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Карантин у Србији: промене у понашању деце током пандемије COVID-19 из перспективе родитеља
No full textThe research aimed to examine parental perceptions of children’s reactions and behavioral changes related to the corona virus and the measures implemented to curb the pandemic. Due to the shutdown of educational institutions, the introduction of social distancing, and curfews, children spent most of their time within the family unit, with limited opportunities for socialization and playing with peers. Numerous studies have shown that quarantine measures can have serious psychological consequences on children and young people. In our study, 89 parents of children aged 3 to 11 years (M=6.79; SD=2.49; 58% girls) responded to three open-ended questions regarding observed behavioral changes in their children associated with the fear of the corona virus and quarantine measures. The research was conducted online during the state of emergency in Serbia. Using qualitative content analysis, 267 parental responses were analyzed, from which 28 categories were identified. Half of the parents noticed a fear of COVID-19 in their children, while the majority reported various changes related to quarantine measures. The most frequently mentioned were fear of going outside, asking questions about the virus, and the emergence of new behaviors. Parents observed reactions such as nervousness, intensified anger, sadness, anxiety, and difficulties in concentration and establishing routines. The results of this study provide important insights into children’s functioning in a specific context, highlighting the significance of parental and school practices in situations of uncertainty and crises such as the COVID-19 pandemic.Циљ истраживања био је да се испита како родитељи перципирају реакције и промене у понашању деце у вези са вирусом корона и мерама донетим ради сузбијања пандемије. Због затварања обазовних установа, увођења социјалног дистанцирања и полицијског часа деца су проводила време углавном унутар породице, и имала су ограничене могућности могућности за социјализацију и игру са вршњацима. Многе студије су показале да увођење карантинских мера може имати озбиљне психолошке последице по децу и младе. У нашем истраживању 89 родитеља деце узраста од 3 до 11 година (М = 6,79; СД = 2,49; 58% девојчица) одговорило је на три отворена питања о уоченим променама у понашању своје деце које доводе у везу са страхом од вируса корона и карантинским мерама. Истраживање је спроведено онлајн током ванредног стања у Србији. Користећи квалитативну анализу садржаја, анализирано је 267 одговора родитеља, из којих је идентификовано 28 категорија. Половина родитеља је приметила страх од вируса COVID-19 код своје деце, док је већина навела различите промене повезане са карантинским мерама. Најчешће су помињани страх од изласка напоље, постављање питања о вирусу и појава нових облика понашања. Родитељи су приметили различите реакције попут нервозе, интензивиране љутње, туге, анксиозности и проблеме са концентрацијом и успостављањем рутине. Резултати ове студије пружају важне увиде о функционисању деце у специфичном контексту, истичући значај родитељских и школских пракси у ситуацијама неизвесности и кризе као што је пандемија COVID-19
(Ne)ravnopravnost u Srbiji nakon 2020. godine: od ambivalentnog seksizma, preko sindroma uljeza do (ne)ravnopravne podele poslova u domaćinstvu
No full textИако смо током последњег века прешли значајан пут ка остваривању једнаких права и друштвеног
положаја жена и мушкараца, он се није увек кретао узлазном линеарном путањом. Последњу декаду
одликује појављивање снажног анти-родног дискурса који се противи не само концепту рода као
социјалне конструкције пола, него и политикама родне равноправности, које се често постављају као
супротност традиционалним и породичним вредностима, те се стога виде као угрожавајуће. У тако
неповољном глобалном контексту важно је испитати стање родне равноправности у Србија након
2020. године и то не само у јавној сфери, него и у приватном контексту. На овом симпозијуму, поћи
ћемо од испитивања сексистичких уверења грађана Србије. За разлику од других међугрупних односа
које карактеришу неправедне хијерархије, за мушкарце и жене специфично је да се не ради само о
