When Words Become a Trap
https://doi.org/10.31992/0869-3617-2018-27-12-158-166
Abstract
The paper is an attempt to analyze the language of the Polish core curriculum for primary schools and the language of teaching methodology, created by the core curriculum, as a source of stereotype thinking about school and the (im)possibility of changing the model of education. In this perspective, the language of methodological documents appears as a significant barrier to changes in the educational system, perpetuating traditional teaching, and leading to the blocking of the development of students.
About the Author
D. Klus-Stanska
University of Gdańsk
Poland
Poland
Dorota Klus-Stanska – Prof., Dr. hab., Department for the Study of Childhood and School, Institute of Pedagogy of the University of Gdańsk, Chief Editor of the journal Problemy wczesnej edukacji (“Problems of Early Education”)
Address: Jana Bażyńskiego 8, 80-309, Gdańsk, Poland
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