Socialinė teorija, empirija, politika ir praktika
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Accessing the academy: developing strategies to engage and retain marginalised young people on successful educational pathways
Get PDFSummaryFor young, non-traditional students, higher education pathways are often characterised by initial aspirations and later disappointments when classed, gendered and relational positionings conflict with students’ identities and contribute to their withdrawal from academia. This paper discusses an innovative ‘group encounter’ that engendered an opportunity for young marginalised students to gain access to a successful learner identity creating inclusive spaces in place of divided communities. The central argument of the paper is that if we intend not only to widen access at points of entry but rather engender a space where academic journeys can be successfully completed and projects of social mobility achieved, there is a need to create inclusive spaces for young people in place of divided communities.Key words: affinity space, higher education, inequality, youth, marginalisation.Cardiff University, Wales, UKClare O’ConnellUniversity of Wales, Newport, Wales, UKFor young, non-traditional students, higher education pathways are often characterised by initial aspirations and later disappointments when classed, gendered and relational positionings conflict with students’ identities and contribute to their withdrawal from academia. This paper discusses an innovative ‘group encounter’ that engendered an opportunity for young marginalised students to gain access to a successful learner identity creating inclusive spaces in place of divided communities. The central argument of the paper is that if we intend not only to widen access at points of entry but rather engender a space where academic journeys can be successfully completed and projects of social mobility achieved, there is a need to create inclusive spaces for young people in place of divided communities.Key words: affinity space, higher education, inequality, youth, marginalisation.Aukštojo mokslo pasiekiamumas: netradicinio jaunimo įtraukimo ir išlaikymo studijose strategijosDawn Mannay, Clare O’ConnellSantraukaNetradiciniai studentai dažnai nusivilia studijomis, todėl kyla konfliktas tarp asmens turimo ir jam priskiriamo identitetų. Identitetų konfliktas sukelia nusivylimą studijomis ir pasitraukimą iš jų. Šiame straipsnyje pristatomas „susitikimų grupės“ metodas, kurį naudojant netradiciniams studentams sudaromos sąlygos įgyti sėkmingo studento identitetą. Pagrindinė straipsnio tezė – turime sukurti ne vien tik sąlygas netradiciniams studentams patekti į studijas, bet ir visą mokymosi laiką sudaryti socialinio mobilumo galimybes.Pagrindiniai žodžiai: traukos zonos, aukštasis mokslas, nelygybė, jaunimas, marginaliziacija
Suaugusiųjų mokyklų ugdytinių socialinės adaptacijos problemas lemiantys veiksniai
Get PDFSummaryIn this paper, we analyze the social and educational problems of adult school students. The students have to overcome the learning failures from the past, to manage the schedules of studies and work, to adapt to the requirements of teachers, to create and sustain the relationships in the class. The aim of this empirical research was to reveal the factors of the adaptation process.Key words: adult school, students, social adaptation.Šiaulių universitetas,P. Višinskio g. 25, LT-76351 Šiauliai. Tel. 8 652 35160El. paštas: [email protected]Šiaulių universitetas,P. Višinskio g. 25, LT-76351 Šiauliai. Tel. 8 685 25992El. paštas: [email protected]
Suaugusiųjų švietimas ir ugdymas tampa svarbia modernios žinių visuomenės sociokultūrine sritimi, skatinančia visuomenės regeneraciją, produktyvumą ir mažinančią socialinę atskirtį. Toks ugdymas visuomenės nariams sudaro vienodas galimybes, skatina socialinę sanglaudą, inovatyvumą, sėkmingą integraciją į nuolat kintamą, sudėtingą socialinį-kultūrinį kontekstą. Straipsnyje analizuojamos suaugusiųjų mokyklų ugdytinių socialinės ir edukacinės problemos, su kuriomis tenka susidurti šių mokyklų ugdymo proceso dalyviams: jiems tenka įveikti anksčiau patirtas nesėkmes, suderinti mokymosi ir darbo grafikus, prisitaikyti prie mokytojų keliamų reikalavimų, rasti savo vietą kolektyve. Straipsnio aktualumą formuoja probleminiai klausimai: su kokiais sunkumais susiduria jaunuoliai, mokydamiesi suaugusiųjų mokykloje? Kaip jie sprendžia kylančias problemas? Tyrimo metu siekiama atskleisti suaugusiųjų mokyklų ugdytinių socialinės adaptacijos problemas suponuojančius veiksnius. Tyrimas buvo atliekamas 2011 m., jame dalyvavo 100 suaugusiųjų mokyklų X–XII klasių moksleivių. Tyrimo duomenys apdoroti naudojant aprašomosios matematinės statistikos bei faktorinės analizės metodus.Pagrindiniai žodžiai: suaugusiųjų mokykla, ugdytiniai, socialinė adaptacija.
