Wydział Anglistyki Uniwersytetu im. Adama Mickiewicza w Poznaniu po raz kolejny uplasował się na podium w ankiecie ogłoszonej przez Parlament Samorządu Studentów UAM na „Przyjazny Dziekanat”.
W tegorocznej edycji badania udział wzięli studenci wszystkich jednostek UAM. Badanie, przeprowadzone przez Wydziałowe Rady Samorządu Studentów do 23 maja br., ma na celu monitorowanie pracy administracji, stałe podnoszenie standardów obsługi studentów i zapewnianie dostępu do informacji. W tegorocznej edycji ankietyzacji wzięło udział 5068 studentów UAM, czyli 14,7% ogólnej społeczności studenckiej naszej Uczelni.
Tym razem dziekanat Wydziału Anglistyki zajął trzecie miejsce. Na drugim miejscu uplasował się Wydział Nauk Politycznych i Dziennikarstwa, zaś zwycięzcą badania został Wydział Filologii Polskiej i Klasycznej.
Nagrodę za przykładne standardy pracy wręczyły w imieniu wdzięcznych studentów Joanna Maruszczak, przewodnicząca Parlamentu Samorządu Studentów UAM i Natalia Mąka, szefowa Komisji Dydaktyki i Nauki Parlamentu. Uroczysta ceremonia miała miejsce 9. lipca br. w Sali Rady Wydziału Anglistyki UAM.
Dziekana poznańskiej anglistyki, prof. zw. dr hab. Katarzyna Dziubalska-Kołaczyk złożyła gratulacje wszystkim pracownikom administracji, wyróżniając w sposób szczególny kierowniczkę dziekanatu, mgr Agnieszkę Bury-Galubińską.
W uroczystości wzięli także udział prodziekani WA – prof. UAM dr hab. Agnieszka Setecka, prof. UAM dr. hab. Radosław Dylewski oraz prof. UAM dr hab. Piotr Gąsiorowski.
Dziękujemy Studentom WA!
The AMU Faculty of English has for the fourth time in history been on the shortlist of the “Friendly Dean’s Office” competition. The awards are granted by the AMU Parliament of Student Self-Government.
This year’s edition of the survey was carried out among students of all the AMU units. The poll was conducted by Faculty Student Self-Government Councils in by May 23, 2019. The questionnaire filled out by students of all faculties is supposed to monitor the work of University administration and to enhance standards of relations with students and the provision of information. This year the questionnaire was filled out by 5,068 students, i.e. 14.7 % of the total number of AMU student body.
The Faculty of English came third in the most recent edition of the survey, preceded by the Faculty of Political Science and Journalism, in second place, and the Faculty of Polish and Classical Studies, which won the ranking.
On behalf of thankful students, a special commemorative plaque was handed by Joanna Maruszczak, Chairperson of Student Parliament, and Natalia Mąka, Chair of the Parliament’s Teaching and Science Commission. The award ceremony took place on July 9, 2019 in the meeting room of the Faculty of English Council.
Faculty of English Dean Prof. Katarzyna Dziubalska-Kołaczyk congratulated all the award-winning administrative staff, extending her special thanks to the head of the Dean’s Office, Ms. Agnieszka Bury-Galubińska.
Participating in the ceremony were the Faculty Vice-deans: Prof. Agnieszka Setecka, Prof. Radosław Dylewski and Prof. Piotr Gąsiorowski.
Many thanks to the students of the Faculty of English!
*****
Organizers of the 28th PASE Conference: Diversity is inclusive: Cultural, literary and linguistic mosaic to be held in Poznan on June, 27-28 in Collegium Novum are currently seeking student helpers to assist in running the conference (registering speakers, giving advice, directions etc.). Those interested in volunteering and joining our team are welcome to come on Friday, June 14 at 11:30 to an open meeting in room 102A Coll. Novum.
