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Being media literate in Croatia: characteristics and selected dimensions of media literacy as a social practice
Get PDFIN ENGLISH: This paper combines social practice theory, new literacy studies, and critical media literacy. Media literacy allows citizens to participate in society through traditional and digital media. Using existing survey instruments such as the News Literacy Scale and the Internet Skills Survey with originally developed items, we observe media literacy as a social practice encompassing the dimensions of critical thinking, content production, and technical skills. The three dimensions were further operationalised into additive scales of the Critical perception of traditional news media (CPTNMS), Critical perception of digital tools (CPODTS), Media and social justice issues (MSJIS), Content production (CPSS), and Internet information search skills (IISSS). The results from a stratified survey conducted on a sample of adult Croatian citizens (n=1033), representative of gender, age, region, and education, show that age is the main predictor for all scales. The relation between scales shows a positive correlation between CPTNMS, CPODTS, and MSJIS. At the same time, CPTNMS, CPODTS, and MSJIS correlate negatively with the IISS. Those less skilled in internet search are less critical of traditional media and digital tools and are less convinced that media should cover social justice issues. Additionally, being more skilled in content production does not imply any other attitudinal relationship except for a negative association with the lack of IISSS. This paper contributes to the operationalisation of media literacy for sociological research and a better understanding of media literacy in the general population of Croatia. --------------- IN CROATIAN: U ovom se radu koriste teorije društvene prakse, nove studije pismenosti i kritike medijske pismenosti. Medijska pismenost omogućuje građanima sudjelovanje u društvu putem tradicionalnih i digitalnih medija. Primjenom odabranih dimenzija postojećih instrumenata kao što su News media literacy scale i Internet skills survey te originalno razvijenih čestica, medijsku pismenost promatramo kao društvenu praksu kritičkog mišljenja, proizvodnje sadržaja i dimenzije tehničkih vještina. Tri su dimenzije dalje operacionalizirane u aditivne ljestvice kritičke percepcije tradicionalnih medija (KPTM), kritičke percepcije digitalnih alata (KPDA), društvene uključivosti u medijima (DUM), proizvodnje sadržaja (PS) i vještina pretraživanja internetskih informacija (PII). Rezultati istraživanja provedenog na uzorku odraslih hrvatskih građana (n=1033) reprezentativnih za spol, dob, regiju i obrazovanje pokazuju da je dob glavni prediktor za sve ljestvice. Odnos između ljestvica pokazuje pozitivnu korelaciju između KPTM-a, KPDA-a i DUM-a. U isto vrijeme, KPTM, KPDA i DUM u negativnoj su korelaciji s PII-jem. Oni manje vješti u internetskom pretraživanju manje su kritični prema tradicionalnim medijima i digitalnim alatima i manje su uvjereni da mediji trebaju pokrivati pitanja društvene uključivosti. Također, biti vještiji u proizvodnji sadržaja ne podrazumijeva nikakav drugi odnos, samo onaj koji se odnosi na negativnu povezanost s nedostatkom PII-ja. Ovaj rad pridonosi operacionalizaciji medijske pismenosti za sociološka istraživanja i boljem razumijevanju medijske pismenosti u općoj populaciji u Hrvatskoj
When earthquakes meet COVID-19 pandemic: the effects of simultaneous large-scale crises on psychological functioning of adolescents in the final year of upper secondary education
Get PDFIN ENGLISH: A unique situation in which Croatia was struck in 2020 with a series of strong
earthquakes during the period of the global COVID-19 pandemic allowed for the exploration
of simultaneous effects of two large-scale crises on the adolescents’ psychological functioning.
Faced with the adversity of crises, most adolescents can cope with one or two risk factors in
their lives without significant detrimental consequences. The accumulation of risk factors increases
the chance for experiencing psychological distress especially for adolescents who are due
to their developmental phase more vulnerable to such traumatic events. Focusing on pupils in
the final grade of upper-secondary education, the study examines the extent to which the perceived
effects of simultaneous large-scale crises are related to adolescent positive psychological
functioning (life satisfaction, well-being, resilience and optimism). Furthermore, it provides
insights into the role of school location, damage incurred to homes, personal positive resources and perception of impact of earthquakes on psychological status in predicting fear of earthquakes.