Analysis of Social Adaptation Problems in Adult SchoolsDaiva Alifanovienė, Asta VaitkevičienėSummaryIn this paper, we analyze the social and educational problems of adult school students. The students have to overcome the learning failures from the past, to manage the schedules of studies and work, to adapt to the requirements of teachers, to create and sustain the relationships in the class. The aim of this empirical research was to reveal the factors of the adaptation process.Key words: adult school, students, social adaptation
Neformaliojo ugdymo svarba pozityviajai socializacijai
Get PDFSummaryRecently, numerous discussions about the importance of informal teaching in Lithuania have emerged. Nonetheless, various researches and the practical situation reveal the poor variety of out-of-class activities for children and provides for non-formal teaching activities that dissatisfy schoolchildren needs. The objectives of this research were to disclose the theoretical background of the non-formal teaching in the positive socialization, to determine what are the exact preconditions of a successful establishment of the nonformal teaching process for children, and to point out the improvement possibilities of non-formal teaching. Scholars emphasize the importance of non-formal teaching for creativeness and the important activities that influence the values and a positive socialization of a person. To organize qualitative leisure time activities of children and their motivation, participation are essential pedagogical issues in Lithuania and other countries. The objective of the present research was to expose the importance of non-formal education for the positive socialization of children.The conclusion of the research:When speaking about the conception of non-formal education, it is important to acknowledge that the informal teaching is oriented on the development of professional skills and improving personality. The nonformal education provides a young person with a possibility of expressing himself in a field where he or she is capable to improve individual potency, find appealing ways of spending leisure time, to acquire new competencies.The examined references and the undertaken study revealed that positive personality establishment is highly influenced by family, the culture of school, the informal peer, (the pattern) of adults and friends behaviour, where the informal education takes a place in such formation too. Well organized informal teaching of children and teenagers is an essential condition for socialization of a new peer and most effective crime prevention.– Both parties of respondents (herein, teachers and parents) equally agree on a fact that the process o informal teaching positively influences a child’s personality development. The majority of the respondents confirm that during participation in the informal teaching process, social, personal and educational competencies are developed.– Questioned parents and teachers approve that during the participation in such informal teaching activities such students’ (children) capabilities as self-sufficiency, self-confidence, responsibility and attentiveness are developed. According to the opinion of the respondents, the activity of informal teaching fosters their busyness, motivates them to take a part in their favourite activity, helps pupils to positively socialize in a society and expose children personal skills.– Concerning the problems arisen in the informal teaching, both parties claimed there is shortage of kids’ clubs, they also mentioned the financing difficulties and deficiency of desirable kids’ clubs.Key words: non-formal education, non-formal education of children, positive socialization.Lietuvos edukologijos universitetas,Socialinės komunikacijos institutas, Studentų g. 39,LT-08106 Vilnius, tel. 8 685 77270el. paštas: [email protected] siekiama išsiaiškinti neformaliojo ugdymo prielaidas pozityviojoje socializacijoje, nustatyti, kas trukdo užtikrinti sėkmingą vaikų neformalųjį ugdymą ir kokios neformaliojo ugdymo veiklos gerinimo galimybės leistų tikėtis veiksmingų pokyčių. Tyrimo uždaviniams atskleisti pasirinktos dvi respondentų grupės: mokytojai ir tėvai. Tyrimo rezultatai parodė, kad gerai organizuotas vaikų ir jaunimo neformalusis ugdymas ir laisvalaikio užimtumas yra būtina jaunosios kartos socializavimosi sąlyga. Būtina tobulinti neformaliojo ugdymo veiklos finansavimo tvarką. Sukurti bendrą