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  1.  25
    School Culture at Risk of Political and Methodological Expropriation.Ondrej Kaščák, Branislav Pupala, Ivan Lukšík & Miroslava Lemešová - 2012 - Human Affairs 22 (4):524-538.
    The aim of this article is to problematize the concept of school culture both as a concept and as a subject of investigation. It deals with the historical roots of this concept and the fact that it is shrinking—a consequence of the managerial imperatives of effectiveness and accountability in education. School culture, in relation to the quality of schools and the quality of education, has become the subject of audits, arrived at through a developed network of standardisation in education, testing (...)
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  2.  16
    Buttoning Up the Gold Collar — The Child in Neoliberal Visions of Early Education and Care.Ondrej Kaščák & Branislav Pupala - 2013 - Human Affairs 23 (2):319-337.
    This study refers to the discursive transformation in perceptions of preschool age children generated by central European Union policy on early childhood education and care. This policy is representative of the pervasion of contemporary entrepreneurial culture and curricula within preschool education. At the same time, the field is also starting to become subordinated to the neoliberal trend of economising the social. This study highlights the fact that, within discourses on the child, these trends are encouraging a particular conception of childhood (...)
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  3. Diverstity and Centrism in Two Contrasting Early Childhood Education and Care Systems: Slovakia and Indonesia Compared.Maria Melita Rahardjo, Hani Yulindrasari & Branislav Pupala - 2022 - Human Affairs 32 (2):145-161.
    National early childhood education and care systems have been shaped by external influences and have taken different forms in developed countries than in post-colonial countries. This study systematically compares and examines the autonomous elements in national ECEC systems and the countervailing homogenisation process in Slovakia and Indonesia -two countries located in a different hemisphere with different historical, cultural, and political backgrounds. The study shows new rhetoric triggering different tendencies. In Slovakia, the “competency” and “standards” turn led to steps to increase (...)
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  4.  7
    Re-Negotiating an Ethics of Care in Kenyan Childhoods.Sonja Arndt, Marek Tesar, Branislav Pupala, Ondrej Kaščák & Tata Mbugua - 2016 - Human Affairs 26 (3):288-303.
    Childhoods in contemporary Kenya are entangled with discourses of care in a post-colonial landscape. Such imaginaries of childhoods through discourses of ‘care’ and ‘charity’ are well established through Western lenses. Another lens that is often enacted is the lens of de-commercialised, un-spoilt, pure and innocent childhoods in the Kenyan landscape. In this study, the authors utilize Nel Nodding’s concept of an ethics of care, and a feminist lens, to explore this binary of Western views through real experiences of childhoods. This (...)
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  5.  8
    “Das Bin Ich...”: Corporeality and Early German Language Education in Kindergarten.Ondrej Kaščák, Branislav Pupala & Iveta Kovalčíková - 2012 - Human Affairs 22 (1):56-68.
    This paper, based on ethnographically obtained data, discusses German language acquisition at an early age: the discovery of the interconnection between language and corporeality is the key component of the analysis based on videostudies. The body—conceived as an intermediary and content element of education, becomes an essential base for foreign language acquisition. This will be documented by tangible data and subsequent theoretical analysis with respect to relevant terminology of cultural anthropology . The principle of corporeality is further used as a (...)
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  6.  5
    Towards Perpetual Neoliberalism in Education: The Slovak Path to Postcommunist Transformation.Ondrej Kaščák & Branislav Pupala - 2014 - Human Affairs 24 (4).
    Slovak education policy is an example of the kind of transformations occurring in the education spheres of postcommunist countries. While at the end of the 1990s, it seemed that education policy was still attempting to ensure that Slovakia caught up with education levels in western countries, the period that followed brought with it a shift towards neoliberalization of the education sector and towards the economization of education. Slovakia’s entry into the EU was accompanied by the total assimilation of the neoliberal (...)
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  7.  4
    Critical Issues in Contemporary Education: Prolegomena.Ondrej Kaščák & Branislav Pupala - 2012 - Human Affairs 22 (1):3-10.
    This paper summarizes the problematic aspects of a globalized neoliberal culture in education. Linking to the particular studies of this monothematic volume it discusses the consequences of the globalization of a testing culture in schools, the issues of developing civic literacy in the context of current education practice and the issues of forming a historic consciousness in present schools relating to the existing social discourse. Language teaching, currently dominated by the concept of language literacy or the concept of language education (...)
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