Research was carried on the representative sample of 2,579 upper-secondary pupils.
The cumulative negative impact of simultaneous large-scale crises seems to have a greater effect
on positive psychological functioning than one threat itself. Consistent with previous research,
proximity to epicentre and property damage as objective characteristics of the earthquake and
lower levels of resilience proved to be significant predictors of fear. Nevertheless, the perceived
impact of earthquakes on adolescents’ psychological status seems to have a greater effect on
fear, thus emphasizing the importance of subjective evaluations of the traumatic event. --------------- IN CROATIAN: Jedinstvena situacija u kojoj je Hrvatsku 2020. godine pogodila serija snažnih potresa tijekom
globalne pandemije COVID-19 omogućila je istraživanje istodobnih učinaka dvaju kriza na
psihološko funkcioniranje adolescenata. Suočena s nedaćama kriznih situacija, većina adolescenata
uspijeva se nositi s jednim ili dva rizična čimbenika bez značajnih štetnih posljedica. Kumuliranje
rizičnih čimbenika povećava vjerojatnost doživljavanja psihološkog stresa, posebno
kod adolescenata koji su zbog razvojne faze u kojoj se nalaze osjetljiviji na takve traumatične
događaje. Usmjeravajući se na učenike završnih razreda srednje škole, u radu se istražuje u
kojoj mjeri su percipirani učinci istodobnih kriza povezani s pozitivnim psihološkim funkcioniranjem
adolescenata (zadovoljstvom životom, blagostanjem, otpornošću i optimizmom).
Osim toga, istraživanje pruža uvid u ulogu školske lokacije, stupnja oštećenja domova, osobnih
pozitivnih resursa i percepcije utjecaja potresa na psihološki status u predviđanju straha od
potresa. Istraživanje je provedeno na reprezentativnom uzorku 2579 učenika srednjih škola.
Kumulativni negativni utjecaj istodobnih velikih kriza čini se da ima veći učinak na pozitivno
psihološko funkcioniranje od jedne prijetnje same po sebi. U skladu s prethodnim istraživanjima,
blizina epicentra i oštećenje imovine kao objektivne karakteristike potresa te niža razina
otpornosti pokazale su se značajnim prediktorima straha. Međutim, veći učinak na strah
pokazuje percipirani utjecaj potresa na psihološki status adolescenata, što naglašava važnost
subjektivnih procjena traumatičnog događaja
Failure to build Yugoslav and European identity: comparison between the 1950s Yugo Prophecy and 1980s Euro Prophecy
Get PDFIN ENGLISH: The article discusses the main obstacles encountered in the course of the earliest stages of supranational identity – building that took place in Socialist Yugoslavia in the 1950s, and in the European Community in the 1980s. Due to World War II legacy, both supranational identities were predominantly built on a promise of peace and prosperity that exclusively related the emotional attachment of citizens to the economic and political success of the supranational polities. Since both polities originally brought fulfillment of (single) national goals to their constituencies, any cultural component of supranational identities could be successfully challenged by the narratives on hegemony of supranational center over national constituencies. --------------- IN CROATIAN: U članku se raspravlja o glavnim preprekama najranije faze izgradnje nadnacionalnog identiteta u socijalističkoj Jugoslaviji 1950-ih, te u Europskoj zajednici 1980-ih. Zbog naslijeđa Drugoga svjetskog rata, oba su nadnacionalna identiteta bila pretežno izgrađena na obećanju mira i prosperiteta, koje je pretežno vezivalo emocionalnu privrženost građana uz ekonomski i politički uspjeh nadnacionalnih poredaka. Budući da su obje zajednice donosile ispunjenje (pojedinačnih) nacionalnih ciljeva, svaka kulturna komponenta nadnacionalnih identiteta mogla se uspješno osporiti narativima o hegemoniji nadnacionalnog centra nad pojedinačnim nacijama
Obrazovne nejednakosti u srednjoškolskom obrazovanju iz učeničke i nastavničke perspektive