Incentives:
- You can take part in the conference free of charge
- Volunteer work at a conference is recognized as student practices (internships)
- You will receive a written certificate of your work
- It’s a unique chance to attend interesting plenary lectures and talks
If you’d like to join our team, but are unable to make it to the meeting, please contact us at: pase2019@wa.amu.edu.pl and fabiszak@amu.edu.pl.
To learn more about the conference, visit our website http://wa.amu.edu.pl/wa/28th_pase_conference.
Conference organizers:
Chair: Jacek Fabiszak
Katarzyna Dziubalska-Kołaczyk
Agnieszka Kiełkiewicz-Janowiak
Conference secretaries:
Kornelia Boczkowska
Zuzanna Kruk-Buchowska
Anna Wołosz-Sosnowska
WA Friday Lunch Talks are monthly meetings with presentations of current research results or research in progress by WA faculty, staff, or PhD students. Each talk is of 30 minutes (+ 10 minutes for discussion).
Elżbieta Wąsik
Department of Older Germanic Languages
On abstracting and generalizing within the framework of General Semantics
This paper will depart from four conceptual and methodological assumptions: firstly, that the foundation of all psychophysiological knowing constitutes structural differences between the subjective worlds of cognizing organisms, secondly, that the objectivity of real world is the matter of a subjective definition, thirdly, that perception implies abstraction, and, finally, that concrete is only that feature (aspect and constituent of reality) which has not been abstracted yet. In order to elucidate the role of abstract thinking in cognition — the complement of which is generalizing — the paper will refer to the philosophical sources of the abstraction-related conception of language and thought. The primary focus of attention will be put on General Semantics, a philosophical-sociological theory of meaning, proposed by Alfred Korzybski (1879–1950), an American scholar of Polish origin, who enjoyed the greatest popularity from the period of the 1950s through the 1970s. It will be demonstrated that, in Korzybski’s approach to meaning being communicated by humans linguistically, the ability of abstracting is a prerequisite of thinking and reasoning processes at all. As such, it constitutes a crucial factor in the evolution of human societies and in the personal growth of human individuals, as biological, psychological and social beings, as well as language speakers aware of self and others in time-and-space relations. Accordingly, it will be shown that general semanticists have emphasized the need of practical training in abstracting, which is, in their view, indispensable to change for the better the habits of evaluation and to improve the effectiveness of communication. In conclusion, the importance of the concepts of abstracting and generalizing for the logic of philosophy will be stressed.
Małgorzata Bobowska
Center for Canadian Literature
Japanese folklore and mythology permeating Canadian reality in Hiromi Goto’s Chorus of Mushrooms, The Water of Possibility and The Kappa Child
As a writer who did not experience the internment and who was born in Japan, Hiromi Goto moves beyond addressing the war-time trauma, and experiments with Japanese mythology. The purpose of this paper is, therefore, to show how Goto employs Japanese culture in the form of myths and mythical creatures, such as kappa, tanuki, and yamanba in her novels, specifically in Chorus of Mushrooms (1994) The Kappa Child (2001), and The Water of Possibility (2001). In particular, the paper will focus on the way in which the writer goes beyond autoethnography and moves from "minority writing" and an Orientalist portrayal of Japanese Canadian women. My research has shown that not only does she change the stories of yamanba, kappa and tanuki in order to adjust them to the Canadian landscape, but the writer also brings together the elements of absurd, grotesque, and science fiction. What is more, Goto also raises the issue of one’s sexual identity / orientation, and questions the binary associated thinking with sex and gender. For instance, in The Kappa Child, the Japanese creature of kappa serves as a marker of diasporic consciousness, but at the same time, the protagonist seems to be gender-ambiguous. All in all, I believe that a synthesis of the selected Goto’s novels would shed more light on the way in which the author discusses diasporic consciousness, and how the employment of the Japanese mythology contributes to a new way of perceiving the transnational Japanese Canadian identity.