informacinę neformaliojo ugdymo sistemą. Didinti neformaliojo ugdymo prieinamumą, siekti visų vaikų dalyvavimo būrelių veikloje.Pagrindiniai žodžiai: neformalusis ugdymas, neformalusis vaikų švietimas, pozityvioji socializacija.The importance of non-formal education for positive socializationJolanta SkirmantienėSummaryRecently, numerous discussions about the importance of informal teaching in Lithuania have emerged. Nonetheless, various researches and the practical situation reveal the poor variety of out-of-class activities for children and provides for non-formal teaching activities that dissatisfy schoolchildren needs. The objectives of this research were to disclose the theoretical background of the non-formal teaching in the positive socialization, to determine what are the exact preconditions of a successful establishment of the nonformal teaching process for children, and to point out the improvement possibilities of non-formal teaching. Scholars emphasize the importance of non-formal teaching for creativeness and the important activities that influence the values and a positive socialization of a person. To organize qualitative leisure time activities of children and their motivation, participation are essential pedagogical issues in Lithuania and other countries. The objective of the present research was to expose the importance of non-formal education for the positive socialization of children.The conclusion of the research:When speaking about the conception of non-formal education, it is important to acknowledge that the informal teaching is oriented on the development of professional skills and improving personality. The nonformal education provides a young person with a possibility of expressing himself in a field where he or she is capable to improve individual potency, find appealing ways of spending leisure time, to acquire new competencies.The examined references and the undertaken study revealed that positive personality establishment is highly influenced by family, the culture of school, the informal peer, (the pattern) of adults and friends behaviour, where the informal education takes a place in such formation too. Well organized informal teaching of children and teenagers is an essential condition for socialization of a new peer and most effective crime prevention.– Both parties of respondents (herein, teachers and parents) equally agree on a fact that the process o informal teaching positively influences a child’s personality development. The majority of the respondents confirm that during participation in the informal teaching process, social, personal and educational competencies are developed.– Questioned parents and teachers approve that during the participation in such informal teaching activities such students’ (children) capabilities as self-sufficiency, self-confidence, responsibility and attentiveness are developed. According to the opinion of the respondents, the activity of informal teaching fosters their busyness, motivates them to take a part in their favourite activity, helps pupils to positively socialize in a society and expose children personal skills.– Concerning the problems arisen in the informal teaching, both parties claimed there is shortage of kids’ clubs, they also mentioned the financing difficulties and deficiency of desirable kids’ clubs.Key words: non-formal education, non-formal education of children, positive socialization
Prevencinis socialinių įgūdžių lavinimas vidurinėje mokykloje: paauglių socialinių įgūdžių raiškos ypatumai
Get PDFSummaryA preventive program of training social skills was developed and implemented in-class for 14–16-year-old adolescents in a regular secondary school. The social skills training program of sixteen workshops was led by a professional social worker. The methods of instruction, modeling, role-playing games, generalization were used to develop social skills of adolescents. In the research, the triangulation method (qualitative and quantitative) was used. The action research revealed that the social skills training program was partially effective. The boys’ behaviour mostly changed according to data of the assertiveness and empathy scales. The boys became more open; moreover, they began to express their feelings and show interest in other peoples’ feelings. Adolescents began to initiate conversations and became assertive in interactions with others. In group work, the girls showed