односу привилеговане и непривилеговане друштвене групе, већ они као појединци и појединке
ступају и у најинтимније индивидуалне односе. Овај сложени, амбивалентни однос одражава се и
кроз постојање две форме сексизма: хостилног и беневолнетног. Први рад у оквиру овог симпозијума
приказаће резултате студије која се бавила детерминантама амбивалентно-сексистичких уверења код
грађана и грађанки Србије. Родне политике истичу важност једнаких шанси као јединог начина да се
достигне родна једнакост. Па ипак, родне улоге и даље настоје да уклопе мушкарце и жене у
друштвена очекивања, што онемогућава реализацију потенцијала жена у „традиционално
маскулиним“ областима. Други рад у оквиру овог симпозијума посвећен је испитивању синдрома
уљеза код жена које су изабрале техничке професије и њихових професионалних аспирација. Иако
политике родне равноправности уносе промене у јавним сферама, приватна сфера – подела послова у
домаћинству, брига о деци и неплаћени кућни рад, остају поље снажне неравноправности. Трећи рад
у оквиру симпозијума понудиће теоријски поглед на неплаћени кућни рад, не ограничавајући се само
на кућне послове, већ и на емоционални и когнитивни/организациони рад. Четврти рад ће пружити
емпиријски поглед на исти проблем, анализирајући у којој мери је терет неплаћеног кућног рада и
бриге о деци више на плећима жена, али дајући увид у то у какав је однос оптерећености кућним
обавезама са задовољством родитељском улогом – и код мушкараца и жена. Циљ симпозијума је да
осветли актуелно стање у области родне равноправности у Србији и да укаже на мање видљива поља
у којима неравноправност упорно истрајава.Iako smo tokom poslednjeg veka prešli značajan put ka ostvarivanju jednakih prava i društvenog položaja žena i muškaraca, on se nije uvek kretao uzlaznom linearnom putanjom. Poslednju dekadu odlikuje pojavljivanje snažnog anti-rodnog diskursa koji se protivi ne samo konceptu roda kao socijalne konstrukcije pola, nego i politikama rodne ravnopravnosti, koje se često postavljaju kao suprotnost tradicionalnim i porodičnim vrednostima, te se stoga vide kao ugrožavajuće. U tako nepovoljnom globalnom kontekstu važno je ispitati stanje rodne ravnopravnosti u Srbija nakon 2020. godine i to ne samo u javnoj sferi, nego i u privatnom kontekstu. Na ovom simpozijumu, poći ćemo od ispitivanja seksističkih uverenja građana Srbije. Za razliku od drugih međugrupnih odnosa koje karakterišu nepravedne hijerarhije, za muškarce i žene specifično je da se ne radi samo o odnosu privilegovane i neprivilegovane društvene grupe, već oni kao pojedinci i pojedinke stupaju i u najintimnije individualne odnose. Ovaj složeni, ambivalentni odnos odražava se i kroz postojanje dve forme seksizma: hostilnog i benevolnetnog. Prvi rad u okviru ovog simpozijuma prikazaće rezultate studije koja se bavila determinantama ambivalentno-seksističkih uverenja kod građana i građanki Srbije. Rodne politike ističu važnost jednakih šansi kao jedinog načina da se dostigne rodna jednakost. Pa ipak, rodne uloge i dalje nastoje da uklope muškarce i žene u društvena očekivanja, što onemogućava realizaciju potencijala žena u „tradicionalno maskulinim“ oblastima. Drugi rad u okviru ovog simpozijuma posvećen je ispitivanju sindroma uljeza kod žena koje su izabrale tehničke profesije i njihovih profesionalnih aspiracija. Iako politike rodne ravnopravnosti unose promene u javnim sferama, privatna sfera – podela poslova u domaćinstvu, briga o deci i neplaćeni kućni rad, ostaju polje snažne neravnopravnosti. Treći rad u okviru simpozijuma ponudiće teorijski pogled na neplaćeni kućni rad, ne ograničavajući se samo na kućne poslove, već i na emocionalni i kognitivni/organizacioni rad. Četvrti rad će pružiti empirijski pogled na isti problem, analizirajući u kojoj meri je teret neplaćenog kućnog rada i brige o deci više na plećima žena, ali dajući uvid u to u kakav je odnos opterećenosti kućnim obavezama sa zadovoljstvom roditeljskom ulogom – i kod muškaraca i žena. Cilj simpozijuma je da osvetli aktuelno stanje u oblasti rodne ravnopravnosti u Srbiji i da ukaže na manje vidljiva polja u kojima neravnopravnost uporno istrajava.Књига резимеа: Различитости и кризе – психологија пред изазовима савременог доба, 72. Конгрес психолога Србије Сокобања, хотел „Моравица“, 29. мај – 1. јун 2024
