Are we ready to accept homo parentality? Reflections on changes in the political, social, and educational spheres of two Central-Eastern European countries

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F25%3A63592878" target="_blank" >RIV/70883521:28150/25:63592878 - isvavai.cz</a>

Výsledek na webu

<a href="https://apcz.umk.pl/SPI/article/view/65825" target="_blank" >https://apcz.umk.pl/SPI/article/view/65825</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.12775/SPI.2025.4.002" target="_blank" >10.12775/SPI.2025.4.002</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Are we ready to accept homo parentality? Reflections on changes in the political, social, and educational spheres of two Central-Eastern European countries

Popis výsledku v původním jazyce

The research presented in this article employs a critical, narrative literature review to examine the social, educational, and legal dynamics of homo-parentality in Poland and the Czech Republic. While family structures in Europe are rapidly diversifying, legal recognition and societal acceptance of same-sex parenting in Central-Eastern Europe remain limited, reflecting persistent heteronormative norms and institutional inertia. Unlike systematic or scoping reviews, the narrative approach allows for interpretive flexibility by integrating a diverse range of sources—including peer-reviewed studies, legal and policy documents, government reports, and media accounts—while emphasizing conceptual clarity, theoretical insight, and socio-legal context. This method is particularly well suited to regions where empirical research on homo-parentality is scarce and fragmented. The study addresses the following research question: How do socio-political, educational, and cultural factors influence the recognition and acceptance of homo-parental families in Poland and the Czech Republic? To explore this issue, the research examined national legal and policy frameworks; synthesized empirical findings on public attitudes, with a particular focus on educators and university students; investigated the role of demographic factors such as age, gender, education, and religiosity; and identified gaps in existing research, especially in the areas of education and policy. A purposive search strategy was used to select approximately 85 sources that met predefined inclusion criteria related to relevance, methodological rigor, and contribution to the discourse on LGBTQ+ parenting. Data were systematically extracted on legal recognition, adoption rights, public attitudes, and the influence of media and educational institutions. The findings were synthesized narratively and guided by gender and power theories, the concept of normativity in socialization, and the notion of empty signifiers, illustrating how debates around “gender” in Poland and Czechia shape both social perceptions and public policy. The study highlights the complex interplay between law, culture, education, and demographic factors in shaping acceptance of homo-parental families. While not exhaustive or generalizable, the review provides a multidimensional perspective thathelps illuminate the realities of same-sex parenting in Central-Eastern Europe and underscores the need for further empirical research, inclusive education, and legal reform to promote equality and social justice.

Název v anglickém jazyce

Are we ready to accept homo parentality? Reflections on changes in the political, social, and educational spheres of two Central-Eastern European countries

Popis výsledku anglicky

The research presented in this article employs a critical, narrative literature review to examine the social, educational, and legal dynamics of homo-parentality in Poland and the Czech Republic. While family structures in Europe are rapidly diversifying, legal recognition and societal acceptance of same-sex parenting in Central-Eastern Europe remain limited, reflecting persistent heteronormative norms and institutional inertia. Unlike systematic or scoping reviews, the narrative approach allows for interpretive flexibility by integrating a diverse range of sources—including peer-reviewed studies, legal and policy documents, government reports, and media accounts—while emphasizing conceptual clarity, theoretical insight, and socio-legal context. This method is particularly well suited to regions where empirical research on homo-parentality is scarce and fragmented. The study addresses the following research question: How do socio-political, educational, and cultural factors influence the recognition and acceptance of homo-parental families in Poland and the Czech Republic? To explore this issue, the research examined national legal and policy frameworks; synthesized empirical findings on public attitudes, with a particular focus on educators and university students; investigated the role of demographic factors such as age, gender, education, and religiosity; and identified gaps in existing research, especially in the areas of education and policy. A purposive search strategy was used to select approximately 85 sources that met predefined inclusion criteria related to relevance, methodological rigor, and contribution to the discourse on LGBTQ+ parenting. Data were systematically extracted on legal recognition, adoption rights, public attitudes, and the influence of media and educational institutions. The findings were synthesized narratively and guided by gender and power theories, the concept of normativity in socialization, and the notion of empty signifiers, illustrating how debates around “gender” in Poland and Czechia shape both social perceptions and public policy. The study highlights the complex interplay between law, culture, education, and demographic factors in shaping acceptance of homo-parental families. While not exhaustive or generalizable, the review provides a multidimensional perspective thathelps illuminate the realities of same-sex parenting in Central-Eastern Europe and underscores the need for further empirical research, inclusive education, and legal reform to promote equality and social justice.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Studia Paedagogica Ignatiana

ISSN

2450-5366

e-ISSN

2450-5366

Svazek periodika

28

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

PL - Polská republika

Počet stran výsledku

19

Strana od-do

53-71

Kód UT WoS článku

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EID výsledku v databázi Scopus

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