Towards an exclusive community? Political shift and changes to the school core curricula in Poland: a discourse analysis

References

• 475 złotych na eksperta. Zespół ministra Czarnka przejrzał podręczniki [PLN 475 per Expert. Minister Czarnek’s Team Looked Through the Textbooks]. Retrieved March 2021, 15. https://www.aktualnosci24.com/polska/475-zlotych-na-eksperta-zespol-ministra-czarnka-przejrzal-podreczniki/1096808-wiadomosci
   Google Scholar
• Abowitz, K. K., & Harnish, J. (2006). Contemporary discourses of citizenship. Review of Educational Research, 76(4), 653–690. https://doi.org/https://doi.org/10.3102/00346543076004653
   Web of Science ®Google Scholar
• Bialystok, L., Wright, J., Berzins, T., Guy, C., & Osborne, E. (2020). The appropriation of sex education by conservative populism. Curriculum Inquiry, 50(4), 330–351. https://doi.org/https://doi.org/10.1080/03626784.2020.1809967
   Web of Science ®Google Scholar
• Bieber, F. (2018). Is nationalism on the rise? Assessing global trends. Ethnopolitics, 17(5), 519–540. https://doi.org/https://doi.org/10.1080/17449057.2018.1532633
   Web of Science ®Google Scholar
• Biesta, G. J. J. (2009). What kind of citizenship for European higher education? Beyond the competent active citizenship. European Educational Research Journal, 8(2), 146–158. https://doi.org/http://dx.doi.org/10.2304/eerj.2009.8.2.146
   Google Scholar
• Billig, M. (1995). Banal nationalism. SAGE.
   Google Scholar
• Bourdieu, P., & Passeron, J.-C. (1990). Reproduction in education, society and culture. (R. Nice, Trans). Sage. (Original work published 1970).
   Google Scholar
• Burszta, W. J., Dobrosielski, P., Jaskułowski, K., Majbroda, K., Majewski, P., & Rauszer, M. (2019). Naród w szkole. Historia i nacjonalizm w polskiej edukacji szkolnej [Nation in school. History and nationalism in Polish school education]. Wydawnictwo Naukowe Katedra.
   Google Scholar
• Campbell, J. L. (2002). Ideas, politics, and public policy. Annual Review of Sociology, 28(1), 21–38. https://doi.org/https://doi.org/10.1146/annurev.soc.28.110601.141111
   Web of Science ®Google Scholar
• Chmura-Rutkowska, I., Głowacka-Sobiech, E., & Skórzyńska, I. (Eds.). (2013). Historia ludzi. Historia dla ludzi [History of people. History for people]. Oficyna Wydawnicza „Impuls”.
   Google Scholar
• Czarnek o „zaczynaniu od islamu” w podręcznikach [Czarnek about “Starting with Islam” in Textbooks]. Retrieved March 2021, 27. https://www.rp.pl/Edukacja/210329467-Czarnek-o-zaczynaniu-od-islamu-w-podrecznikach.html
   Google Scholar
• de Cillia, R., Resigl, M., & Wodak, R. (1999). The discursive construction of national identities. Discourse & Society, 10(2), 149–173. https://doi.org/https://doi.org/10.1177/0957926599010002002
   Web of Science ®Google Scholar
• Fozdar, F., & Martin, C. A. (2020). Constructing the postnational citizen?: Civics and citizenship education in the Australian national curriculum. Journal of Curriculum Studies, 52(3), 372–394. https://doi.org/https://doi.org/10.1080/00220272.2020.1727018
   Web of Science ®Google Scholar
• Gellner, E. (2008). Nations and nationalism. Cornell University Press. (Original work published 1983.
   Google Scholar
• Jaskułowski, K., Majewski, P., & Surmiak, A. (2018). Teaching the nation. History and nationalism in the Polish school history education. British Journal of Sociology of Education, 39(1), 77–91. https://doi.org/https://doi.org/10.1080/01425692.2017.1304205
   Web of Science ®Google Scholar
• Jenne, E. K. (2018). Is nationalism or ethnopopulism on the rise today?. Ethnopolitics, 17(5), 546–552. https://doi.org/https://doi.org/10.1080/17449057.2018.1532635
   Web of Science ®Google Scholar
• Kohn, H. (2005). The idea of nationalism: A study of its origin and background. Routledge. (Original work published 1944.