Uronjeni u prostor mogućeg - susret s digitalnim tehnologijama u predškolskom vaspitanju i obrazovanju
No full textIn the complex and multifaceted world we live in, contemporary theories promote education as a space for encounters and building of different, affirmative, and constructive relationships. In this paper, we start from the question of what and whom we are educating in the current moment, examining these through poststructuralist and posthumanist ideas and concepts, along with an example of an encounter with digital technologies in early childhood education. In this way, we aim to explore the outlines of early childhood education that materially and discursively fall outside predefined (and humanistic) frameworks, as well as the potentials that remain overshadowed by dominant understandings and practices of using digital technologies. Posthumanist thinking about early childhood education as an encounter with beings, processes, things, and ideas, opens up a space for a different consideration of proximity, sensitivity, and unpredictability. Alongside meaningfulness, purposefulness, and a critical stance, these are the key values on which the use of digital technologies in early childhood education can be established. The research has shown that unexpected encounters with digital technologies in early childhood education can indicate a building capacity to respond collectively and be responsible. However, there is a strong need for critical positioning and further exploration of posthumanist ideas and concepts, especially in the light of understanding education as an ethical practice.U kompleksnom i višestrukom svetu u kom živimo, savremene teorije promovišu obrazovanje kao prostor susreta i građenja drugačijih, afirmativnih i konstruktivnih odnosa. U ovom radu polazimo od pitanja kako i koga obrazujemo u trenutku koji živimo, razmatrajući ih kroz poststrukturalističke i posthumanističke ideje i koncepte, uz jedan primer susretanja s digitalnim tehnologijama u vrtiću. Na taj način želimo da razmotrimo obrise predškolskog vaspitanja i obrazovanja, koje materijalno i diskurzivno ispada iz unapred definisanih (i humanističkih) okvira, i potencijale koji bivaju u senci dominantnih razumevanja i praksi upotrebe digitalnih tehnologija. Posthumanističko promišljanje predškolskog vaspitanja i obrazovanja koje predstavlja susret s bićima, procesima, stvarima, idejama, otvara potencijal za drugačije promišljanje bliskosti, osetljivosti i nepredvidivosti kao vrednosti pomenutog procesa. Na njima se, uz smislenost, svrsishodnost i kritički odnos, utemeljuje razumevanje upotrebe digitalnih tehnologija. Istraživanje je pokazalo da slučajni susreti s digitalnim tehnologijama u vrtiću mogu biti nagoveštaj građenja odgovornosti kao zajedničke sposobnosti da odgovorimo. Istovremeno, snažno se afirmiše potreba za kritičkim pozicioniranjem i dodatnim istraživanjem posthumanističkih ideja i koncepata, posebno u svetlu razumevanja obrazovanja kao etičke prakse
Environmental literacy in the context of art culture education
No full textEkološka pismenost predstavlja željeni ishod ekološkog obrazovanja i meri se kroz četiri
komponente — znanje, ekološki afekat, pro-ekološko ponašanje i kognitivne veštine. U istraživanjima koja
se bave predikcijom poželjnih ponašanja, naglašen je značaj afektivnog odnosa i stavova prema prirodi,
nasuprot malog značaja ekoloških znanja. Nastava prirodnih nauka, podeljenih na zasebne discipline i
usmernih na sticanje znanja, neretko zanemaruje jačanje afektivnog odnosa prema prirodi. Upravo na
tom mestu potrebno je angažovanje u okviru nastave likovne kulture, koja ima slobodu i mogućnost da
sa lakoćom komunicira sa emotivnim aspektom našeg odnosa prema prirodi i njenom uništavanju. Kroz
stvaralački izraz moguće je vrlo efektno približiti ne samo lepotu prirode, već i razmere njenog stradanja,
te naglasiti efekte čovekovih neadekvatnih postupaka, ali i ponuditi rešenja. Umetnost ima potencijal
da opomene, da zastraši, i da podstakne, i u tom smislu, neophodno je sadržaje nastave likovne kulture
integrisati sa sadržajima predmeta koji se bave ekologijom, kako bi ukupni vaspitno-obrazovni doprinos
mogao da pretenduje da zaista ostvari efekte na različite komponente ekološke pismenosti. Rezultati