more changes in their behaviour (became more united, were sharing their situations, were actively involed in the group work). According to the data of the research, recommendations were prepared for organizations and institutions working with adolescents in organizing stable and long-term social skills training sessions including participants with different levels of social competence development.Key words: social skills, preventive training of social skills, training of social skills at school.Kauno „Atžalyno“ vidurinė mokyklaPartizanų g. 46, Kaunas. Tel. (8 37) 31 19 73El. paštas: [email protected] Didžiojo universitetasDonelaičio g. 52 Kaunas. Tel. (8 37) 32 78 46El. paštas: [email protected]
Prevencinė socialinių įgūdžių lavinimo programa buvo parengta ir įdiegta bendrojo lavinimo mokyklos 14–16 metų paauglių klasėje. Šešiolikos užsiėmimų programą vedė profesionalus socialinis darbuotojas. Socialiniams paauglių įgūdžiams lavinti naudoti instruktavimo, modeliavimo, vaidmenų žaidimų, elgesio generalizacijos ir kiti darbo grupėje metodai. Tyrime naudotas trianguliacijos metodas: taikytos kokybinio ir kiekybinio tyrimų prieigos. Atliktas veiklos tyrimas atskleidė, kad socialinių įgūdžių lavinimo programa bendrojo lavinimo mokykloje yra iš dalies veiksminga. Tyrimo rezultatai parodė, kad berniukai tapo atviresni, pradėjo labiau reikšti savo jausmus ir domėtis, kaip jaučiasi kiti bendraamžiai. Tyrime dalyvavę paaugliai pradėjo dažniau inicijuoti pokalbius, tarpusavio sąveikose tapo drąsesni. Grupės darbe pokytis buvo nustatytas merginų tarpe, jos tapo vieningesnės, „drąsiai dalindavosi savo situacijomis bei įsitraukdavo į grupinį darbą“. Remiantis atlikto tyrimo duomenimis, bendrojo lavinimo mokykloms rekomenduojama organizuoti nuolatinius ir ilgalaikius socialinių įgūdžių lavinimo užsiėmimus, kuriuose galėtų dalyvauti skirtingą socialinę kompetenciją turintys vaikai ir paaugliai.Pagrindiniai žodžiai: socialiniai įgūdžiai, prevencinis socialinių įgūdžių lavinimas, socialinių įgūdžių lavinimas mokykloje.Preventive Training of Social Skills at School: Development of Social Skills in AdolescentsŽaneta Grinkevičiūtė, Jorūnė Vyšniauskytė-RimkienėSummaryA preventive program of training social skills was developed and implemented in-class for 14–16-year-old adolescents in a regular secondary school. The social skills training program of sixteen workshops was led by a professional social worker. The methods of instruction, modeling, role-playing games, generalization were used to develop social skills of adolescents. In the research, the triangulation method (qualitative and quantitative) was used. The action research revealed that the social skills training program was partially effective. The boys’ behaviour mostly changed according to data of the assertiveness and empathy scales. The boys became more open; moreover, they began to express their feelings and show interest in other peoples’ feelings. Adolescents began to initiate conversations and became assertive in interactions with others. In group work, the girls showed more changes in their behaviour (became more united, were sharing their situations, were actively involed in the group work). According to the data of the research, recommendations were prepared for organizations and institutions working with adolescents in organizing stable and long-term social skills training sessions including participants with different levels of social competence development.Key words: social skills, preventive training of social skills, training of social skills at school
13–16 metų paauglių, gyvenančių modernėjančioje Lietuvoje, tautinės vertybės
Get PDFSummaryAs stated by the science of educology, at the tage of adolescence, education can make the greatest impact on the formation of a personality and the contextualization of one’s own value. The article deals with the 13-to 16-year-old adolescents’ perception of national values and its expression in the context of modern Lithuanianness. The research instrument – an essay – helps to determine younger teens’ national values, analysis of young people’s experience of values, feelings, and attitudes. The context of modern Lithuanianness is understood as a totality of cultural values created by the nation, handed on from generation to generation via education and the regularly updated cultural whole – the common language, common past and destiny, national mentality, traditions, landscape – by the patriotic love of homeland, its preservation and survival point of view. The scientific problem of research is formulating by questions: what are the moral values of Lithuanians aged 13 to 16 years and what factors affect the formation of national self-value in modern Lithuania? The aim of the research was to reveal the values of a young man as the representative of the nation, on the basis his its own national concept of culture. The analysis of the scientific literature found that the adoration of national values in modern state is giving way to civic, often formal, commitment to the nation. However, it is a theoretical assumption that the citizenship, its political base being composed of human rights and freedoms, is able to create an environment that patriotism would become a quiet and of course human and civil status by internalising the spiritual primer. An empirical analysis of the data has revealed that external factors militate young people unpatrioticly: distrust of government decisions, problems of economics and emigration, countrymens’ selfish behaviour. On the other hand, young people express very mature thoughts about the value of human life in the homeland. Patriotic love is characterized by emotions, personal experience with romantic elements. It may be that the feeling of love is the missing conection between knowing and acting in the interests of the homeland. But pragmatism is already rooted in adolescents. young people are often pondering whether it is worth to be attached to the endangered national values; they understand that more benefits are affered to a person by owning than by being. When the spirituality of a nation goes down the collective idealism disappears.Key words: adolescence, national values, modern Lithuanianness, self-value.Magistrė socialinių mokslų (edukologijos) doktorantėKlaipėdos universiteto Vaikystės pedagogikos katedraS. Nėries g. 5, LT-92227, Klaipėda. Tel. +370 677 74754El. paštas: [email protected]
Edukologijos mokslas pripažįsta, kad paauglystėje ugdymas gali daryti didžiausią įtaką asmenybės savivertės formavimuisi. Straipsnyje analizuojamas 13–16 metų paauglių tautinių vertybių suvokimas ir raiška moderniosios lietuvybės kontekste interpretuojant respondentų savirefleksijas. Tyrimo instrumento – esė – pagalba nustatomos jaunesniojo amžiaus paauglių tautinės vertybės, analizuojama vertybinė jaunų žmonių patirtis, jausmai ir nuostatos, kultūrą moderniosios lietuvybės kontekste suprantant kaip visos tautos sukurtą, iš kartos į kartą per ugdymą perduodamą ir nuolat atnaujinamą kultūros vertybių visumą – bendra kalba, bendra praeitis ir likimas, tautinis mentalitetas, tradicijos, kraštovaizdis – patriotiniu, meilės Tėvynei, jos saugojimo ir išlikimo požiūriu.Pagrindiniai žodžiai: paauglystė, tautinės vertybės, moderni lietuvybė, savivertė.The Ethic Values of 13-to 16-year-old Lithuanian AdolescentsValdonė ŠaulienėSummaryAs stated by the science of educology, at the tage of adolescence, education can make the greatest impact on the formation of a personality and the contextualization of one’s own value. The article deals with the 13-to 16-year-old adolescents’ perception of national values and its expression in the context of modern Lithuanianness. The research instrument – an essay – helps to determine younger teens’ national values, analysis of young people’s experience of values, feelings, and attitudes. The context of modern Lithuanianness is understood as a totality of cultural values created by the nation, handed on from generation to generation via education and the regularly updated cultural whole – the common language, common past and destiny, national mentality, traditions, landscape – by the patriotic love of homeland, its preservation and survival point of view. The scientific problem of research is formulating by questions: what are the moral values of Lithuanians aged 13 to 16 years and what factors affect the formation of national self-value in modern Lithuania? The aim of the research was to reveal the values of a young man as the representative of the nation, on the basis his its own national concept of culture. The analysis of the scientific literature found that the adoration of national values in modern state is giving way to civic, often formal, commitment to the nation. However, it is a theoretical assumption that the citizenship, its political base being composed of human rights and