The Centre for Celtic Studies cordially invite everyone to guest lectures by Dr Małgorzata Machowska-Kościak, Dublin City University, Ireland
Multilingual language socialisation practices of Polish immigrant children and their families in Ireland’ - ‘Small Stories’ of integration
Thursday, 6 June, 13.15, room 109A, Collegium Novum
Strengthening Practices of Intercultural Education in Ireland – A Critical Overview and Reflections on Teaching Practices
Wednesday, 5 June 2019, room 013 (Building D), ul. Szamarzewskiego 89A, 15.00
(Organised together with the Institute of Cultural Studies at AMU)
ABSTRACTS
Multilingual language socialisation practices of Polish immigrant children and their families in Ireland’ -‘Small Stories’ of integration
The present paper discusses issues of language socialisation and affect through the subjective experiences of Poles living in Ireland. Poland’s accession to the EU in 2004 resulted in thousands of Polish citizens migrating to the UK and the Republic of Ireland mainly in search for employment opportunities, which required them not only to learn a foreign language (English) but also socialise into new cultures. This longitudinal study followed four Polish teenagers and their families as they expressed their feelings while grappling with issues of conflicting identities and the accommodation of competing goals of integration within new host society and maintenance of their heritage culture and language. This paper provides snapshots from their family and school lives, illuminating complexities of the process of growing up in a new place, new country, albeit multilingual society. The four families were carefully selected to represent a range of school and community experiences. The work, which was largely conducted in Polish in order to facilitate an in-depth investigation of the participants’ lives and experiences, also involved interviews with families and Irish teachers as well as direct observations in the school context. The theoretical and analytical approach combined Ethnography of Communication approach to data collection and analysis along with Discourse Analysis approaches (Duff, 1995; Davis & Harre 1990, Harre & Langenhove, 1999, Ochs & Capps, 2001). A particular focus was placed on epistemic, moral and affective stances taken by the children and their parents in relation to languages they spoke everyday. I illustrate aspects of agency such as variable participation, allegiances with heritage and majority language peer groups, affective and epistemic stances taken with respect to socio-historical norms and values of the Irish and Polish culture by moving from home to school context. I also discuss children’s and their families positions towards Irish and the ways in which they rationalised their choices. The rich data provided by this study illustrate relationships of culture, power, and identity, showing that, even for the youngest speakers, such associations are always indexed in talk and their social behaviour. I conclude by reflecting on position of schools and their response to multilingual practices of the Polish children. There is still relatively little information on how minority immigrant children construct their identities, experience emotions through and towards different languages and cultures, or deal with issues of legitimacy or contesting majority and minority language ideologies. I take on a critical perspective by highlighting that monolingual approach to teaching multilingual students prevails among schools. This, unfortunately might have a damaging effect on children’s multilingualism. This study hopes to facilitate our understanding of the issues involved in integrational practices of immigrants, parental involvement in schooling or heritage language loss and maintenance in an inter-generational context. This research do not only document how multilingual children and their families navigate through these complex and often ‘pervasive’ monolingual norms but also illustrates fascinating ways in which they exercise their own agency, choices they make and plans they have for their futures. These families, children in particular, develop their own unique strategies to cope with the challenges they face. Based on this I see participating families’ ‘multilingual socialisation’, their daily practices and strategies as a driving force for change, in the form of an alternative structure for holistic reflection and potential transformation in Irish society.