istraživanja potvrđuju efekte likovnih umetnosti na afektivnu dimenziju ekološke pismenosti i značaj ovih
rezultata diskutuje se u radu. Kreativnost u nalaženju rešenja za postojeće probleme takođe je nužno
podsticati kroz nastavu likovne kulture, svrsishodno povezane sa temama iz drugih predmeta, ali i sa
realnošću ekoloških problema. Na kraju, autori iznose predloge kako se kroz nastavu likovne kulture može
podsticati ekološka pismenost učenika.Environmental literacy represents the desired outcome of environmental education and is
measured through four components — knowledge, environmental aff ect, pro-environmental behaviour,
and cognitive skills. In research dealing with the prediction of desirable behaviours, the importance of
eff ective relationships and attitudes towards nature is emphasized, as opposed to the small importance
of environmental knowledge. The teaching of natural sciences, divided into separate disciplines and
aimed at acquiring knowledge, often neglects the strengthening of the aff ective relationship towards
nature. It is precisely in this place that engagement is needed within the teaching of art culture, which has
the freedom and ability to easily communicate with the emotional aspect of our relationship to nature
and to the destruction of nature. Through creative expression, it is possible to bring closer very eff ectively
not only the beauty of nature, but also the extent of its suff ering, and emphasize the eff ects of man's
inadequate actions, but also to off er solutions. Art has the potential to warn, intimidate, and encourage,
and in this sense, it is necessary to integrate the contents of art education with the contents of subjects
covering environmental science contents, so that the overall educational contribution can aim to achieve
eff ects on diff erent components of environmental literacy. The research results confi rm the eff ects of arts
on the aff ective dimension of environmental literacy and the importance of these results is discussed
in the paper. Creativity in fi nding solutions to existing problems must also be encouraged through the
art culture teaching, purposefully connected with topics from other subjects, but also with the reality of
environmental problems. In the end, the authors present suggestions on how the environmental literacy
of students can be encouraged through art education.Međunarodni naučno–stručni skup
Umetnost i obrazovanje
Akademija umetnosti u Novom Sadu
24–25. maj 2024. Novi Sad, Srbij
Environmental Literacy Development and the Role of Environmental Elective Elementary School Course: Case of Serbian Education
No full textContribution
The environmental performance of the Republic of Serbia is unsatisfactory, and the consequences of environmental degradation reflect on the population's health and quality of life. Taking into account that children and young people are future decision-makers, it is necessary to provide them with an opportunity to acquire knowledge, skills, and develop attitudes that will help them to act in environmentally responsible way, both locally and globally. This paper is part of the ELIPS project which aims to investigate environmental literacy (EL) and the environmental identity among the 7th grade students in Serbia. EL is operationalized comprehensively, encompassing four components: (1) knowledge, (2) affect, (3) cognitive skills, and (4) behavior (Marcinkowski, 1991, 2004; McBeth et al., 2008; Wilke, 1995). The testing of EL among elementary school students was conducted in several countries around the world applying an international instrument for determining the level of environmental literacy, the Middle School Environmental Literacy Survey (MSELS) (McBeth et al., 2008). In the USA, EL was tested on a sample of sixth-graders (age 11-12) and the eighth-graders (age 13-14). The total EL score on a total sample was 144.83 (out of 240) (McBeth et al., 2008). As far as separate EL components are concerned, the students from the USA achieved the following results: knowledge – 40.34; affect – 38.05; cognitive skills – 25.56, and 36.84 for behavior. Students from Thessaloniki (Greece), age12-15, had a total score of 123.31 (Nastoulas et al., 2017). The scores for EL components for the students from Thessaloniki were: knowledge – 35.18; affect – 35.43; cognitive skills – 17.2, and 36.5 for behavior.
