Ontological (In)Security - Art Students’ Experience of Agency in the Educational Reality During the Pandemic
Abstract
Objectives of the study: The purpose of the study is to reconstruct the experiences of art students during the Covid-19 pandemic. The research question is as follows: What image of the everyday life of remote education emerges from the reconstruction of the experiences of students who were previously assigned to extreme groups in terms of their perceived proficiency?
Research methods: Due to the different objectives’ for specific questions – involving nomothetic explanation in some areas (basic descriptive statistics, comparison of selected subfields, logistic regression) and idiographic explanation in others (qualitative content analysis) – the research used a quantitative and qualitative strategy.
Brief description of the context of the issue: Art schools provide unique educational opportunities as teachers-artists have a personal influence on students through face-to-face interaction. The pandemic has presented these schools with an unprecedented challenge, on a scale that had not been seen before. In the research presented here, voice was given to the students, who were considered experts in their own cause. Their experiences, as a multidimensional construct, were located theoretically in the context of the threefold framework of temporal order, space and relationship, and Bruner’s concept of the role of support in child development.
Research findings: The results show a link between perceived levels of ontological security and the way students functioned at school during the pandemic. Psychological well-being was affected more strongly in those with a low sense of agency, who often balanced on the verge of ontological security and experienced reality in a traumatic way, while students with a high sense of agency tended to focus on the benefits rather than losses.
Conclusions and/or recommendations: Locating students on the continuum of a sense of agency brought a fresh perspective on the different ways in which young artists with and without a disturbed sense of ontological security experienced school during the pandemic. Important recommendations include continuing multidirectional support measures of a pedagogical and psychological nature undertaken by many institutions, which should be aimed at art students, their parents and teachers.
References
Bauman, Z. (2006). Płynna nowoczesność [Liquid Modernity] (T. Kunz, Trans.). Wydawnictwo Literackie. (Original work published in 2002)
Bevir, M., & Rhodes, R. (2006). Teoria interpretacjonistyczna [Interpretive Theory] (J. Tegnerowicz, Trans.). In D. Marsh & G. Stoker (Eds.) Teorie i metody w naukach politycznych [Theory and Methods in Political Science], (pp. 131-152). Wydawnictwo UJ. (Original work published in 2002)
Bruner, J. (2006). Kultura edukacji [The Culture of Education] (T. Brzostowska-Tereszkiewicz, Trans.). Wyd. Universitas. (Original work published in 1996)
Fiske, J. (2009). Wprowadzenie do badań nad komunikowaniem [Introduction to Communication Studies] (A. Gierczak, transl.). Wydawnictwo ASTRUM. (Original work published in 1982)
Giddens, A. (1990). The Consequences of Modernity. Stanford.
Giddens, A. (1991). Modernity and Self-identity: Self and Society in the Late Modern Age, Stanford.
Goban-Klas, T. (2009). Media i komunikowanie masowe. Teorie i analizy prasy, radia, telewizji i Internetu [Media and Mass Communication. Theories and Analyses of Press, Radio, Television, and the Internet]. Wydawnictwo Naukowe PWN.
Hamer, H. (2005). Psychologia społeczna: teoria i praktyka [Social psychology: theory and practice]. Wydawnictwo Difin,
Hosmer, D.W. Jr., Lemeshow, S., & Sturdivant, R.X. (2013). Applied logistic regression. John Wiley & Sons Inc.
Hopf, T. (1998). The Promise of Constructivism in International Relations Theory. International Security, 23(1), 171-200. https://doi.org/10.1162/isec.23.1.171
Inkeles, A., & Smith, I.N. (1984). W stronę definicji człowieka nowoczesnego [Towards a Definition of Modern Man]. In J. Kurczewska, & J. Szacki (Eds.), Tradycja i nowoczesność [Tradition and Modernity] (pp. 432-465). Czytelnik.