Get PDFIN CROATIAN: Cilj istraživanja prikazanog u ovoj monografiji bio je produbiti razumijevanje različitih aspekata obrazovnih nejednakosti u srednjoškolskom obrazovanju iz učeničke i nastavničke perspektive. U tu svrhu prvo su predstavljene neke od teorija važnih za objašnjenje i razumijevanje obrazovnih nejednakosti (teorija kulturne reprodukcije, teorija situiranih očekivanja i vrijednosti, teorija prijetnje stereotipom i model manjinskog stresa), zajedno s pregledom recentnih istraživanja obrazovnih nejednakosti u srednjoškolskom obrazovanju u Hrvatskoj. U drugom dijelu izloženi su rezultati aktualnog kvantitativnog i kvalitativnog istraživanja s učenicima i nastavnicima srednjih škola. Istraživanje je provedeno u 25 srednjih škola iz Grada Zagreba te Krapinsko-zagorske, Međimurske, Varaždinske i Zagrebačke županije. Provedena su anketna istraživanja s učenicima (N=1238) i nastavnicima (N=268), te fokus grupe s učenicima i intervjui s nastavnicima. Rezultati kvantitativnog istraživanja s učenicima pokazuju da su nejednakosti u obrazovnim ishodima i dobrobiti učenika povezani s društvenim porijeklom, vrstom školskog programa, rodom, kao i sa statusom ranjivosti učenika. Razgovori s učenicima upućuju na razmjernu osviještenost nepovoljnog položaja određenih skupina učenika u školi. Učenici pritom posebno izdvajaju učenike s teškoćama i učenike s (financijski ili relacijski) nepovoljnom obiteljskom situacijom, dok se druge skupine učenika u nepovoljnom položaju spominju rijetko (npr. učenici-putnici) ili se uopće ne navode. Nastavnici su u svojim procjenama anketom ispitanih aspekata obrazovnih nejednakosti razmjerno homogeni, posebno s obzirom na dob i predmetno područje u kojem poučavaju. U tom smislu njihove odgovore obilježava visoka razina prihvaćanja i poštivanja vrijednosti jednakosti i sociokulturne različitosti, kao i pozitivna procjena školske klime. Kada je riječ o učenicima u nepovoljnom položaju u školi, nastavnici smatraju da siromaštvo i konfliktni odnosi u obitelji, problemi mentalnog zdravlja, invaliditet i zdravstvene poteškoće najviše smanjuju šanse učenika za uspjeh u srednjoj školi. Nasuprot tome, individualna obilježja učenika poput roda, seksualne orijentacije ili etničke pripadnosti znatno manji postotak nastavnika doživljava kao izvor ranjivosti koji može umanjiti obrazovne šanse učenika. Da se adresiranje različitih oblika ranjivosti u školi ne odvija bez poteškoća, vidljivo je iz razgovora s nastavnicima u kojima se ukazuje na brojne izazove u radu s učenicima u nepovoljnom položaju, kao i na moguće predrasude samih nastavnika prema ranjivim učenicima u školi. Dobiveni nalazi potvrđuju da je obrazovne nejednakosti potrebno adresirati s obzirom na razlike u obrazovnim ishodima, ali i s obzirom na razlike u dobrobiti učenika. Naglašava se da je takva integralna perspektiva važan preduvjet da škole, u većoj mjeri nego do sada, kompenziraju obrazovne prilike i mogućnosti za pojedince iz različitih skupina u nepovoljnom položaju. --------------- IN ENGLISH: The aim of the research presented in this monograph was to deepen the understanding of various aspects of educational inequalities in secondary education from the perspective of students and teachers. For that purpose, firstly some of the theories important for the explanation and understanding of educational inequalities were presented (the theory of cultural reproduction, the situated expectancy-value theory, the theory of stereotype threat and the minority stress model), along with an overview of recent research into educational inequalities in secondary education in Croatia. In the second part, the results of the present quantitative and qualitative research with secondary school students and teachers were provided. The research was conducted in 25 secondary schools in the City of Zagreb, as well as Krapina-Zagorje, Međimurje, Varaždin and Zagreb Counties. The questionnaire surveys were conducted with students (N=1238) and teachers (N=268), while focus groups included students, and interviews involved teachers. The results of the quantitative research with students show that inequalities in educational outcomes and students' well-being are related to the social background, type of the school programme, gender, as well as the students' vulnerable status. The focus groups with students reveal that they are rather aware of an unfavourable position of certain groups of students at school. They particularly point to students with disabilities and students with an unfavourable family situation (financial or relational). Other groups of vulnerable students are rarely mentioned (e.g. students-commuters), or not mentioned at all. The teachers are rather homogenous in their assessments of the surveyed aspects of educational inequalities, especially with regard to age and their respective subjects. In that sense, their answers point to a high level of accepting and respecting of the values of equality and sociocultural diversity, as well as the positive assessment of the school climate. When it comes to students in an unfavourable position at school, teachers find that poverty and conflict family relations, mental health problems, disability and health problems are the factors mostly reducing the students' chances to