In the context of local and global environmental issues, as well as the obligations of Serbia stemming from signing international (UN) documents related to the environment and environmental education, the early 21st century marked the beginning of the implementation of the goals of this concept in the educational system. Regarding elementary education, which is divided into two cycles in Serbia (the first cycle – students of age 7-10; the second cycle – students of age 11-15), these goals were implemented in some compulsory school subjects from the field of science (biology, chemistry, etc.), and in the curricula of some elective subjects. This was the case with the elective subject Guardians of Nature (GN) which was introduced in 2004. It was in the list of electives in the first six grades until 2018, when its status was formally changed and it became an optional activity. Nevertheless, its status essentially remained the same, provided that it is offered by a school which, in turn, is obligated to offer three elective subjects/optional activities in every grade and students are free to choose GN according to their interests. The subject/activity GN, though not compulsory for all students, is significant for our research because its goals/outcomes are focused on developing all EL components and the recommended contents encompass all topics related to the environment and the role of people in its degradation and preservation. In some research, the curricula are linked to the EL level of students. For example, the positive effects of the elective subjects pertaining to environmental education on the EL levels of students in the USA (North Carolina), age 11-14, were identified, especially in the domain of cognitive skills (Stevenson et al., 2013). Taking everything above-mentioned into account, we decided to investigate, apart from the EL of students of age 14, whether there is a connection between attending GN classes and the level of the EL components acquired.
Method
The researchers applied a survey methodology using the MSELS questionnaire (McBeth et al., 2008). The MSELS measures four EL components, with maximal score 60 per each, which means that the total number of the score points was maximum 240. The instrument contains the basic environmental knowledge items (N=17). The tasks related to cognitive skills (N=17) consist of texts presenting environmental problems in real-life situations. Students are expected to identify and analyze the problems given in the texts and then choose the best ecological strategies as solutions to the problem. The items measuring affect (N=25) refer to environmental sensitivity, students’ verbal commitment, and their intentions to preserve the environment. Pro-environmental behavior was measured in the tasks investigating students’ genuine commitment to protecting the environment in everyday situations (N=12). The instrument also includes the questions related to the socio-demographic characteristics of the students (age, gender, parents' level of education), and the electives the students have attended. The applicability of the MSELS (for the population of the 14-year-old students) in Serbian context was confirmed in a pilot study (Marušić Jablanović et al., 2022). The testing of the EL level of Serbian students was conducted on students of age 13-14 (N=877). The sample is stratified according to the regions and the urbanization level of the settlements in Serbia. The collected data were processed by using descriptive statistical procedures (for measuring students’ achievement on MSELS questionnaire, in total, and per EL component). The scores of students who attended the GN course from grades 1-4 were compared to the scores of students who have attended this course from the 5th grade, using an Independent-samples T test. The same test was applied for comparison of students who have not attended the course and those who have attended it since the 1st grade until now.
Expected Outcomes
The results indicate that the total average score of students is 147.93. The average scores for EL components are 37.85 for knowledge, 44.11 for affect, 25.97 for cognitive skills, and 40.01 for behavior. The students from Serbia obtained higher scores than American (McBeth et al.) and Greek students (Nastoulas et al., 2017), both in total EL score and in components affect and behavior. The students who attended GN elective subject/optional activity in both educational cycles have a more pronounced affect relative to students who did not attend the course (Sig = .009; df= 370; t= 2.636). The students who attended the course from grades 1-4 performed better on cognitive skills, compared to those attending it from the 5th grade (t=2.026, Sig=.043). Given that in Serbian educational practice teachers influence children’s subject/activity selection (Cvjetićanin et al., 2011), we may assume that GN contributed to students increased interest in nature, their decisiveness to change behavior and become more pro-active. The results speak in favor of the GN course, in terms of attitudes towards the environment, as well as in favor of the practice of teachers teaching grades 1-4. Nonetheless, the fact that students who attended this course did not have higher scores in other EL components raises concern. The results show that there is potential for improving the levels of EL in all domains, especially the cognitive skills domain. Although the elective subject/optional activity GN positively impacts the development of some EL components among children from Serbia, there are still indicators that the implementation of this course needs to be improved. In addition, some possible ways of developing students’ EL include development of teachers’ environmental competencies, enrichment of compulsory subjects with environmental contents and activities, as well as greater support of school for outdoor learning, cooperation with local community.
