The paper highlighted opportunities for developing a reflective and responsible pedagogy—one that not only intervenes in practice but also takes responsibility for its own conditions of action. This approach builds meaningful links between institutional structures and the everyday experiences of teachers and students. Within this framework, Czekjowska reflected on the role of pedagogy as a technique for navigating social contradictions, negotiating the tensions between diversity, equity, and systemic expectations, and creating possibilities for sustainable and inclusive school transformation.

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