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Abstract

In the text, a polemic is undertaken against the model of the child expected in Polish institutions of early childhood education, and which appropriates the rationalities producing social practices. The source of this model is in the logic of standardization whose cognitive and effects on identity are criticized by the author. Identifying the sources of validation of the practices normalizing some children and stigmatizing others, who do not meet the requirements of the cognitively rigid and morally trivialized standards, the text points to developmental psychology as a discipline which potentially triggers this form of oppression. In conclusion, the author describes briefly a number of examples of educational solutions in which an attempt has been made to move beyond the discourse of standardized quality in child education.
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Abstract

The text comprises the evaluation of relationship between the qualitative planning tools and the Irish housing policy in the pre-crisis period, during the crisis (2009-2013) and the recovery. The tools that affect housing are understood as spatial planning, including governmental regulations on densification of the development and the housing quality as well as the special tools such as the urban design. Those regulatory tools were deployed with aims to safeguard the sustainable and socially viable housing structures. The Irish case illustrates the considerable innovation in introducing new housing standards and challenges with their efficiency. This can be attributed to the lack of integration with other elements that shaped the market – financing and actions of the private market, low efficiency of planning or the lack of the scale effect for the model developments. Despite their drawbacks these tools are continuously being used, as their foundational principles are still valid.
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