Klus-Stańska, D. (2016). Jak wyjść poza horyzont pomyślenia szkoły i zrehabilitować wiedzę? Pod pretekstem reminiscencji z Autorskiej Szkoły Podstawowej „Żak” [How to Go Beyond the School Horizon of Thinking and Vindicate Knowledge? On the Pretext of Reminiscence from the ‘Żak’ Authorial Primary School]. Studia i Badania Naukowe. Pedagogika, 10(1), 53-71.
Kowalczuk-Walędzak, M. (2012). Poczucie sprawstwa społecznego pedagogów. Studium teoretyczno-empiryczne [Educationists’ Social Self-Efficacy. A Theoretical-Empirical Study]. Impuls.
Kozielecki, J. (1998). O człowieku wielowymiarowym. eseje psychologiczne [On Multi-Dimensional Man. Psychological Essays]. Wydawnictwo PWN.
Krzychała, S., & Zamorska B. (2008). Dokumentarna ewaluacja szkolnej codzienności. [Documentary Evaluation of School Everyday Life]. Wydawnictwo DSW.
Lisowska-Magdziarz, M. (2004). Analiza zawartości mediów. Przewodnik dla studentów [Analysis of Media Content. A Guide for Students]. Wydawnictwo UJ.
Łukaszewski, W. (1984). Szanse rozwoju osobowości [Chances of Personality Development]. Książka i Wiedza.
Moisi, D. (2012). Geopolityka emocji. Jak kultury strachu, upokorzenia, nadziei przeobrażają świat [The Geopolitics of Emotion. How Cultures of fear, Humiliation and Hope Are Reshaping the World] (R. Włoch, Trans.). PWN. (Original work published in 2008)
Myszka-Strychalska, L. (2021). Znaczenie poczucia sprawstwa w procesie aktywności i partycypacji społecznej młodzieży [The Importance of a Sense of Agency in the Process of Youth Activism and Social Participation]. Rocznik Pedagogiczny 43, 37-61.
Nowak-Dziemianowicz, M. (2021). Style zarządzania w sytuacji krytycznej oraz ich konsekwencje w perspektywie edukacyjnych badań zaangażowanych [Management Styles in a Critical Situation and Their Consequences in the Perspective of Committed Educational Studies]. In J. Łukasik, I. Nowosad, & M.J. Szymański (Eds.), Szkoła i nauczyciel w obliczu zmian społecznych i edukacyjnych [School and Teachers in the Face of Social and Educational Change] (pp. 125-152). Impuls.
Nowakowski, P., & Komedziński, T. (2010). Poczucie sprawstwa: ujęcie interdyscyplinarne [Self-Efficacy. An Interdisciplinary Approach]. In M. Pąchalska, & G.E. Kwiatkowska (Eds.), Neuropsychologia a humanistyka [Neuropsychology and Humanities] (pp.251-261). Wydawnictwo UMCS.
Nowicka, M. (2021). Rodzice o nauczycielach w czasach pandemii – doniesienia badawcze z forów dyskusyjnych [Parents’ Opinion on Teachers in the Times of the Pandemic – Study Reports from Discussion Forums]. In M. Nowicka, & J. Dziekońska (Eds.), Cyfrowy tubylec w szkole. diagnozy i otwarcia T.IV Edukacja zdalna w cieniu pandemii – wielogłos akademicki [A Digital Native at School. Diagnoses and Openings vol. 5 Remote Education in the Shadow of the Pandemic – A Multipart Academic Study] (pp. 105-121). Wydawnictwo Adam Marszałek.
Nowicka-Kozioł, M. (2000). Wprowadzenie. Poczucie odpowiedzialności moralnej [Introduction. Sense of Moral Responsibility]. In M. Nowicka-Kozioł (Ed.), Poczucie odpowiedzialności moralnej jako aspekt podmiotowy [Sense of Moral Responsibility as a Subjective Aspect], (pp.233-254). Wydawnictwo Akademickie "Żak”.
