Prekursorki edukacji/oświaty dorosłych / pracy społecznej w pokoleniu historycznym Radlińskiej

Ewa Marynowicz-Hetka

doi:10.18778/2450-4491.15.14

Authors

Ewa Marynowicz-Hetka Uniwersytet Łódzki https://orcid.org/0000-0002-4036-8876

DOI:

https://doi.org/10.18778/2450-4491.15.14

Keywords:

supra-individual biography, historical generation, precursors of education / adult education / social work, Helena Radlińska

Abstract

The article offers an analysis of supra-individual biographies of eleven female precursors of education, adult education and social work, who lived and were active during the second half of the 19th and first half of the 20th centuries in several francophone countries (Belgium, France, Switzerland) and in the United Kingdom and the United States of America. The text is based on the recognition that biographical lines obtained from reading the descriptions of life and activity allow us to construct a symbolically-perceived historical generation. Helena Radlińska was one of the members of this generation. These biographies were collected by a team of scholars working in the network Recherche en éducation et formation (REF) and published in the book edited by Françoise F. Laot and Claudie Solar (2018b), which is analyzed in the article.

Author Biography

Ewa Marynowicz-Hetka, Uniwersytet Łódzki

Ewa Marynowicz-Hetka – social pedagogue, professor of humanities, professor emeritus of the University of Lodz, d.h.c. University of Ostrava. She is the editor-in-chief of the journal “Educational Sciences. Interdisciplinary Studies”, published by the Faculty of Educational Sciences of the University of Lodz and the University Press. Her research interests include: reflection on the foundations of social pedagogue’s action in the field of practice; education in social professions and to the action in the field of social work; epistemological and methodological rationales for constructing analytical tools for the analysis of activity in the field of practice. Recently, she published Pedagogika społeczna. Pojmowanie aktywności w polu praktyki (2019), Social Pedagogy: Comprehending Activity in the Field of Practice (2020).

References

Balińska M. A. (2012[1995]) Ludwik Rajchman. Życie w służbie ludzkości, tłum. M. Braunstein, M. Krasicki, przedmowa B. Geremek, Warszawa,Wydawnictwo Studio EMKA.
Google Scholar

Bourdieu P. (2004) Esquisse pour une auto-analyse, Paris, Éditions Raisons d’agir.
Google Scholar

Coenen M.-T. (2018) Victoire Cappe: syndicalisem et formation, les deux leviers de ľautonomie des travailleuses w: Pionnières de l’éducation des adultes. Perspectives internationales, F. F. Laot, C. Solar (red.), Paris, L’Harmattan, s. 183–204.
Google Scholar

Droux J. (2018) Margueritte Champendal:entrepreneure en santé et pionnière de ľéducation des femmes à ľhygiène w: Pionnières de l’éducation des adultes. Perspectives internationales, F. F. Laot, C. Solar (red.), Paris, L’Harmattan, s. 129–146.
Google Scholar

Éloy J. (2018) Marie – Jeanne Bascot,éducatrice du voisinage w: Pionnières de l’éducation des adultes. Perspectives internationales, F. F. Laot, C. Solar (red.), Paris, L’Harmattan, s. 147–162.
Google Scholar

Ernaux A. (2008) Les Années, Paris, Gallimard.
Google Scholar

Ernaux A. (2022) Lata, tłum. M.Budzińska, K. Jarosz, Wydawnictwo Czarne.
Google Scholar

Gubin E., Jacques C., Rochefort F., Studer B., Theébaud F., Zancarini-fournel M. (red.) (2004) Le siècle des féminismes, przedmowa M. Perrot, Paris, Les éditions de l’Atelier - Éditions ouvrières.
Google Scholar

Groutel E. (2013) Follet. Un management au service de la société, Paris, Humanisme et Organisations.
Google Scholar

Hunyadi M.-É. (2018) Caroline Spurgeon, Virginia Gildersleeve et la promotion des carrières intelluctuelles féminines w: Pionnières de l’éducation des adultes. Perspectives internationales, F. F. Laot, C. Solar (red.), Paris, L’Harmattan, s. 109–128.
Google Scholar

