The majority of research to date on scientific communication in geography has concerned the Englishlanguage flow of scientific information in geographic circles, almost entirely ignoring the question of journals published in other languages. The aim of this article is to assess the contribution of French, German and Spanish journals to this flow. The research was based on an analysis of the countries of origin of the authors of articles and authors citing them. Information came from the Scopus database. The analysis shows that French, German and Spanish geographical journals are used almost exclusively for scientific communication within their own country and within their own language. They have an even higher level of 'closedness' than the English-language journals published in the Anglo-American countries, so they cannot at present be regarded as international media of scientific communication in geography. A detailed analysis of the research results leads to the conclusion that at present the main barrier to the internationalisation of non-Anglophone geographical journals is probably not the fact that they publish articles in national languages (French, German or Spanish). This situation is explained by two factors. The first is symbolic, while the second is of an organisational and economic nature.

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A number of investigations have recently been devoted to the issues of inequalities in the international academic discourse. Hardly any of them concern, though, scholarly publishing practices and the actual utilization of the scientific output of non-Anglophone geographers, especially those from regions undergoing a neoliberal turn in the management of tertiary education and science. The following article aims to partly fill the gap through a close bibliometric analysis of the participation of researchers from East-Central Europe in international human geography. The investigation makes use of information about articles published in 48 geographical journals indexed in Web of Science. The results of the examination reveal that the share of researchers from East-Central Europe in the international geographical discourse is rather inconsiderable. The geographers struggle with the following problems: (1) publishing in a limited group of periodicals (concerning mostly the issues of Europe) coupled with a dearth of publications in important American and British societal journals as well as the ones of a more radical orientation; (2) infrequent citations of their works as compared to those of Anglophone and Western European researchers. All this is accounted for, inter alia, by (1) the negative impact the socialist period had on the development of social sciences, (2) a poor command of English, (3) a research focus on well-established and 'safe' themes as well as (4) the mechanisms of the Anglophone dominance in science. Giving all these handicaps careful consideration, the authors formulate the idea of doublepublication policy aimed at ameliorating the discussed problems.

The social reception of economic development processes has been underrated in studies conducted so far. The scarcity of such analyses may be perceived as a problem especially in the case of CEE states, in which economic growth has often been accompanied by a deepening of the socio-economic inequalities in the recent years. This article aims to identify the preferences of Poles concerning the goals of regional policy and the assignment of the European funds. Special attention was given to the differences among various categories of residents, examined in terms of their places of residence, occupational status, education, and age. The research has shown a highly positive attitude of Poles concerning the European funds, and statistically signifi cant relations between selected socio-demographic characteristics of Poles and their preferences concerning the places and fi elds of activity to which the funds should go.

The chief goal of this article is to identify and interpret the perception of the closure of small village schools by five categories of persons: local authorities, school headmasters and teachers, parents of pupils, pupils themselves, and the remaining village residents. The article relies on the results of a qualitative research based primarily on in-depth interviews conducted in one of the rural communities of Wielkopolska (Greater Poland, one of the Poland's regions). The theoretical framework employed are J. Habermas's (2002) concepts of lifeworld and system. The results showed that each category of persons saw and assessed the local authorities' decision to reorganise the school network in a different way. The most critical about it were the teachers and the most positive were the pupils of the transformed and liquidated schools. The attitudes of the individual categories of respondents are interpreted in terms of how the results of those changes affect their 'lifeworlds', their intermingling, and their relations with "the system".