succeed in secondary school. Contrarily, students' individual characteristics, such as gender, sexual orientation or ethnicity, are perceived by a significantly lesser percentage of teachers as the source of vulnerability that can decrease the students' educational odds. The addressing of various forms of vulnerability at school does not always go smoothly, which is evident in the interviews with teachers, in which numerous challenges in working with vulnerable students are pointed to, as well as the possible prejudice of the teachers themselves towards the vulnerable students at school. The findings confirm that educational inequalities need to be addressed with regard to the differences in educational outcomes, but also according to the differences in students' well-being. It is emphasised that such an integral perspective is an important precondition for schools to compensate, more strongly than previously, the educational chances and oportunities for students belonging to various vulnerable groups
Managing urban environments: opportunities and (un)sustainable practices in the Sava River area in Zagreb
No full textIN ENGLISH: Zagreb, the capital and the largest city of Croatia, addressed the frequent flooding from the Sava River to the south by ‘jumping over’ it to build a new part of the city, named New Zagreb, which is protected from floods with embankments. For several decades, urbanists and architects have proposed various solutions for the Sava River, and from time to time, political elites have implemented some proposals or elements of these. Nonetheless, Zagreb has never integrated the river into its urban fabric. At the same time, along the river, there are illegal rubbish dumps in the only protected natural area, and the institutions and local authorities ignore their existence and take no legal actions against the offenders. This paper presents a case study of the ‘Zagreb on the Sava’ project that used the most important determinants of sustainability as the criteria for the project review, with emphasis on sustainable urban planning and the sociocultural dimensions of sustainability through the prism of experts, ie planners and civil actors (UNDSD 2000). The results show, among other things, that the demands of civic actors (citizens and non-governmental organisations [NGOs]) and the everyday needs and practices of the local residents run counter to political decisions of the mayor and the rest of the local government. Both experts and citizens are powerless. This paper concludes that the unused and unacknowledged potential of the Sava River is important for the realisation of a sustainable city on a human scale. --------------- IN CROATIAN: Zagreb, glavni i najveći grad Hrvatske, riješio je česte poplave Save prema jugu tako što ju je ‘preskočio’ kako bi izgradio novi dio grada pod imenom Novi Zagreb, koji je od poplava zaštićen nasipima. Nekoliko desetljeća urbanisti i arhitekti predlagali su razna rješenja za rijeku Savu, a s vremena na vrijeme političke elite pojedine prijedloge ili elemente istih provode u djelo. Unatoč tome, Zagreb nikada nije integrirao rijeku u svoje urbano tkivo. Istodobno, uz rijeku postoje divlja odlagališta smeća u jedinom zaštićenom prirodnom području, a institucije i lokalne vlasti ignoriraju njihovo postojanje i ne poduzimaju nikakve zakonske mjere protiv prekršitelja. Ovaj rad predstavlja studiju slučaja projekta 'Zagreb na Savi' koji je kao kriterij za recenziju projekta uzeo najvažnije odrednice održivosti, s naglaskom na održivo urbano planiranje i sociokulturnu dimenziju održivosti kroz prizmu stručnjaka, tj. urbanih planera i civilnih aktera (UNDSD 2000). Rezultati, između ostalog, pokazuju da su zahtjevi građanskih aktera (građana i nevladinih organizacija (NVO)) te svakodnevne potrebe i prakse lokalnog stanovništva u suprotnosti s političkim odlukama gradonačelnika i ostatka lokalne samouprave. Stručnjaci i građani su također nemoćni. Ovaj rad zaključuje da je neiskorišteni i nepriznati potencijal rijeke Save važan za ostvarenje održivog grada po mjeri čovjeka
Understanding territorial inequalities in decentralised welfare systems: early childhood education and care system expansion in Croatia