   Google Scholar
• Kopińska, V. (2019). Country report: Civic and citizenship education in polish school. Journal of Social Science Education, 18(1), 172–202. https://doi.org/https://doi.org/10.4119/jsse-1409
   Google Scholar
• Kopińska, V. (2020). The concept of citizenship in the Polish school education. Political change and the change of core curricula. Discourse analysis. Przegląd Badań Edukacyjnych, 30(30), 65–86. https://doi.org/http://dx.doi.org/10.12775/PBE.2020.004
   Google Scholar
• MEN (Ministry of National Education). (2012). Annex no 2 to The Decree of the Minister of National Education of 27th August 2012, concerning the core curriculum of preschool education and general education in individual types of schools, in the wording granted through the Decree of the Minister of National Education of 30th May 2014 changing the Decree concerning the core curriculum of preschool education and general education in individual types of schools, OJ 2014, item 803. http://isap.sejm.gov.pl/isap.nsf/download.xsp/WDU20140000803/O/D20140803.pdf
   Google Scholar
• MEN (Ministry of National Education). (2012a). Annex no. 4 to The Decree of the Minister of National Education of 27th August 2012, concerning the core curriculum of preschool education and general education in individual types of schools, OJ 2012, item 977 with changes. http://isap.sejm.gov.pl/isap.nsf/download.xsp/WDU20140000803/O/D20140803.pdf
   Google Scholar
• MEN (Ministry of National Education). (2017). Annex No. 2 to The Decree of the Minister of National Education of February 14, 2017, concerning the core curriculum of preschool education and the core curriculum of general education for primary school, including pupils with moderate or severe intellectual disabilities, general education for technical school of the first degree, general education for vocational school, as well as general education for post-secondary school, OJ 2017, item 356 with changes. http://isap.sejm.gov.pl/isap.nsf/DocDetails.xsp?id=WDU20170000356
   Google Scholar
• MEN (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. http://isap.sejm.gov.pl/isap.nsf/DocDetails.xsp?id=WDU20180000467
   Google Scholar
• Nordin, A., & Sundberg, D. (2018). Exploring curriculum change using discursive institutionalism – A conceptual framework. Journal of Curriculum Studies, 50(6), 820–835. https://doi.org/https://doi.org/10.1080/00220272.2018.1482961
   Web of Science ®Google Scholar
• Osler, A., & Lybaek, L. (2014). Educating ‘the new Norwegian we’: An examination of national and cosmopolitan education policy discourses in the context of extremism and islamophobia. Oxford Review of Education, 40(5), 543–566. https://doi.org/https://doi.org/10.1080/03054985.2014.946896
   Web of Science ®Google Scholar
• PiS. (2014). Program Prawa i Sprawiedliwości [Law and Justice Program]. Retrieved January 15, 2020. http://pis.org.pl
   Google Scholar
• PiS. (2019). Program Prawa i Sprawiedliwości [Law and Justice Program]. Retrieved January 15, 2020. http://pis.org.pl
   Google Scholar
• Podemski, P. (2013). Historia dla Europejczyków? Dwa paradygmaty edukacji historycznej w Europie a nauczanie wspólnej europejskiej historii [History for Europeans? Two paradigms of historical education in Europe and teaching common European history. In I. Chmura-Rutkowska, E. Głowacka-Sobiech, & I. Skórzyńska (Eds.), Historia ludzi. Historia dla ludzi [History of people. History for people] (pp. 47–66). Oficyna Wydawnicza Impuls.
   Google Scholar
• Popkewitz, T., & Lindblad, S. (2000). Educational governance and social inclusion and exclusion: Some conceptual difficulties and problematics in policy and research. Discourse: Studies in the Cultural Politics of Education, 21(1), 5–44. https://doi.org/https://doi.org/10.1080/01596300050005484
   Google Scholar
• Popow, M. (2012). Dyskurs obywatelstwa w podręcznikach do kształcenia literaturowego w gimnazjum. Krytyczna analiza dyskursu [The Discourse of Citizenship in Literature Text Books in High Schools. A Critical Analysis of the Discourse]. Kultura – Społeczeństwo – Edukacja, 2(2), 151–171. https://doi.org/https://doi.org/10.14746/kse.2012.2.11
   Google Scholar
• Reisigl, M., & Wodak, R. (2001). Discourse and discrimination. Rhetorics of racism and ant-semitism. Routledge.
