369183X.2015.1086633 | en |
| dc.references | Pinar, William F., William M. Reynolds, Patrick Slattery, et al. 1995. Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses. New York: Peter Lang. | en |
| dc.references | Schmidt, Vivien A. 2008. “Discursive Institutionalism: The Explanatory Power of Ideas and Discourse.” Annual Review of Political Science 11 (1): 303–26. doi: https://doi.org/10.1146/annurev.polisci.11.060606.135342 | en |
| dc.references | Staeheli, Lynn A. 2010. “Political Geography: Where’s Citizenship?” Progress in Human Geography 35(3):393-400. doi: https://doi.org/10.1177/0309132510370671 | en |
| dc.references | Steiner-Khamsi, Gita. 2014. “Cross-National Policy Borrowing: Understanding Reception and Translation” Asia Pacific Journal of Education 34(2):153-167. doi: https://doi.org/10.1080/02188791.2013.875649 | en |
| dc.references | Tröhler, Daniel. 2016. “Curriculum History or the Educational Construction of Europe in the Long Nineteenth Century.” European Educational Research Journal 15(3):279-297. doi: https://doi.org/10.1177/1474904116645111 | en |
| dc.references | Wahlström, Ninni and Daniel Sundberg. 2017. “Discursive Institutionalism: Towards a Framework for Analysing the Relation between Policy and Curriculum.” Journal of Education Policy 33(1):163-183. doi: https://doi.org/10.1080/02680939.2017.1344879 | en |
| dc.references | Wood, Bronwyn E. and Rosalyn Black. 2018. “Globalisation, Cosmopolitanism and Diaspora: What Are the Implications for Understanding Citizenship?” International Studies in Sociology of Education 27(2-3):184-199. doi: https://doi.org/10.1080/09620214.2017.1415161 | en |
| dc.references | Zembylas, Michalinos. 2009. “Affect, Citizenship, Politics: Implications for Education.” Pedagogy, Culture & Society 17(3):369-383. doi: https://doi.org/10.1080/14681360903194376 | en |
| dc.contributor.authorEmail | violetta.kopinska@umk.pl | |
| dc.identifier.doi | 10.18778/1733-8077.22.3.06 | |
| dc.relation.volume | 22 |
Pliki tej pozycji
Pozycja umieszczona jest w następujących kolekcjach
Poza zaznaczonymi wyjątkami, licencja tej pozycji opisana jest jako https://creativecommons.org/licenses/by-nc-nd/4.0