freedoms, is able to create an environment that patriotism would become a quiet and of course human and civil status by internalising the spiritual primer. An empirical analysis of the data has revealed that external factors militate young people unpatrioticly: distrust of government decisions, problems of economics and emigration, countrymens’ selfish behaviour. On the other hand, young people express very mature thoughts about the value of human life in the homeland. Patriotic love is characterized by emotions, personal experience with romantic elements. It may be that the feeling of love is the missing conection between knowing and acting in the interests of the homeland. But pragmatism is already rooted in adolescents. young people are often pondering whether it is worth to be attached to the endangered national values; they understand that more benefits are affered to a person by owning than by being. When the spirituality of a nation goes down the collective idealism disappears.Key words: adolescence, national values, modern Lithuanianness, self-value
Innovative Methods and Models of Collaboration in the Field of Pedagogical Prevention of Xenophobia, Anti-Semitism and Right-wing Extremism: Chances and Perspectives for a Better Cooperation between Formal and Non-formal Education in Germany
Get PDFSummaryXenophobic, anti-Semitic and right-wing extremist attitudes continue to pose a serious problem and an ongoing challenge among German youth. Since problematic attitudes and risk groups change with time and according to political circumstances and social change, there is a constant need for the development of new practices and the innovative adaption of existing strategies of pedagogical prevention. Evaluations of German government model programs aimed at the pedagogical prevention of xenophobia, anti-Semitism and right-wing extremism show that sustainable prevention effects can be reached on the basis of productive cooperation between formal and non-formal educators. In order to improve their efforts toward prevention and cooperation, both partners have to refine their collaborative models and their methodology as well as to react better to changes in the composition of groups of participants and students in a society characterized by immigration and globalization.Key words: right-wing extremism, xenophobia, evaluation, prevention, non-formal education.German Youth Institute (Deutsches Jugendinstitut e.V.),Franckeplatz 1, Hs. 12-12, D-06110 Halle, Germany.Tel.: +49-345-6817828. E-Mail: [email protected]
Xenophobic, anti-Semitic and right-wing extremist attitudes continue to pose a serious problem and an ongoing challenge among German youth. Since problematic attitudes and risk groups change with time and according to political circumstances and social change, there is a constant need for the development of new practices and the innovative adaption of existing strategies of pedagogical prevention. Evaluations of German government model programs aimed at the pedagogical prevention of xenophobia, anti-Semitism and right-wing extremism show that sustainable prevention effects can be reached on the basis of productive cooperation between formal and non-formal educators. In order to improve their efforts toward prevention and cooperation, both partners have to refine their collaborative models and their methodology as well as to react better to changes in the composition of groups of participants and students in a society characterized by immigration and globalization.Key words: right-wing extremism, xenophobia, evaluation, prevention, non-formal education.Novatoriški bendradarbiavimo metodaiirmodeliaiksenofobijos, antisemitizmo ir dešiniojo ekstremizmo pedagoginėje prevencijoje: geresnio bendradarbiavimo tarp formalaus ir neformalaus ugdymo galimybės ir perspektyvos VokietijojeSusanne JohanssonSantraukaKsenofobija, antisemitizmas, dešinysis ekstremizmas yra rimtos Vokietijos jaunimo problemos. Socialiniai ir politiniai pokyčiai sukuria naujų ideologijų ir socialinių grupių. Siekiant spręsti atsirandančias problemas, pedagoginės prevencijos praktikos turi būti atnaujinamos, vystomos. Vokietijos valstybinių ksenofobijos, antisemitizmo ir dešiniojo ekstremizmo pedagoginės prevencijos programų įvertinimas rodo, kad tvarią prevenciją galima pasiekti produktyviai bendradarbiaujant formaliems ir neformaliems ugdytojams. Norėdami pagerinti bendradarbiavimą, formalūs ir neformalūs ugdytojai turi pakeisti savo bendradarbiavimo ir darbo metodų modelius.Pagrindiniai žodžiai: dešinysis ekstremizmas, ksenofobija, įvertinimas, prevencija, neformalus ugdymas
