Elzbieta Perzycka-Borowska

Prof. Elzbieta Perzycka-Borowska

University of Szczecin, Szczecin, Zachodniopomorskie, Poland
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Academic Career Length

8Years (2019-Present)

(Calculated once Scilit publication data is synced: current year − year of first publication + 1)

Representative Publications

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18 July 2019 in Cultural Studies ↔ Critical Methodologies
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Journal Article
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PWPaulina Wężniejewska
Paulina Wężniejewska
OSOskar Szwabowski
Oskar Szwabowski
CSColette Szczepaniak
Colette Szczepaniak
MPMarcin Pławski
Marcin Pławski
The article is a palimpsest created as part of the project of collective autoethnographic writing. Its multiple forms formed the basis for the community and the intensification of friendly writing. After the assemblies, there were remnants. The remnants of practices from which one could crack meanings―but these are not the most important ones. This peculiar collection of artifacts is presented with a frail hope that the remnants still contain a messianic promise which will spread like plague. Maybe the text will revive in your hands—by reading it, you will write another version with our ghosts. We are ghosts. In words. We haunt.
2 November 2018 in Qualitative Inquiry
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Journal Article
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MPMarcin Pławski
Marcin Pławski
OSOskar Szwabowski
Oskar Szwabowski
CSColette Szczepaniak
Colette Szczepaniak
PWPaulina Wężniejewska
Paulina Wężniejewska
We are a group of evocative autoethnographers who have been cooperating on various autoethnographic projects for several years. In the article, we deal with the problem related to the realization of a project concerning collective autoethnographic writing. The idea seemed quite simple: By referring to the previous events related to the writing of collective autoethnography and the event of current writing, we wanted to grasp what it is and what it does to us. It turned out to be much more difficult than we had thought. Our attempt to tell a story about the experience of experiencing collective autoethnographic writing was questioned during the process of writing. We started asking ourselves why our project had been falling apart. Did we experience something unspoken? This article is an insight into the unspoken matter. We are posing a question about reconsidering the inquiry of collective writing in the spirit of evocative autoethnography.
1 January 2013 in Praktyka Teoretyczna
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OSOskar Szwabowski
Oskar Szwabowski
Abstrakt W niniejszym artykule zajmę się krytyką struktury teoretycznej, w ramach której w obszarze pedagogiki wytwarzane są krytyki reform szkolnictwa wyższego. Udowadniam, że krytyka neoliberalizmu w edukacji z jednej strony nie rozpoznaje dynamiki zmian i „konieczności” transformacji, z drugiej zaś zarówno krytyka, jak i obrona neoliberalnych reform nie przekracza kapitalistycznego rozdzielenia oraz właściwej danemu porządkowi instytucjonalizacji. Pod względem praktycznym powoduje to, że opór przybiera formę reakcyjną, czy to jako obrona przywilejów „klasy próżniaczej”, czy jako próba powrotu do okresu „kompromisu” między klasami, a tym samym nie jest w stanie wypracować radykalnej praktyki i realnie równościowej i demokratycznej edukacji, jak również przezwyciężyć „ideologiczny aparat państwowy”.
11 March 2023 in Qualitative Inquiry
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Journal Article
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OSOskar Szwabowski
Oskar Szwabowski
In this article, I introduce the concept of responding autoethnography. The immediate inspiration for this concept was Ellis’s text on the amassing of many autoethnographic stories to generate collective consciousness. In my text, I present a different approach to collective consciousness and the relationship between stories: that is, collective consciousness is not a fusion of horizons; it is not a unified story, but a dirty, chaotic, pulsating, cluster of diverse elements. It is not a collective consciousness in the Marxist sense, but a form close to the Deleuzian complex. The second source was the issue of taking into account other autoethnographic texts so as not to reduce them. Responding autoethnography would be another way of taking into account the voices of other researchers, a form of answering beyond the dominant way of appropriating someone else’s thought. I will present responding autoethnography on the example of experiencing the pandemic.
30 May 2023 in Arts
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EPElzbieta Perzycka-Borowska
Elzbieta Perzycka-Borowska
MGMarta Gliniecka
Marta Gliniecka
KKKalina Kukielko-Rogozinska
Kalina Kukielko-Rogozinska
MPMichał Parchimowicz
Michał Parchimowicz
Exploring the role of public art in conveying complex socio-political messages, this article investigates the multifaceted socio-educational impact of 32 murals representing the war in Ukraine, located in Jasień Railway Station, Gdansk, Poland. Employing an interdisciplinary research approach, the study combines critical theory and visual communication methodologies to uncover the deeper messages conveyed by these thought-provoking murals. The analysis encompasses six diverse perspectives—historical, personal, ethical, cultural, technical, and critical—leading to the identification of six distinct mural categories: (1) resistance and hope, (2) family and courage, (3) suffering and death, (4) torturers and the oppressed, (5) animals, and (6) idyllic. The study underscores the significance of murals as a public art form for symbolically communicating social, cultural, and political events while introducing novel interpretations and expanding visual communication possibilities. Furthermore, this research demonstrates the potential of interdisciplinary approaches in exploring the intricate relationships between public art and the messages they convey, showcasing their capacity to shape public opinion and foster dialogue.
23 June 2017 in Power and Education
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Journal Article
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JMJacek Moroz
Jacek Moroz
OSOskar Szwabowski
Oskar Szwabowski
Since the late 20th century, the Solidarity breakthrough of the Polish social movement has been a huge political success. Solidarity, as a specific idea, has become not only a social and political power, but also a more profound category of ethical discourse. Therefore, especially in terms of Polish public awareness, solidarity is one of the most popular theoretical notions, which is used in many different social contexts. Divergent political ideologies develop and use the language of solidarity as a tool to create divisions in society. The language of solidarity seems to create additional difficulties because it is used by conservative, neo-liberal and leftist parties. This language does not have its own identity or meaning. Considering the problems involved in the category of solidarity, the authors want to move the debate around this concept onto grounds for discussion about the university and the concept of the commons. Their research is located in the field of the philosophy of education, but they refer their reflections also to some empirical works.