References
Cvjetićanin, S., Segedinac, M., & Segedinac, M. (2011). Problems of teachers related to teaching optional science subjects in elementary schools in Serbia. Croatian Journal of Education, 13(2), 184-216. McBeth, B., Hungerford, H., Marcinkowski, T., Volk, T. & Meyers, R. (2008). National Environmental Literacy Assessment Project: Year 1, National Baseline Study of Middle Grades Students Final Research Report (192). National Oceanic and Atmospheric Administration. Retrieved January 10, 2022. from https://www.noaa.gov/sites/default/files/legacy/document/2019/Jun/Final_NELA_minus_MSELS_8-12-08.pdf Marcinkowski, T. (1991). The relationship between environmental literacy and responsible environmental behavior in environmental education. Methods and Techniques for Evaluating Environmental Education. UNESCO. Marcinkowski, T. (2004). Using a Logic Model to Review and Analyze an Environmental Education Program. In Volk, T. (Ed.), NAAEE Monograph Series, Volume 1. NAAEE. Marušić Jablanović, M., Stanišić, J. & Savić, S. (2022). Еnvironmental Literacy of Students in Belgrade Schools: Results of a Pilot Research. Teaching Innovations, 35(4), 28–46. DOI: 10.5937/inovacije2204028M Nastoulas, I., Marini, K. & Skanavis, C. (2017). Middle school students’ environmental literacy assessment in Thessaloniki, Greece. In Anwar, S., El Sergany, M. & Ankit, A. (Eds.). Health and Environment Conference Proceedings (198–209). Dubai: Hamdan Bin Mohammed Smart University. Retrieved January 10, 2022. from https://www.hbmsu.ac.ae/downloads/massmail/2017/august/HBMSU_Innovation_Arabia_Health_and_ Environment_Conference_Proceedings_2017.pdf#page=203 Pravilnik o nastavnom planu i programu za prvi i drugi razred osnovnog obrazovanja i vaspitanja [The Rulebook on the Curriculum for the first and second grades of elementary school] (2004). Službeni glasnik RS - Prosvetni glasnik, br. 10. Pravilnik o dopunama Pravilnika o planu nastave i učenja za prvi ciklus osnovnog obrazovanja i vaspitanja [The Rulebook on amendments to the Rulebook on teaching and learning plan for the first cycle of elementary school] (2018). Službeni glasnik RS - Prosvetni glasnik, br. 15. Pravilnik o planu i programu nastave i učenja za peti i šesti razred osnovnog obrazovanja i vaspitanja [The Rulebook on teaching and learning plan for the fifth and sixth grades of elementary school] (2018). Službeni glasnik RS - Prosvetni glasnik, br. 15. Stevenson, K. T., Peterson, M. N., Bondell, H. D., Mertig, A. G. & Moore, S. E. (2013). Environmental, Institutional, and Demographic Predictors of Environmental Literacy among Middle School Children. PLOS ONE, 8 (3), e59519. Retrieved Jun 22, 2022. from https://doi.org/10.1371/journal.pone.0059519 Wilke, R. (Ed.). (1995). Environmental Education Literacy/Needs Assessment Project: Assessing Environmental Literacy of Students and Environmental Education Needs of Teachers; Final Report for 1993–1995 (30–76). (Report to NCEET/University of Michigan under U.S. EPA Grant #NT901935-01-2). University of Wisconsin – Stevens Point.Session Information: 09 SES 13 A, Exploring Innovative Approaches to Assessment and Feedbac
Exploring the dynamics of the agonistic self: introducing a novel approach to educational research
No full textOur work is aimed at presenting a new qualitative methodological approach in educational research - the Methodology of Agonistic Self (MAS-M). It is founded on the
theoretical concept of the agonistic self which conceives the self as a strategic situation
of power relations between multiple perspectives or voices. In other words, this postmodern approach views the self as multiple, dynamic and socially embedded due to
the ongoing clash of its inner, internalized, and exterior voices representing competing
sociocultural ideologies. The MAS-M includes the Agonistic Self Interview (ASI) and
the six-constellation framework for analyzing interview data. The ASI comprises questions that explore the structure and dynamics of the strategic situation. First, we map
the inner, internalized, and exterior voices and then we prompt our participants to reflect on the relations between the voices in terms of conflicts, cooperation, assistance,
domination, and resistance. The six-constellation framework consists of categories of
the functions of voices, the types of their relations, and the constellations of voices.