Tautinės tapatybės kaita: lietuvių kilmės mokinių atvejis
Get PDFSummaryIn this paper, we analyze the national identity of Lithuanian pupils. The theories of national identity change are discussed in the first part of the paper. The second part of the paper is devoted to the analsis of data of a qualitative research. The analysis reveals a shift of national identity and the existence of a complex identity. As a solution to the problems of complex identity, a hermeneutic class as a tool is proposed.Key words: national identity, Lithuanian pupils, hermeneutic class.Šiaulių universitetasP. Višinskio g. 38, ŠiauliaiTel. (8 41) 59 57 80El. paštas: [email protected]
Straipsnyje analizuojama lietuvių kilmės mokinių tapatybės problematika mokyklose. Siekiant išanalizuoti tautinės tapatybės kaitos teorijas, atskleidžiamas daugiadimensinės tapatybės teorijos priešpriešinimas nacionalizmo tautinės tapatybės teorijai. Straipsnyje pristatomi ir analizuojami kokybinio tyrimo duomenys, siekiant parodyti tautinės tapatybės slinktis, atsiradusias dėl šiuolaikinių migracijos formų. Taip pat modeliuojama hermeneutinė klasė kaip galima alternatyva kylančioms mokyklose problemoms spręsti, kai klasėje susiduriama su daugybinėmis tapatybėmis, prieštaraujančiomis homogeniškam tapatybės diskursui.Pagrindiniai žodžiai: tautinė tapatybė, lietuvių kilmės mokiniai, hermeneutinė klasė.National identity change: the case of Lithuanian pupilsLina GaršvėSummaryIn this paper, we analyze the national identity of Lithuanian pupils. The theories of national identity change are discussed in the first part of the paper. The second part of the paper is devoted to the analsis of data of a qualitative research. The analysis reveals a shift of national identity and the existence of a complex identity. As a solution to the problems of complex identity, a hermeneutic class as a tool is proposed.Key words: national identity, Lithuanian pupils, hermeneutic class
Perskirstymas gerovės valstybės kilmės teorijose
Get PDFVilniaus universitetas, Universiteto g. 9/1, LT-01513 VilniusTel. (+370) 5 266 76 10El. paštas: [email protected]
Šiuo straipsniu siekiama atskleisti, kaip traktuojamas perskirstymas skirtingose gerovės valstybės kilmės teorijose, kokia jo svarba jose, ar galima numatyti perskirstymo dydį, kryptį, kokias rizikas siekiama kompensuoti perskirstant. Pirmoje straipsnio dalyje pristatoma perskirstymo samprata. Kitose dalyse perskirstymas nagrinėjamas pasitelkiant kelias gerovės valstybės kilmę aiškinančias teorijas: funkcionalizmą („industrializacijos logikos“ tezę), galios išteklių teoriją, valstybės centristinę prieigą ir institucionalizmo teoriją. Pagrindinė išvada teigia, kad „industrializacijos logikos“ tezė labiau pagrindžia poreikio perskirstyti atsiradimą, o valstybės centristinė ir institucionalizmo teorijos geriau paaiškina skirtumus tarp atskirose valstybėse vykdomo perskirstymo. Išsamiausiai perskirstymas gali būti analizuojamas naudojant galios išteklių teoriją.Pagrindiniai žodžiai: perskirstymas, gerovės valstybė, industrializacijos logika, galios išteklių teorija, institucionalizmas.Redistribution in Theories of Welfare State Developmement Viginta Ivaškaitė-Tamošiūnė
SummaryThis article analyses the conception of redistribution in different theories of welfare state development. What is the role and importance of redistribution in those theories? Could the size and direction of redistribution be identified and what social risks are compensated by redistribution? First part introduces the conception of redistribution. This is followed by other parts where redistribution is analysed through the lens of several theories of welfare state development, namely functionalism (“logic of industrialism”), power-resources theory, state-centered approach and institutionalism. Main findings denote to “logic of industrialism” thesis as the one which is capable to explain arisen need for redistribution, while state-centered approach and institutionalism are more appropriate for explaining the disparities in redistribution in different countries. Most fruitful analysis may be performed when power resources theory is employed.Key words: redistribution, welfare state, logic of industrialism, power-resources theory, institutionalism