Wysocka E.K., & Ostafińska-Molik B. (2014). Nastawienie życiowe młodzieży niedostosowanej społecznie i prawidłowo przystosowanej: analiza porównawcza [Life Attitudes of Socially Maladjusted and Well-Adjusted Adolescents: a Comparative Analysis]. Przegląd Naukowo-Metodyczny. Edukacja dla Bezpieczeństwa, 7(22(1), 233-254.
Pawłuszko, T. (2018). Bezpieczeństwo ontologiczne państwa – koncepcja i zastosowanie [Ontological Security of a State – Concept and Application]. Doctrina. Studia Społeczno Polityczne, 15(15), 235-252.
Pergel, R., & Psychogios A. G. (2013). Making Sense of Crisis: Cognitive Barriers of Learning in Critical Situations. Management Dynamics in the Knowledge Economy, 1(2), 179-205.
Pyżalski J., & Walter N. (2021). Edukacja zdalna w czasie pandemii COVID-19 w Polsce – mapa głównych szans i zagrożeń. Przegląd i omówienie wyników najważniejszych badan związanych z kryzysową edukacją zdalną w Polsce [Remote Education During the COVID-19 Pandemic in Poland – a Map of the Main Opportunities and Threats. Overview and Discussion of Results of the Most Important Studies Related to Crisis Remote Education in Poland]. Wydawnictwo UAM.
Rapley, T. (2010) Analiza konwersacji, dyskursu i dokumentów [Doing Conversation, Discourse and Document Analysis] (A.Gąsior-Niemiec, Trans.). Wydawnictwo Naukowe PWN. (Original work published in 2007)
Ratajczak, Z. (1991). Elementy psychologii pracy [Elements of Work Psychology]. Wydawnictwo UŚ.
Rubacha, K. (2012). Metodologia badań nad edukacją [Methodology of Studies on Education]. Oficyna Wydawnicza Łośgraf.
Rutkowiak, J. (1995). „Pulsujące kategorie” jako wyznaczniki mapy odmian myślenia o edukacji [‘Pulsatory Cathegories’ as Determinants of the Map of Variations of Thinking about Education]. In J. Rutkowiak (Ed.), Odmiany myślenia edukacji [Variations of Thinking in Education], (pp. 13-46). Oficyna Wydawnicza Impuls.
Schugurensky, D. (2014). Social Pedagogy and Critical Theory: A Conversation with Hans Thiersch. International Journal of Social Pedagogy, 3(1):2, 4–14. DOI: https://doi.org/10.14324/111.444.ijsp.2014.v3.1.002
Silverman D. (2012). Interpretacja danych jakościowych [Interpreting Qualitative Data] (M. Głowacka-Grajper & J. Ostrowska, Trans.). Wydawnictwo Naukowe PWN. (Original work published in 2001)
Steele, B.J. (2008). Ontological Security in International Relations. Self-Identity and the IR State, Routledge.
Sulima, R. (2003). Znikająca codzienność [The Disappearing Everyday Life]. In R. Sulima (Ed.), Życie codzienne Polaków na przełomie XX i XXI wieku [Everyday Life of Poles in the late 20th and Early 21st Centuries]. Oficyna Wydawnicza Stopka.
Szczepaniak, K. (2012). Zastosowanie analizy treści w badaniach artykułów prasowych – refleksje metodologiczne. [Application of Content Analysis in the Study of Press Articles – Methodological Reflections]. Acta Universitatis Lodziensis. Folia Sociologica, 42, 83-112.
Sztompka, P. & Bogunia-Borawska, M. (2008). Socjologia codzienności [Sociology of Everyday Life]. Wydawnictwo Znak.