Jullien F. (2020) Politique de la décoïncidence, Paris, ĽHerne.
Google Scholar

Laot F. F. (2018) Jean Deroin et ľéducation mutuelle des femmes et des prolétaires w: Pionnières de l’éducation des adultes. Perspectives internationales, F. F. Laot, C. Solar (red.), Paris, L’Harmattan, s. 31–50.
Google Scholar

Laot F. F., Solar C. (2018a) Introduction.Rechercher des pionnières à la croisée des chemins de ľhistoire de ľéducation des adultes w: Pionnières de l’éducation des adultes. Perspectives internationales, F. F. Laot, C. Solar (red.), Paris, L’Harmattan, s. 13–29.
Google Scholar

Laot F. F., Solar C. (red.) (2018b) Pionnières de l’éducation des adultes. Perspectives internationales, Paris, L’Harmattan.
Google Scholar

Marynowicz-Hetka E., Laot F. F. (2018) Éducation des adultes et progrès social selon Helena Radlińska w: Pionnières de l’éducation des adultes. Perspectives internationales, F. F. Laot, C. Solar (red.), Paris, L’Harmattan, s. 163–182.
Google Scholar

Marynowicz-Hetka E., Laot F. F. (2022) Edukacja/oświata dorosłych i postęp społeczny wedlug Heleny Radlińskiej, tłum. E. Marynowicz-Hetka, „Nauki o Wychowaniu.Studia Interdyscyplinarne”, nr 2(15), s. 202–219, https://doi.org/10.18778/2450-4491.15.11
Google Scholar DOI: https://doi.org/10.18778/2450-4491.15.11

Montémont V. (2011) Les Années : vers une autobiographie sociale w: Annie Ernaux : se perdre dans l’écriture de soi, D. Bajomée, J. Dor (red.), Paris, Klincksieck, s. 117–132.
Google Scholar

Naumiuk A. (2016) Jane Adams i jej koncepcja pracy w środowisku społecznym, „Pedagogika Społeczna”, nr 3(61), s. 37–54.
Google Scholar

Perrot M., Duby G., Thébaud F. (red.) (2002) Histoire des femmes en Occident, t. 5, Paris, Perrin.
Google Scholar

Pinto E. (2006) Autobiographie, Confessions impersonnelles, auto-analyse, „Questions de communication”, nr 9, s. 435–453, https://doi.org/10.4000/questionsdecommunication.7946
Google Scholar DOI: https://doi.org/10.4000/questionsdecommunication.7946

Roland E. (2018) Isabelle et Zoé Gatti de Gamond et ľéducation libérale des femmes en Belgique au XIXème siècle w: Pionnières de l’éducation des adultes. Perspectives internationales, F. F. Laot, C. Solar (red.), Paris, L’Harmattan, s. 51–70.
Google Scholar

Rogers R. (2018) Préface. Chercher les femmes dans ľéducation des adultes w: Pionnières de l’éducation des adultes. Perspectives internationales, F. F. Laot, C. Solar (red.), Paris, L’Harmattan, s. 5–12.
Google Scholar DOI: https://doi.org/10.7591/9781501701573-002

Solar C. (2018) Pour une vraie démocratie : Mary Follet et les écoles du soir, w : Pionnières de l’éducation des adultes. Perspectives internationales, F. F. Laot, C. Solar (red.), Paris, L’Harmattan, s. 89–108.
Google Scholar

Strasser A. (2012) L’énonciation dans les années. Quand les pronoms conjuguent mémoire individuelle et mémoire collective, „Roman 20-50”, nr 2(54), s. 165–175, https://doi.org/10.3917/r2050.054.0165
Google Scholar DOI: https://doi.org/10.3917/r2050.054.0165

Thébaud F. (2007) Écrire l’histoire des femmes et du genre, Lyon, ENS Editions, https://doi.org/10.4000/books.enseditions.6516
Google Scholar DOI: https://doi.org/10.4000/books.enseditions.6516

Thivend M. (2018) Élise Luquin, une pionnière de la formation commerciale féminine en France dans la seconde moitié du XIX ème siècle w: Pionnières de l’éducation des adultes. Perspectives internationales, F. F. Laot, C. Solar (red.), Paris, L’Harmattan, s. 71–88.
Google Scholar