Get PDFThe decentralised provision of social services raises concerns about availability of services in different geographical areas, particularly in low- and middle-income countries with weak governance and fiscal redistributive capacities. Yet the interconnection of different decentralisation regimes and territorial inequalities in the provision of social services remains underexplored. This article engages with one aspect of this puzzle, the implications of the fiscal conditions on exacerbating (or overcoming) territorial inequalities in services provision. Using the Croatian system of early childhood education and care (data for the 2005-2018 period) as an empirical lens, the article shows that in the absence of a well-established policy and fiscal framework sensitive to regional inequalities in administrative and fiscal capacities, decentralised systems can only institutionalise territorial inequalities in services provision. Next to the legal entitlement to a certain service, inter-territorial fiscal equalisation policies are crucial in overcoming fragmentation in social rights along territorial lines
Obiteljski odnosi u Republici Hrvatskoj iz perspektive mladih: rezultati povodom međunarodnog dana obitelji
Get PDFNeke odrednice samoefikasnosti srednjoškolskih nastavnika za poučavanje u socio-kulturno heterogenim razredima
Get PDFIN CROATIAN: U radu se ispituju individualne i kontekstualne odrednice samoefikasnosti srednjoškolskih nastavnika za poučavanje u socio-kulturno heterogenim razredima. Pritom se taj
specifičan vid samoefikasnosti nastavnika dovodi u vezu sa sviješću o različitosti i otvorenosti
prema iskustvu (individualni aspekt), kao i s nastavničkom procjenom školske klime i udjelom
učenika manjinskih nacionalnosti (kontekstualni aspekt). Formulirani su sljedeći istraživački
problemi: 1) ispitati veze nastavničke svijesti o različitosti i otvorenosti prema iskustvu sa samoefikasnošću za poučavanje u socio-kulturno heterogenim razredima; 2) ispitati veze nastavničke procjene školske klime te udjela učenika manjinskih nacionalnosti sa samoefikasnošću za
poučavanje u socio-kulturno heterogenim razredima; 3) ispitati moguće moderacijske učinke
nastavničke procjene školske klime i udjela učenika manjinskih nacionalnosti na odnos između
samoefikasnosti za poučavanje u socio-kulturno heterogenim razredima s jedne te svijesti o
različitosti i otvorenosti prema iskustvu s druge strane. Podaci su prikupljeni mrežnim upitnikom na 268 nastavnika iz 20 srednjih škola u sjevernoj Hrvatskoj te analizirani multiplom
hijerarhijskom regresijskom analizom. Nalazi pokazuju da su svijest o različitosti, otvorenost
prema iskustvu, pozitivna školska klima te viši udio učenika manjinskih nacionalnosti u pozitivnoj vezi sa samoefikasnošću nastavnika za poučavanje u socio-kulturno heterogenim razredima. Moderacijski efekti nisu bili statistički značajni, što upućuje na zaključak da povezanost
svijesti o različitosti i otvorenosti prema iskustvu s nastavničkom samoefikasnošću ne ovise o
analiziranim odrednicama školskoga konteksta. --------------- IN ENGLISH: This paper examines individual and contextual determinants of upper secondary school teachers’ self-efficacy for teaching in socio-culturally diverse classrooms. In doing so, this specific
aspect of teachers’ self-efficacy is related to diversity awareness and openness to experience
(individual aspect), as well as teachers’ assessment of school climate, and share of pupils of
minority nationalities (contextual aspect). The following research problems were formulated:
1) to examine the relations of teachers’ diversity awareness and openness to experience with
self-efficacy for teaching in socio-culturally diverse classrooms; 2) to explore the relations of
teachers’ assessment of school climate, and share of minority pupils in school with self-efficacy
for teaching in socio-culturally diverse classrooms; and 3) to examine possible moderation
effects of teachers’ assessment of school climate, and share of minority pupils on the relation
between self-efficacy for teaching in socio-culturally diverse classrooms from one side, and
diversity awareness and openness to experience from the other side. The data were collected
by an online questionnaire on 268 teachers from 20 upper secondary schools in the northern
part of Croatia. They were analysed by multiple hierarchical regression analysis. The findings
indicate that diversity awareness, openness to experience, positive school climate, and higher
share of minority pupils are positively correlated with teachers’ self-efficacy for teaching in
socio-culturally diverse classrooms. Moderation effects were not statistically significant, which
points to the conclusion that the relations of diversity awareness and openness to experience
with teachers’ self-efficacy do not depend on the analysed determinants of the school context
Unaprjeđenje pravičnosti i uključivosti visokog obrazovanja u Hrvatskoj: analiza i preporuke za javne politike.
