Na obrzeżach „systemu”. Polskie szkoły demokratyczne w perspektywie teorii architektur praktyk
On the Fringes of the „System”. Polish Democratic Schools from the Perspective of the Theory of Practice Architectures

Summary/Abstract: The article offers an example of how Stephen Kemmis’es theory of practice architectures can be employed as an analytical tool in researching educational change. It concerns Polish democratic schools, i.e. autonomous learning communities for children who pursue compulsory education through out-of-school forms. The schools’ educational approach differs radically from the dominant one, with the school defined as a community and the traditional pedagogical relationships questioned by making children co-responsible for their learning. The empirical material collected in eight schools through in-depth interviews and observation was analyzed using the theory of practice architectures as a conceptual framework. This allowed for identifying the discursive, material and social conditions associated with the schools’ location on the fringes of the education system that enable practices specific to democratic schools to emerge and last. As a result, the article provides a better understanding of the conditions of transformation in the field of education.

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