Zuzanna Zbrog, Anna Szczepanek
Zuzanna and Anna are concerned with the question, how to argue the case for CMW in an unsupportive academic environment.
Their starting point is the observation that in academia we are frequently drawn into discussions about the value and legitimacy of CMW as a research method.
The questions and arguments can relate to minute details of the (technical) procedures that we apply, but also to the very methodology or the epistemological basis of CMW.
Some of these questions and arguments leave us stunned, stuck, sometimes even speechless and stifled. Not in all cases do we have an appropriate answer.
Zuzanna and Anna invite participants to discuss:
- How to deal with such situations?
- How to react to such questions and arguments?
Zuzanna Zbróg holds a post-Ph.D. in social sciences, is an Associate Professor at the Jan Kochanowski University of Kielce (Poland), Faculty of Education and Psychology. She is head of the Department of Elementary Education and Child Development Support. She is also a vice-president of the Elementary Education Section in the Pedagogical Sciences Committee of the Polish Academy of Sciences, and a member of the Teacher Development Section. Zuzanna is an expert of the Ministry of Education (since 2005) on course books for the first level of primary education, editor-in-chief of semi-annual magazine for teachers: “Edukacja Wczesnoszkolna”, and board member of the Polish Committee of Organisation Mondiale pour l’Education Prescolaire (OMEP).
Research interests include interdisciplinary research on early childhood teacher education and pedagogical knowledge; social representations of educational phenomena; collective memory work and collective biography writing as both research methodologies and learning strategies; as well as diffractive analysis.
Anna Szczepanek-Guz holds a Ph.D. in Literary Studies and an M.A. in English Philology, is an Assistant Professor at the Jan Kochanowski University of Kielce (Poland), Faculty of Linguistics and Literary Studies.
Her research interests span modern poetics, ekphrasis, discourse analysis, cognitive linguistics, intermediality, and intermodality. She is also engaged in research on teacher education within higher education institutions (HEIs), with a particular focus on interdisciplinary approaches to pedagogy and learning.