Get PDFThe “pervasive” state: entrepreneurial identities, frustration, and gratitude
Get PDFIN ENGLISH: The state has taken center stage during the COVID-19 pandemic in unanticipated ways. Rescuing private companies with public money exemplifies this, highlighting substantial state interventionism amidst a fairly dominant discourse of our times: that of the “neoliberal state.” In this article, we focus on how owners of micro-businesses in Croatia constructed state practices during the COVID-19 pandemic and how interactions with the state prior to the pandemic contributed to these constructions. We reflect on the state as a historically embedded social relation that is understood, experienced, and felt. Drawing on interviews, we develop three themes that illustrate the layered and wrought relationship between business owners and the state, as they understand it to “exist”—state-mediated constructions of business owners: tycoons and heroes; frustrating state practices; contradictory images—the benevolent state. The pervasiveness of the state is reflected in how the post-socialist state has shaped professional identities in the business sector, in the overwhelmingly negative emotional landscape state practices seem to propel, but also in hints of state benevolence during the COVID-19 pandemic. The identified nexus of emotions in relation to state practices—exasperation, disappointment, indignation, gratitude—and their historical embeddedness are a strong indication of how present-day constructions of the state are an expression of “accumulated history.” Based on their experiences with state practices, our interlocutors construct the state as corrupt, incompetent, inefficient, uncaring, coercive, only on occasion benevolent, and in a highly affective register as “unnecessary,” while also expressing a desire for a state that “cares,” particularly in disaster settings. --------------- IN CROATIAN: Država je zauzela središnje mjesto tijekom pandemije COVID-19 na neočekivane načine. Spašavanje privatnih tvrtki javnim novcem primjer je državnog intervencionizma usred prilično dominantnog diskursa našeg vremena: diskursa o "neoliberalnoj državi". U ovom članku analiziramo kako su vlasnici mikropoduzeća u Hrvatskoj percipirali državne prakse tijekom pandemije COVID-19 i kako su interakcije s državom prije pandemije pridonijele njihovim konstrukcijama. Promišljamo o državi kao povijesno ukorijenjenom društvenom odnosu koji se razumije, doživljava i osjeća. Oslanjajući se na intervjue, razvijamo tri teme koje ilustriraju slojevit i problematičan odnos između vlasnika poduzeća i države iz njihove perspektive "postojanja" države: slike vlasnika poduzeća posredovane od strane države: tajkuni i heroji; frustrirajuće državne prakse; kontradiktorne slike — dobronamjerna država. Prožimanje države ogleda se u načinu na koji je postsocijalistička država oblikovala profesionalne identitete u poslovnom sektoru, u izrazito negativnom emocionalnom krajoliku koji državne prakse, čini se, potiču, ali i u naznakama blagonaklonosti države tijekom pandemije COVID-19. Identificirani neksus emocija vezan uz državne prakse - ogorčenost, razočaranje, iznerviranost, zahvalnost - i njihova povijesna ukorijenjenost snažan su pokazatelj kako su današnje konstrukcije države izraz "nagomilane povijesti". Naši sugovornici temeljem svojih iskustava s državnim praksama konstruiraju državu kao korumpiranu, nesposobnu, neučinkovitu, nebrižljivu, prisilnu, tek povremeno dobronamjernu, i u izrazito afektivnom registru kao “nepotrebnu”, istovremeno izražavajući i želju za državom koja “ brine”, osobito u uvjetima katastrofe