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• Where is the truth? – Greek catholic high school youth’s justice values

  105-123

  Ádám Bencze

  Views:

  50

  The purpose of our study is to present what young people think about justice, and how they
  are different from the youth and society of the country. The functioning of a society requires
  that fair conditions prevail in it. However, there are several types of justice. What young people,
  as adults of the future, think about this value is essential for the functioning of a society. We
  present philosophical interpretations and value sociological research on justice, then we define
  the concept of justice for Hungarian society and Hungarian youth. In our research we asked all
  eleventh and twelfth students of a Greek Catholic high school in Eastern Hungary in 2014 and
  2019. Quantitative method was used to compare students’ views on justice with the other young
  people in the country. According to our results during the five years of research, equality was
  more important for young people, especially for the boys. The importance of the value of equality
  was clearly related to the religiosity of the asked young people.

• Knowledge, power and discourses in Van Dijk’s Critical Discourse Analysis

  94-112

  Orsolya Sarány

  Views:

  125

  Critical Discourse Analysis (or Critical Discourse Studies – CDA/CDS) examines the relationship between texts, discourses and power, dominance, power abuses and social inequalities. Critical discourse analysis is a multidisciplinary research perspective, which not only examines the interactions between the text, the micro level and its surroundings, the macro level, but its main goal is to uncover social inequalities, expose the forms and modalities of abuse of power. The representatives of CDA are committed to social equality and justice. Present paper presents the work of one of the outstanding representatives of Critical Discourse Analysis, Teun A. Van Dijk, by presenting the history and possibilities of CDA, and also the key elements of Van Dijk’s approach. This study aims to show how knowledge, power and discourse are connected in Van Dijk’s Critical Discourse Analysis.

• Danger on the labour market - some thoughts on occupational segregation

  49-63

  Márton Leó Zaccaria

  Views:

  66

  Workers must be guaranteed equality, the possibility must be created for them not to be discriminated against on the basis of their work, the activities they carry out, and ultimately the results of their work. This is a serious obligation on the state, which it must ensure through its legislation and through the judgments of the courts, because social security cannot be achieved otherwise. The State's responsibility in this respect is not bound by time or place, since, as long as there has been a legal relationship in the development of labour law, this has always been a matter of concern for workers - and for labour lawyers.

  It is not easy to assess, because even today, when general equality and equality of rights have been an accepted principle for centuries in almost all parts of the world (but not, of course, in those parts where, for example, there are serious traditional differences between men and women in society, such as in the Arab world), this problem is still a daily occurrence.

• The role of the hidden curriculum in the development of horizontal gender segregation, as a result of an interview research with teachers

  72-97

  Enikő Gál

  Views:

  71

  The impact and influencing power of educators and teaching aids used in education systems is an internationally researched area as they play a key role in the development and study of students’ personality. According to the literature, the teacher is one of the most significant „tools” of the hidden curriculum behind the official curriculum, but the presentation of the phenomenon in teaching aids strengthens gender stereotypes and reduces the possibility of gender equality. In this study, we examine the role of a hidden curriculum in the development of gender horizontal segregation, with particular reference to the influence of teachers and textbooks. In the empirical part of the study, we did conduct a semi -structured interview with 18 elementary school teachers through a non-probability expert sampling, which was analyzed by categorization and interpretation. Our results show that traditional gender roles have prevailed in the family of educators. During their studies, they observed a difference depending on their educators in terms of behavior and expectations – but they believe that they themselves do not differentiate between students. According to their views, the personality of the teachers is of particular importance regarding the personality development and academic progress of the students, however, the career orientation of the children is mainly determined by the parents family patterns that appear in the family.