These categories were developed in a previous inductive-deductive thematic analysis
aimed at the mapping of the dynamics of the agonistic self and resulted in a theoretical
framework called the Model of the agonistic self. Regarding the category Functions,
there are Ideologues, Assistants, Opponents, and Evaluators. Ideologues are perceived
as the most significant voices with Kings among them as meaning carriers, whom Assistants help in implementing the dominant ideology. Opponents personify the ideologies of resistance, while Evaluators represent the function of internal monitoring
of the strategic situation. As for the category Types of relations, voices may enter conflict, productive tension, teamwork, cooperation, and identification depending on the
compatibility of their ideologies. Finally, we identified constellations as broad patterns
of relations among many voices with distinctive beginnings, unfolding, and resolutions. The category Constellations comprises King’s constellation, Defense of purpose,
Crisis intervention, Value conflict, Temporary inclusion of sidelined perspectives, and
Reflection constellation. King’s constellation reflects the dynamics of relatively stable
functioning, while others are transitory constellations, as they describe characteristic
patterns of deviation from the prevailing power relationship and return to it. MAS-M
is useful for case study designs and individual intervention programs but also as an
approach in cross-case analyses with the purpose of identifying group commonalities
and differences in the dynamics of the agonistic self. The application of the MAS-M
will be demonstrated in the example of adolescent identity research.Knjiga sažetaka: 6. Dani obrazovnih znanosti 16—18. 10. 2024. Zagre
Encouraging student autonomy in the educational process
No full textThis paper explores different modes of defining and encouraging
student autonomy through the lens of stage-environment fit theory, selfdetermination
theory, and educational change theory. Stage-environment
fit theory highlights the necessity of nurturing the alignment between
students’ developmental need for autonomy and the teacher’s control,
which depends on а) students’ age and developmental level and b)
autonomy-supportive conditions at home and school. Self-determination
theory posits that students have the need to govern their behavior and
actions based on their goals, motives, and values, but also that they can be
either proactive/engaged or passive/disengaged depending on whether
their environment and teacher are autonomy-supportive. Proponents of
educational change theory believe that students have the need to be involved
and heard in debates on educational changes and thus satisfy their need
for autonomy. Based on our analysis, the commonalities between these
theories include the following assumptions: 1) “students as scientists”
have the need to be competent and contribute to the improvement of
their school, family, and wider social environments; 2) students best
understand their own experiences and needs, which is why encouraging
autonomy hinges on supporting their perspective in the family and school
contexts; 3) student-teacher relationship should be based on mutual trust,
understanding, and closeness, all of which contribute to the satisfaction of students’ developmental need for autonomy; and 4) students should
have the opportunity to act autonomously at home and school (e.g., have
the freedom to express opinions and make choices and decisions). It is
necessary to develop an integrative framework that would empirically test
the relationship between the abovementioned constructs from different
theories. Furthermore, it is crucial to identify factors that could moderate
the relationship between student autonomy and its encouragement in the
educational process.Book of abstracts: The 31st International Scientific Conference “Educational Research and School Practice“, December 6, 202
Inner democracy: the dynamics of the agonistic self as the basis of a pluralistic and open sense of self
No full textThe Model of Agonistic Self (MAS) views the self as pluralistic, fragmented,
tense, and socially saturated. The MAS introduces the functions of voices,
relationship types, and constellations as the main categories for describing
the dynamics of the self. Voices, including Ideologues, Opponents,
and Evaluators, engage in different types of relations such as conflict,
productive tension, and cooperation, depending on the compatibility of
their ideologies. Constellations constitute broad patterns of relationships
among voices and include one type (King’s constellation) that reflects the
dynamics of a relatively stable power order and five others that reflect
deviations from it. As the agonistic self reflects interpersonal and broader
institutional relations, it can be organized democratically or autocratically.
Our research on youth identity aimed to test the assumption that in a
democratic organization of the self, power relations are redistributed
to empower marginalized voices, with dominance balanced by the
pluralism of voices. A total of 13 high school and university students
participated in the Interview for the Agonistic Self. The obtained data were analyzed deductively, using the mentioned categories from the
MAS. In some participants, the main voice in the King’s constellation
showed openness to the influence of other Ideologues, while voices
creating a monologic atmosphere (e.g., powerful subversive Evaluators)
were absent. Furthermore, these participants were also more likely to find
ways to accept some silenced voices in their sense of self. These findings
confirm our initial assumption and suggest that it is possible to contribute
to democratizing the relationship between different actors at school by
encouraging the described dynamics of the agonistic self in individual
and group work with young people.Book of abstracts: The 31st International Scientific Conference “Educational Research and School Practice“, December 6, 202
Making the Case for Adult Learning and Twin Transition – Training Programme
No full textFrom May 28 to 30, 2024, an international training program on adult learning
and green and digital transitions was held at the Faculty of Philosophy in
Belgrade, Serbia, as part of the ALE4TT project (Adult Learning and Education
for Twin Transition). It was organized in partnership with the European
Association for the Education of Adults (EAEA), the International Council for
Adult Education, and the Swiss Federation for Adult Learning (SVEB), and cofunded
by Movetia. The program—titled „Making the Case for Adult Learning
and Twin Transition“—offered a range of activities, including theoretical discussions,
country-specific exchanges, and hands-on field visits.