Strengthening Practices of Intercultural Education in Ireland – A Critical Overview and Reflections on Teaching Practices
Cultural and linguistic composition of Ireland is becoming more diverse with each new year, offering great potential for even faster and greater human development. Nevertheless, cultural diversity and linguistic enrichment is often portrayed as ‘challenging’, or ‘being in some kind of crises’ (Modood). As many studies report there is still a huge misrecognition of students’ linguistic capabilities by their schools (McGorman and Sugrue, 2007; Nowlan, 2008; Wallen and Kelly-Holmes, 2006) presenting students from ‘deficit’ perspective Devine (2005) and this is likely to have damaging effects on the students (Ortega, 2014). Building on strong intercultural approaches, fostering social justice and global citizenship on the other hand, would have offered greater potential to cherish diversity in Irish schools. This paper takes on a critical perspective by positioning existing national intercultural policy, intercultural guidelines and primary schools practices within the framework of critical multiculturalism. In this perspective, it is claimed that educational context can effectively ‘empower’ or ‘disempower’ its students as some researchers demonstrated (Kirwan, 2019, Machowska-Kociak, 2019). This work builds on Round Table Discussion that took place in March 2019 a part of SPIEPS project.“Strengthening the practice of intercultural education in Primary Schools” is the project promoting and supporting the positive integration of migrants within Irish primary schools, through effective intercultural education for all children, which engages the wider school community, contributes to an alternative narrative on migration and fosters global citizenship. So far, numerous barriers to successful integration of migrants have been identified within the context of Primary schools. This situation might show a limited readiness of the educational system to embrace linguistic and cultural diversity. However, it is within capacity of schools to create policies and practices that can challenge both structural and more local discriminatory practice and create equitable and inclusive school cultures which foreground human/children’s rights, wellbeing, engagement and achievement. The theoretical and analytical approach implemented in this study combines Mixed Methods approaches (Cresswell, 2014) with Critical Discourse Analysis approaches ( Duff, 1995; Davis & Harre 1990, Van Dijk).
Serdecznie zapraszamy wszystkich zainteresowanych do uczestnictwa w siódmym cyklu Wykładów Otwartych Wydziału Anglistyki. W roku akademickim 2018-2019 wykłady będą odbywać się w czwartki o godz. 17.00 w sali C1 w Collegium Novum, al Niepodległości 4.
Wykłady Otwarte WA 2019
czwartki 17.00 - 18.15, sala C1, Collegium Novum
Awangarda niczym Facebook, Twitter i Instagram – o polsko-niderlandzkich relacjach w ramach międzywojennej sieci awangardowych czasopism i artystów
dr Michał Wenderski
4 kwietnia
W ramach obchodów Jubileuszu 100-lecia Uniwersytetu Poznańskiego, Wydział Anglistyki zaprasza całą społeczność UAM wraz z rodzinami i przyjaciółmi-melomanami na koncert Pameli Howland i Stana Breckenridge'a pt. „Songs of Struggle and Freedom". Koncert odbędzie się 27 maja br. o godz. 19:00 w AULI UAM, przy ul. Wieniawskiego 1.
Serdecznie zapraszamy wszystkich zainteresowanych do uczestnictwa w siódmym cyklu Wykładów Otwartych Wydziału Anglistyki. W roku akademickim 2018-2019 wykłady będą odbywać się w czwartki o godz. 17.00 w sali C1 w Collegium Novum, al Niepodległości 4.
Wykłady Otwarte WA 2019
czwartki 17.00 - 18.15, sala C1, Collegium Novum
Awangarda niczym Facebook, Twitter i Instagram – o polsko-niderlandzkich relacjach w ramach międzywojennej sieci awangardowych czasopism i artystów
dr Michał Wenderski
4 kwietnia
The Culture Vultures reading group has the pleasure of inviting you to a performance talk by Pamela Howland: MUSIC - THE SOUNDTRACK OF OUR LIVES: Reflections on its Transformational Power. In this performance talk, Pamela Howland will discuss ways in which we all use the power of music to reflect on the past, keep us company in the present, and dream into the future. She will also highlight several notable musical moments in her career and perform the music that accompanies them.
W dniu 14 maja 2019 roku odbyło się uroczyste otwarcie Laboratorium Neuronauki Języka przy Wydziale Anglistyki. Laboratorium obecnie znajduje się w budynku Wielkopolskiego Centrum Zaawansowanych Technologii (WCZT), przy ul. Uniwersytetu Poznańskiego 10 w Poznaniu. Laboratorium Neuronauki Języka to miejsce, w którym procesy przetwarzania języka bada się przy pomocy elektroencefalografu. Wykorzystanie elektroencefalografii (EEG) w badaniach nad językiem daje możliwość rejestracji bioelektrycznej aktywności mózgu w czasie kiedy uczestnicy badań wykonują różne zadania, na przykład czytają wyrazy prezentowane na ekranie komputera. Zakupiony system daje możliwość symultanicznej rejestracji sygnałów elektroencefalograficznych z 64 aktywnych elektrod.