Tempczyk-Nagórka, Ż., Czarnecka, M., Jastrzębska, J., & Paluch, M. (2022). Znaczenie poradnictwa psychologiczno - pedagogicznego w przeciwdziałaniu konsekwencjom pandemii COVID- 19 [The Importance of Psychological and Educational Counselling in Countering the Consequences of the COVID-19 Pandemic]. In K. Kuracki, & Ż. Tempczyk-Nagórka (Eds.), Wsparcie psychologiczno- pedagogiczne w polskiej szkole w sytuacji pandemii i post pandemii. Od wsparcia online po zmiany offline [Psychological and Pedagogical Support in Polish Schools in a Pandemic and Post-Pandemic Situation. From Online Support to Offline Changes]( pp. 100-119). Wydawnictwo Adam Marszałek.
Thiersch, H. (2000). Lebensweltorientierte Sozialarbeit [Lifeworld-orientated social work]. Weinheim.
Weiner, A. (2021). Szkolna (nie)codzienność – doświadczenia dyrektorów szkół artystycznych z okresu pandemii COVID-19 [School (Non-)Everyday Life – Experiences of Art School Directors form the Period of the COVID-19 Pandemic]. Wydawnictwo. Naukowe AWSB.
Weiner, A. (in press). Time - space – relationships – an art school student in the face of the pandemic educational experiment. Studia z Teorii Wychowania.
Wiktorowicz, J., Grzelak, M.M., & Grzeszkiewicz-Radulska, K. (2020). Analiza statystyczna z IBM SPSS Statistics [Statistical Analysis with IBM SPSS Statistics]. Wydawnictwo Uniwersytetu Łódzkiego.
Wojciszke, B. (2010). Sprawczość i wspólnotowość. podstawowe wymiary spostrzegania społecznego [Agency and Community. The Fundamental Dimensions of Social Perception], GWP.
Yu, Ch. (2020, July 2). The Pre-pandemic Universe Was the Fiction. The Atlantic. https://www.theatlantic.com/culture/archive/2020/04/charlesyu-science-fiction-reality-life-pandemic/609985/
Zybertowicz, K. & Zybertowicz, A. (2017). Okiełznać zmianę. Bezpieczeństwo ontologiczne, rozwój technologiczny a kryzys Zachodu [To Harness Change. Ontological Security, Technological Development and Crisis of the West]. Filo-Sofija, 17(36), 521-538. http://www.filo-sofija.pl/index.php/czasopismo/article/view/1095
Zysk, T. (1990). Orientacja prorozwojowa [Development Orientation]. In J. Reykowski, K. Skarżyńska, & M. Ziólkowski (Eds.), Orientacje społeczne jako element mentalności [Social Orientations as an Element of Mentality] (pp.183-205). Wydawnictwo Nakom.
Copyright (c) 2023 Agnieszka Weiner
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
- The Author/Authors agree(s) to publish the article free of charge in Multidisciplinary Journal of School Education in English or Spanish. The Editorial Board reserves the right to shorten the texts and change the titles.
- As part of free publication mentioned in § 1, the Author/Authors agrees to make the full electronic version of their article available in the Internet.
- The Author/Authors agrees to index their article in databases at home and abroad, including abstracts and keywords as well as Author's/Authors’ affiliation in English and in other languages. The Author/Authors agrees to pass on the information mentioned above to the owners of these databases.
- The Author/Authors declares that their publication is original and does not include borrowings from other works which might cause Publisher's responsibility, does not infringe the rights of the third party and that their copyright on this publication is not limited. The Author/Authors will incur all the costs and will pay compensations which might result from the mendacity of the following statement.
- The Author/Authors declares to bear complete responsibility for the scientific reliability of the article submitted. The detailed contribution of all co-authors is defined.
- The Author/Authors declares to publish the text in the Multidisciplinary Journal of School Education under a Creative Commons Attribution-NoDerivatives 4.0 International License (CC BY-ND 4.0).
- For more than one author, please complete the Authorship Contributions and send it to the editorial office. Please indicate the specific contributions made by each author (list the authors’ initials, e.g., JKH). Please download, complete, scan and attach the file in the system during the submission process.
Authors Statement - Authorship Contributions