Participants from nine countries examined the role of adult education
in contributing green and digital transitions in both national and international
contexts. During this co-designed, three-day training, participants explored the
potential contributions of adult learning and education to the twin transition in
their settings, identified challenges, and developed advocacy tools and arguments
The contribution of developmental assets to the prediction of delinquent behaviour: a review of research on different samples
No full textSavremeni pogled na prevenciju i tretman delinkventnog ponašanja
nužno uključuje razmatranje interakcije velikog broja protektivnih i
rizičnih faktora, te holističko sagledavanje funkcionisanja pojedinca, uz
uvažavanje unutrašnjih i spoljašnjih faktora i kontinuirano razmatranje
njihove interakcije i bidirekcione prirode. Model razvojnih prednosti, kao
jedan od vodećih koncepata proisteklih iz perspektive pozitivnog razvoja
mladih, pruža mogućnost promatranja širokog spektra faktora na nivou
individue, porodice, vršnjačkog i školskog okruženja, kao i činilaca iz
domena zajednice, sa fokusom na procese povezanosti, kompetentnosti,
podrške i efikasnosti. Cilj ovog rada je sumiranje dosadašnjih istraživačkih saznanja o prirodi prediktivne veze između razvojnih prednosti
i delinkventnog ponašanja mladih, kroz prikaz i analizu rezultata empirijskih studija realizovanih na različitim kategorijama uzoraka mladih. Dobijeni rezultati analize nedvosmisleno dokumentuju negativnu
povezanost razvojnih prednosti i maloletničke delinkvencije, i to kako na
uzorcima učenika srednjih škola, tako i na uzorcima mladih u riziku, pa i
na uzorcima maloletnih delinkvenata koji se nalaze na institucionalnom
tretmanu. Sumirani rezultati pružaju značajne uvide o prediktivnim
potencijalima razvojnih prednosti, te jasno ukazuju na prednosti koje
su posebno relevantne za prevenciju, približavaju mehanizme delovanja
razvojnih prednosti u odnosu na delinkventno ponašanje i osvetljavaju
mogućnosti za tretman maloletnih delinkvenata. Na osnovu nalaza o
prediktivnoj vezi između razvojnih prednosti i delinkvencije, u zaključku
su izvedene implikacije za prevenciju i tretman delinkventnog ponašanja
mladih.A contemporary approach to the prevention and treatment of delinquent
behaviour among youth involves integrating protective and risk factors through
a holistic perspective on individual functioning. This approach considers internal
and external factors, their interaction, and their bidirectional nature. The
developmental assets model, based on the concept of positive youth development,
enables the analysis of a wide range of factors at the levels of the individual,
family, school, peer environment, and community, with a particular focus on the
processes of connection, competence, support, and efficacy. The aim of this paper
is to summarize existing research findings on the predictive relationship between
developmental assets and delinquent behaviour among youth. The analysis includes
results from empirical studies conducted on samples of high school students, atrisk youth, and juvenile delinquents in institutional treatment. The research results
clearly demonstrate a negative correlation between the level of developmental
assets and delinquent behaviour. These findings indicate that developmental assets have a strong protective effect in preventing delinquent behaviour and illuminate
the mechanisms through which they reduce risky behaviours among youth. The
conclusions of the paper provide significant implications for the prevention and
treatment of delinquent behaviour among young people. Developmental assets
stand out as a crucial resource for enhancing preventive programs and tailoring
treatment interventions for juvenile delinquents.EDICIJA: MONOGRAFIJE I RADOVI- Delinkvencija dece i maloletnika: prevencija i društvena reakcija
Tematski zbornik nacionalnog značaj