   Google Scholar
• Rheindorf, M., & Wodak, R. (2018). Borders, fences, and limits—protecting austria from refugees: Metadiscursive negotiation of meaning in the current refugee crisis. Journal of Immigrant & Refugee Studies, 16(1–2), 15–38. https://doi.org/https://doi.org/10.1080/15562948.2017.1302032
   Web of Science ®Google Scholar
• Sant, E. (2017). Can the subaltern nation speak by herself in the history curriculum?. Educational Studies, 53(2), 105–121. https://doi.org/https://doi.org/10.1080/00131946.2016.1238376
   Web of Science ®Google Scholar
• Schmidt, V. A. (2008). Discursive institutionalism: The explanatory power of ideas and discourse. Annual Review of Political Science, 11(1), 303–326. https://doi.org/https://doi.org/10.1146/annurev.polisci.11.060606.135342
   Web of Science ®Google Scholar
• Sen, A., & Starkey, H. (2017). The rise and fall of citizenship and human rights education in Turkey. Journal of Social Science Education, 16(4), 84–96. https://doi.org/https://doi.org/10.4119/jsse-849
   Google Scholar
• Sivesind, K., & Wahlström, N. (2016). Curriculum on the European policy agenda: Global transitions and learning outcomes from transnational and national points of view. European Educational Research Journal, 15(3), 271–278. https://doi.org/https://doi.org/10.1177/1474904116647060
   Web of Science ®Google Scholar
• Steiner-Khamsi, G. (2013). What is wrong with the ’what-went-right’ approach in educational policy?. European Educational Research Journal, 12(1), 20–33. https://doi.org/https://doi.org/10.2304/eerj.2013.12.1.20
   Google Scholar
• Symcox, L., & Wilschut, A. (2009). Introduction. In L. Symcox & A. Wilschut (Eds.), National standards. The problem of the canon and the future of teaching history (pp. 1–11). Information Age Publishing.
   Google Scholar
• Szukala, A. (2016). The educational governance of German school social science: The example of globalization. Journal of Social Science Education, 15(3), 5–17. https://doi.org/https://doi.org/10.4119/jsse-798
   Google Scholar
• Tröhler, D. (2016). Curriculum history or the educational construction of europe in the long nineteenth century. European Educational Research Journal, 15(3), 279–295. https://doi.org/https://doi.org/10.1177/1474904116645111
   Web of Science ®Google Scholar
• Van Leeuwen, T. (2008). Discourse and practice: New tools for critical discourse analysis. Oxford University Press.
   Google Scholar
• Veugelers, W. (2011). Theory and practice of citizenship education. The case of policy, science and education in the Netherlands. Revista De Educación (Extra), 209–224. https://www.educacionyfp.gob.es/revista-de-educacion/numeros-revista-educacion/numeros-anteriores/2011/re2011/re2011-10.html
   Google Scholar
• Wahlström, N. (2016). A third wave of European education policy: Transnational and national conceptions of knowledge in Swedish curricula. European Educational Research Journal, 15(3), 298–313. https://doi.org/https://doi.org/10.1177/1474904116643329
   Web of Science ®Google Scholar
• Wahlström, N., & Sundberg, D. (2018). Discursive institutionalism: Towards a framework for analysing the relation between policy and curriculum. Journal of Education Policy, 33(1), 163–183. https://doi.org/https://doi.org/10.1080/02680939.2017.1344879
   Web of Science ®Google Scholar
• Westbury, I. (2008). Why do states make curricula, and how? In F. M. Connelly, M. Fang, & J. Phillion (Eds.), The SAGE handbook of curriculum and instruction (pp. 45–65). Sage.
   Google Scholar
• Wnuk-Lipiński, E. (2005). Socjologia życia publicznego. [Sociology of public life]. Wydawnictwo Naukowe “Scholar”.
   Google Scholar
• Wodak, R. (2001). What CDA is about – a summary of its history, important concepts and its developments. In M. Meyer & R. Wodak (Eds.), Methods of Critical Discourse Analysis (pp. 1–13). Sage. https://doi.org/https://doi.org/10.4135/9780857028020.n1
   Google Scholar
• Wodak, R. (2001a). The discourse-historical approach. In M. Meyer & R. Wodak (Eds.), Methods of critical discourse analysis (pp. 63–94). Sage. https://doi.org/https://doi.org/10.4135/9780857028020
   Google Scholar
• Wodak, R. (2019). ‘Driving on the right’: The Austrian case. In W. Allchorn (Ed.), Tracking the Rise of the Radical Right Globally: CARR Yearbook 2018/2019 (pp. 195-202). ibidem-Verlag. https://www.ibidem.eu/de/tracking-the-rise-of-the-radical-right-globally-9783838213262.html
   Google Scholar