This is the article about political issues in education. The aim of the text is to present the relations between politics and education. I try to find answer to question: what is the essence of politics of education? I claim that education is inherently political. Every dimension and form of educational practice are politically contested spaces. I try to show that politics in education is a very important part of democracy in education. Democracy is impossible without politics and politics is impossible without democracy. So, I focus on describing possible political areas in education. The paper presents results of these relations. I also try to convince the reader that it is possible (it is necessary) to create important, interesting thinking about education from political point of view.
The study consists of three parts. The first comprises the characteristic features of social politics strategy. They include the basic assumptions and functions of the social politics strategy in the field of the development of education and aid activities at the level of local units of territorial authorities. The essence of the study is the second part. It consists of the own research results – an analysis of the aims and tasks associated with inclusive education (also with preparing local communities for creating inclusive culture), comprised in strategies. The whole is completed with final conclusions. The study is aimed at the qualitative analysis of the development strategy of 17 communes (3900 pages of documents) as regards the issues of disability. The research interest was to find out whether the slogans promoting the equal access to education, elimination of barriers and preparing mainstream schools and local community for inclusive culture had been reflected in any way in the social politics strategies of local authorities – in the documents which, at least in the assumptions, constitute the starting point for generating good practices, also in the field of social support and education for disabled learners.
The article outlines the conceptual assumptions of pedagogy underlying university education, re-defined with regard to the dynamic conditions underlying contemporary culture. The authors concentrate on constitutive educational forms that define the nature of semiosis in education, as well as their exposure and transformation. In connection with this, there is a focus on the concept of “symbolic politics”, which aims to liberalize the practice of pedagogy, freeing it from the dictatorship of a transmission form of education, as well as creating conditions for strengthening discursive relationships and a reflexive discursive attitude. As a result of the implementation of this form of symbolic politics, those involved in education do not promote the prevailing discourse but become agents capable of discursive reflection in action as well as participants in processes of discursive design and creation.