Joanna Nowak

In the nineteenth century, the Polish reflection on race and derivative terms was strongly influenced by the Western thought. New achievements and terminology in the field of natural sciences were adopted. Gradually, there was a change of look at peoples, their origin and diversity. In the Enlightenment, while hierarchizing humankind, its biological variety was emphasized. The Romanticism focused on human culture and spirituality. The Positivism, in turn, based on the achievements of natural sciences, saw the basis for evaluation of human groups in biological criteria. The state of contemporary ideas and knowledge favoured the formulation of various racial theories, which also had their own political context. The analysis of Polish sources made it possible to show the specificity of the domestic view in this field. It was often critical, but also approving the division of humankind into lower and higher races. This resulted from the adoption of a Eurocentric point of view. Historiosophy, seeking factors determining a historical role of a given race, also contributed to the search for differences between the white nations of Europe.

Niepełnosprawność niesie ze sobą wiele wyzwań. Są to wyzwania zarówno dla samej osoby, jak i dla społeczeństwa. Treścią niniejszego artykułu jest świadomość własnej niepełnosprawności, doświadczanie rzeczywistości społecznej, prawnej przez uczniów z wadą wzroku. Przedmiotem badań było doświadczanie niepełnosprawności i interpretacja rzeczywistości przez osoby z wadą wzroku. Celem badań było ukazanie rozumienia własnej niepełnosprawności w zżyciu codziennym, środowisku szkolnym przez uczniów z wadą wzroku. W badaniach strategii jakościowej wykorzystano analizę fenomenograficzną. Analiza transkrypcji wywiadów pozwoliła sformułować kategorie doświadczania niepełnosprawności przez badane osoby.

Awareness of own disability in everyday life, school environment – reflections of students with visual impairment

A changing society confronts the individual with new dimensions of social, cultural and educational experiences. For people with disabilities, every change means the appearance of a barrier or barriers, which require appropriate conditions. The aim of this article is to present the understanding of disability in the school environment by students with visual impairment. Using the phenomenography method, students’ with visual impairment experiences in the school environment were reconstructed. While analyzing the transcripts of the interviews, the categories of experiencing disabilities were formulated, and the main concepts of ways of experiencing the phenomenon of disability were examined.