To ważne wydarzenie zgromadziło liczne grono dostojnych gości. Obecni byli m.in. Prorektor UAM, prof. dr hab. Marek Nawrocki; dyrektor Centrum Zaawansowanych Technologii, prof. dr hab. Bronisław Marciniak; Dziekana Wydziału Anglistyki, prof. dr hab. Katarzyna Dziubalska-Kołaczyk; prof. Guillaume Thierry z Uniwersytetu Bangor w Wielkiej Brytanii; Prodziekan Wydziału Neofilologii, prof. dr hab. Maciej Karpiński; oraz kierownik Laboratorium Badania Działań i Poznania w Instytucie Psychologii, prof. dr hab. Grzegorz Króliczak.
Uroczystość rozpoczęło krótkie przemówienie Prorektora UAM, prof. dr hab. Marka Nawrockiego, który wyraził ogromną radość z powstania kolejnego laboratorium badawczego na UAM, szczególnie w kontekście starań UAM o uzyskanie statusu uczelni badawczej. Następnie w krótkim przemówieniu dyrektor Centrum Zaawansowanych Technologii, prof. dr hab. Bronisław Marciniak wyraził swoją radość z faktu, iż laboratorium znajduje się w budynku WCZT oraz nadzieję na owocną współpracę. Dziekana Wydziału Anglistyki, prof. dr hab. Katarzyna Dziubalska-Kołaczyk w krótkim przemówieniu zaznaczyła, że utworzenie Laboratorium Neuronauki Języka przyczyni się do dalszego rozwoju interdyscyplinarnych badań naukowych w zakresie przetwarzania języka, prowadzonych na Wydziale Anglistyki od wielu lat.
Po przemówieniach, kierowniczka laboratorium, dr Karolina Rataj, krótko zaprezentowała działalność badawczą, która przyczyniła się do utworzenia laboratorium na Wydziale Anglistyki. Po tej prezentacji nastąpiło uroczyste przecięcie wstęgi oraz krótka wizyta w pomieszczeniach laboratorium, podczas której zaprezentowany został zakupiony przez Wydział Anglistyki system do pomiaru i analizy sygnałów elektroencefalograficznych. Po tej prezentacji nasz gość specjalny, prof. Guillaume Thierry, wygłosił krótkie wystąpienie na temat wykorzystania elektroencefalografii w badaniach nad przetwarzaniem języka. Po krótkiej przerwie na poczęstunek, i na zakończenie uroczystości, prof. Guillaume Thierry wygłosił wykładu zatytułowany: Wired words: How EEG advances our understanding of language.
Karolina Rataj
Zapraszamy do obejrzenia GALERII ZDJĘĆ (fot. Jagoda Haloszka, Ewa Tomczak, Patrycja Zgoła)
Linki do relacji z otwarcia na stronach zewnętrznych:
W dniach 6 i 8 maja 2019 roku Wydział Anglistyki zorganizował szereg wydarzeń w ramach obchodów 100-lecia Uniwersytetu Poznańskiego. Zapraszamy do obejrzenia galerii zdjęć dokumentujących te wydarzenia. Podziękowania dla autorów i autorek zdjęć: dr. Grzegorza Michalskiego, Ewy Tomczak, Moniki Langerovej, Miłosza Michalaka, Patrycji Zgołej, Klaudii Sucheckiej.
Występ grupy teatralnej WA Shakespeers
"Much Ado About Nothing", DS Hanka, 6 maja
Panel Rady Pracodawców WA
C1, Collegium Novum, 8 maja
Koncert WA Musical Ensemble (WAME)
DS Hanka, 8 maja
