Faculty of Education at the University of Warsaw - Main Page
Faculty of Education at the University of Warsaw - Main Page

Publications

Araújo de Barros, S., Correia, N., Aguiar, C., Pentéri, E., Papadopoulos, K., Wysłowska, U., Markowska-Manista, U., Pessanha de Brito e Nóbrega, M. M., Pereira Guimarães, C., & Marques Coelho, V. L. (2024). A focus group study on participatory practices in early childhood education and care across four European countries. Early Education and Development.
https://doi.org/10.1080/10409289.2024.2360868

Balkan, M., Mager, M., & Oborska, N. (Eds.). (2014). Confrontations of contemporary culture [Konfrontacje kultury współczesnej]. Warsaw, Poland.

Balkan-Małecka, M. (2025). A comparative analysis of Polish and Swiss campaigns promoting reading among children aged 0–3. Studia Niemcoznawcze – Studien zur Deutschkunde, 75, 574–588.

Balkan-Małecka, M., & Małecki, R. (2025). National identity and cultural identity: A Helvetological approach. Studia Niemcoznawcze – Studien zur Deutschkunde, 75, 19–30.

Bhabha, J., Digidiki Lucero, V., & Markowska-Manista, U. (2025). Solidarity towards distressed migrants: How changing frontline communities depend on states to build a new public space. In R. R. Marín, D. E. Tanck, B. Menezes Queiroz, & F. Staiano (Eds.), Handbook on migration and human rights. Edward Elgar Publishing.

Boix-Mansilla, V., Salmon, A. K., & Melliou, K. (2023). Collective stories of voice and influence: Weaving together stories and cultures for a world on the move. Journal of Research in Childhood Education, 37(3), 423–441.
https://doi.org/10.1080/02568543.2023.2213292

Dychawy-Rosner, I., & Sawicki, K. (Eds.). (2022). Youth work reader: Issues and contexts. Adam Marszałek Publishing House.

Górak-Sosnowska, K., & Markowska-Manista, U. (Eds.). (2022). Non-inclusive education in Central and Eastern Europe: Comparative studies of teaching ethnicity, religion and gender. Bloomsbury.
https://doi.org/10.5040/9781350325296

Liebel, M., Budde, R., Markowska-Manista, U., & Meade, P. (2023). Childhoods of the Global South: Children’s rights and resistance. Policy Press.

Maier-Höfer, C., Markowska-Manista, U., & Stellakis, N. (Eds.). (2023). Theories and practices of self-determination and participation: Janusz Korczak in discourse [Theorien und Praktiken der Selbstbestimmung und Partizipation]. Springer.

Markowska-Manista, U. (2024). Ethical challenges and dilemmas in research involving children with migration experience in sensitive (fragile) contexts: A childhood studies perspective. Dziecko Krzywdzone. Teoria, Badania, Praktyka, 23(4), 45–72.

Markowska-Manista, U., & Liebel, M. (2025). Against adultism in research with and about migrant children: Outlines of a child-centred approach. In B. Gornik et al. (Eds.), Oxford handbook of migrant children and the child-centred approach (pp. 99–114). Oxford University Press.

Markowska-Manista, U., Dobkowska, J., & Balkan, M. (2023). In search of a participatory model in intercultural education of students from diverse socio-cultural backgrounds: Research findings. Edukacja Międzykulturowa, 21, 163–175.

Rakoczy, M. (2024). Knots of wires, rails, and waves: The Themersons’ correspondence and interwar communication utopias. Teksty Drugie, 5.

Rakoczy, M. (2024). “I don’t know what to do because I feel sorry for him”: Children’s caregiving autobiographies. Autobiografia, 1.

Rakoczy, M. (2024). Little Review against the culture of war: Korczak’s (Goldszmit’s) pacifism and its cultural background. Historia Scholastica, 1.

Rakoczy, M. (2024). “Nobody wants to be young again”: The politics of children’s voice in Zofia Rosenberg and the contestation of modernization narratives. Teksty Drugie, 2.

Rakoczy, M. (2025). Narratives of homesteading in times of crisis: Peasant economies in the light of interwar Polish diaries. European Journal of Life-Writing Studies, 14.

Rakoczy, M. (2025). The child as an economic subject? New childhood studies and children’s cooperatives according to Janusz Korczak. Kultura i Społeczeństwo, 69(1).

Redo, S., & Sawicki, K. (2021). On Nelson Mandela Rule 63: Prisoner’s moral vulnerability and development in the context of the 2030 United Nations sustainable world. In H. Kury & S. Redo (Eds.), Crime prevention and justice in 2030: The UN and the Universal Declaration of Human Rights (pp. 177–198). Springer.
https://doi.org/10.1007/978-3-030-56227-4_9

Salmon, A. K. (2016). Learning by thinking during play: The power of reflection to aid performance. Early Child Development and Care, 186(3), 480–496.
https://doi.org/10.1080/03004430.2015.1032956

Salmon, A. K., & Barrera, M. X. (2021). Intentional questioning to promote thinking and learning. Thinking Skills and Creativity.
https://doi.org/10.1016/j.tsc.2021.100822

Salmon, A. K., Gangotena, M. V., & Melliou, K. (2018). Becoming globally competent citizens: A learning journey of two classrooms in an interconnected world. Early Childhood Education Journal, 46, 301–312.
https://doi.org/10.1007/s10643-017-0860-z

Salmon, A. K., Perez-Prado, A., Morrison, K., & Iuspa, F. (2024). Children’s literature aligned with the SDGs to promote global competencies: A practical resource for early childhood education. Springer.

Salmon, A. K., & Lucas, T. (2011). Exploring young children’s conceptions about thinking. Journal of Research in Childhood Education, 25(4), 364–375.
https://doi.org/10.1080/02568543.2011.605206

Samek, T. (2016). This land is our land: Czech and German public spheres in a deictic perspective [Tahle země je naše]. University of Pardubice.

Samek, T. (2018). Test the West: Transformations of Central European ideas of belonging to the West. In M. Keck-Szajbel, O. Klípa, & A. Simmeth (Eds.), Cultures in times of transition: East Central Europe after 1989 (pp. 111–123). Piktogram Polska.

Samek, T. (2019). Inclusion and our future: On three paradoxes of the public sphere. In R. Vorlíček (Ed.), How is inclusion doing in the Czech Republic and Slovakia? (pp. 15–23). Pavel Mervart.

Samek, T. (2021). Bridge and chasm: Holistic education and the ambivalent nature of emotionality. Paideia, 18(2–3), 1–11.

Sawicki, K. (2018). Dyads, cliques, gangs: Socially maladjusted youth from the perspective of contemporary resocialization pedagogy. Impuls.

Sawicki, K. (2019). Relations between juveniles and the police in open environments from the perspective of social prevention and resocialization. Resocjalizacja Polska, 15, 93–105.
https://doi.org/10.22432/pjsr.2018.15.06

Sawicki, K. (2021). Positive approach to youth studies: An educational perspective. Kultura i Edukacja, 134(4), 139–152.
https://doi.org/10.15804/kie.2021.04.08

Sawicki, K. (2023). Field research in a resocialization institution: Opportunities and limitations. Resocjalizacja Polska, 25, 67–82.Sawicki, K., & Markowska-Manista, U. (Eds.). (2022). The Juvenile Correctional Facility in Białystok within the resocialization system: A team-based field research perspective. Temida 2.