Ramy międzypokoleniowego uczenia się. Zastosowanie typologii Margaret Mead do etapu ustanawiania agendy w dyfuzji polityki publicznej


Palina Prysmakova


Szybki rozwój globalnego Południa i stagnacja rozwoju na globalnej Północy zmieniły kierunki dyfuzji polityki publicznej. Do tej pory w literaturze przedmiotu brakuje jasnych tez, które wyjaśniałyby te zmiany. Niniejszy artykuł przyczynia się do rozwoju badań, oferując ramy międzypokoleniowego uczenia się do badania nowych ścieżek rozpowszechniania polityki publicznej i technologii na świecie. Propozycje antropologiczne Margaret Mead zostały dostosowane do większego popytu i popularności transferów na linii Południe-Południe w porównaniu z rzadszymi transferami na linii Południe-Północ. W artykule na przykładzie doświadczeń z Korei Południowej stwierdzono, że era transferu wiedzy wyłącznie z Północy na Południe dobiegła końca. Proponowane ramy można dalej zastosować do szybko rozwijających się doświadczeń i praktyk uczenia się w Ameryce Łacińskiej, Europie Wschodniej i Afryce.


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Prysmakova, P. (2020) „Ramy międzypokoleniowego uczenia się. Zastosowanie typologii Margaret Mead do etapu ustanawiania agendy w dyfuzji polityki publicznej”, Studia z Polityki Publicznej , 7(2(26), s. 33-57. doi: 10.33119/KSzPP/2020.2.2.
Dział główny


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