Tento text se zabývá tématem kamarádských vztahů a lásky v prostředí diagnostického ústavu. Empirický výzkum založený na rozhovorech s klienty diagnostického ústavu a pozorování jejich interakcí dokládá důležitost kamarádských vztahů pro úspěšnou sekundární socializaci dítěte a jeho následné zapojení do společenského života. Zároveň identifikuje faktory, které činí přátelství navázaná v tomto sociálním prostoru specifickými. Specifičnost tohoto prostředí je dána neustálou obměnou jedinců, kteří v ústavu jsou, konflikty mezi nimi a v neposlední řadě romantickými vztahy mezi chlapci a děvčaty. Příspěvek se dále věnuje možnostem vzájemného působení a ovlivňování dospívajících jedinců mezi sebou. and The paper deals with friendships and romance in the Diagnostic Institute, a juvenile correctional facility. It explains the importance of friendly relationships in the successful secondary socialization of adolescent youth and their subsequent participation in society. It identifies factors that are important to group dynamics in this specific social environment. This facility is a specific environment for permanent changes in children present at the institute, in the conflicts between them, and in their romantic relationships. The paper also deals with the possibilities of interaction among young adolescents and their influence on each other.
Space is only gradually emerging as a topic in educational research in general and in research on schools in particular. In this paper, we approach an empirical examination of social processes in schools within the framework of two prominent theoretical approaches to the topic of space: the absolute and the relational. By empirically examining how classroom arrangements are influenced by material space and in themselves constitute space, we hope to arrive at a better understanding of how space, teaching, and social relationship structures are intertwined in schools. Furthermore, we present the argument that a combination of the two spatial concepts is promising when empirically examining social processes within a spatial reference frame.
Článek se zabývá edukačními aktivitami ultrapravicové subkultury skinheadů a environmentální subkultury freeganů ve veřejném prostoru, které zasazuje do rámce veřejné pedagogiky. Na základě etnografického výzkumu edukačních aktivit subkultur ve veřejném prostoru jsou popsány základní kategorie veřejné pedagogiky subkultur, jimiž jsou cíle, obsah, metody a cílové skupiny. Cíle popisují, čeho chtějí subkultury svým edukačním působením dosáhnout, a vycházejí ze zaměření dané subkultury. Metody ukazují, jaké edukační aktivity subkultury využívají, a to jak ve fyzickém, tak i v mediálním veřejném prostoru. Cílové skupiny rozdělují do několika úrovní publikum, na které subkultury působí. Závěrem článku je diskutována role subkultur jako neoficiálních vzdělávacích agentů současné edukační reality. and The paper deals with educational activities of the far-right skinhead subculture and the environmental freegan subculture in the public space, set into a frame of public pedagogy. On the basis of ethnographic research of the educational activities of subcultures, the paper describes basic categories of public pedagogy of subcultures, including aims, contents, methods, and target groups. The aims describe what the subcultures want to achieve through their educational activities and are based on the direction of the given subculture. The methods show which educational activities these subcultures use, both in the physical public space and in the media. The target groups reveal the multi-level division of the audiences that the subcultures affect. In the final part, the paper discusses the role of subcultures as unofficial educational agents in the contemporary educational reality.
This article introduces the methodological principle of symmetry as developed in science and technology studies (STS). However simple in its formulation, this principle is unexpectedly complex in practice and has far-reaching consequences. Adherence to the principle of symmetry in the study of religion(s) is one promising avenue through which practical solutions to many theoretical and methodological problems may be formulated in response to postmodern and postcolonial critique of the study of religion(s) as well as of the modern scientific practice in general. The aim of this article is to demonstrate the promises of the symmetrical approach, the ways of its practical enactment, the complications of this enactment, and some solutions for these complications. The arguments and demonstrations provided here show that: (1) demarcating the research field of the study of religion(s) through the concept "religion" in itself creates asymmetries which contradict the aims of the discipline as an objective empirical and theoretical study; (2) the practical enactment of the principle of symmetry demands taking important ethical and political decisions in order to prepare the practical conditions for research and analysis, analogical to the practical conditions actively fostering democratic negotiation and handling inequalities through affirmative action; (3) making these decisions and maintaining these conditions is necessary in order to achieve theoretical objectivity and build good and transparent theories; and (4) being faithful to these decisions during the process of data analysis is extremely complicated and can only be more or less successfully achieved on the basis of (a) high degree of ethical commitments towards the participants in research which empower them politically in relation to the researcher and the research itself, and (b) by analysing the process of data collection and analysis in exactly the same way (i.e. symmetrically) as the activities of all other actors engaged in the research. In this sense modernist ideas concerning moral and political disengagement as the condition for neutrality, objectivity and truth are reversed with reference to postcolonial criticism and show how proclaimed neutrality, objectivity and truth justifications are based on and foster power domination, suffering and exploitation of the marginalized.