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War and interethnic relations in Mostar
No full textRatna dešavanja u periodu od 1992. do 1994. godine na području Mostara imala su presudan značaj na oblikovanje međuetničkih odnosa na kraju dvadesetog i početkom dvadeset prvog veka. Hrvati, Bošnjaci i Srbi se danas u tom gradu odnose drugačije jedni prema drugima u zavisnosti od domena u kojem ostvaruju međuetničku komunikaciju i interakciju – ekonomskih praksi, političkog delovanja, društvenog života, kulturne saradnje. Postojanje simboličke granice u okviru urbanog prostora (nekadašnje ratne linije fronta), koja deli Mostar na dva političko-ideološka i etnička prostora, hrvatski i bošnjački, uslovila je i preoblikovanje međuetničkih, tj. međuljudskih odnosa na porodičnom, komšijskom i ličnom nivou. U radu će biti analiziran uvid u trenutno stanje po svim ovim pitanjima do kojeg se došlo na osnovu dugotrajnih terenskih istraživanja koja se u periodu od 2017. godine naovamo aktivno i povremeno sprovode na području Grada Mostara i njegove bliže i šire okoline u Bosni i Hercegovini. Percepcije, ponašanja i stavovi Mostaraca po pitanju međuetničkih odnosa oblikovani su zahvaljujući živom sećanju na ratna dešavanja tokom devedesetih godina prošlog stoleća, što znači da se narativi proizvedeni i oblikovani tokom vojnih sukoba prenose i na naredne generacije. S druge strane, međuetnička saradnja ostvaruje se na drugim poljima, zbog čega se ne može tvrditi da u Mostaru ne postoje odnosi između demografski većinskih naroda Hrvata i Bošnjaka, kao i manjinskog srpskog naroda, već da se oni dešavaju na jednom nivou, dok na drugom to nije slučaj.The war events in the period from 1992 to 1994 in the area of Mostar had a decisive importance in the shaping of interethnic relations at the end of the twentieth and the beginning of the twenty-first century. Today, Croats, Bosniaks and Serbs treat each other differently in that city, depending on the domain in which they achieve inter-ethnic communication and interaction – economic practices, political action, social life, cultural cooperation. The existence of a symbolic border within the urban area (former war frontline), which divides Mostar into two political-ideological and ethnic areas, Croat and Bosniak, caused the reshaping of interethnic, i.e. interpersonal relations at the family, neighborhood and personal level. The paper will analyze an insight into the current situation on all these issues, which was reached on the basis of long-term fieldwork research that has been actively and periodically conducted in the area of the City of Mostar and its surroundings in Bosnia and Herzegovina since 2017. Perceptions, behaviors and attitudes of Mostarians regarding interethnic relations were shaped thanks to the vivid memory of the war events during the nineties of the last century, which means that the narratives produced and shaped during military conflicts are transmitted to the next generations. On the other hand, interethnic cooperation is realized in other fields, which is why it cannot be claimed that in Mostar there are no relations between the majority nations (Croats and Bosniaks), as well as the minority (Serb), but that they happen
on one set of levels, while this is not the case on others
Book of abstracts of the Conference "New Divisions, Struggles and Solidarities in South East Europe"
No full textConference New divisions, struggles, and solidarities
in South East Europe, Belgrade, 13–14 June 2025, Book of abstracts [editors
Milica Vesković Anđelković, Milan Urošević
The Right to Health in the Prison Context: a Comparative Analysis of Practices and Some Ethical Dilemma
No full textThe paper will address the practice of one of the fundamental human
rights – the right to health of persons living in prisons. The starting assumption in the work is that prisoners have limited access to healthcare
and protection services. To prove this thesis, the data sources we have used
are the findings of scientific studies and official reports in which the medical protection and healthcare practices are analyzed in the longitudinal
retrospective perspective in the USA, the European Union member-states
and in our country. As an illustration for exercising the right to health, we
have chosen the “case” of the recent coronavirus pandemic, owing to
which numerous deficiencies of both prison and healthcare systems were
revealed, just as it was shown that human rights were a rather flexible category. Furthermore, in an attempt to answer why the right to health is not
fully accessible to persons deprived of liberty, we have also raised a number of ethical dilemmas which we find relevant to address.The international scientific thematic conference “The right to health” is organized by the Institute of Criminological and Sociological Research, Vojvodina Bar Association and branch of Serbian Academy of Sciences and Arts in Novi Sad, with the support of the Ministry of Science, Technological Development and Innovation. It took place
on 30th and 31st October 2025 in Novi Sa
Metallurgy, timber and charcoal
No full textMining activities with the aim of metal ore sourcing needed timber for constructions, and processing the ore
needed charcoal as fuel and reducing agent. The increased demand for these products have led to changes in the
landscape due to deforestation. Thus, the history of mining and metallurgy is closely connected to forest exploita
tion and relates to traditions of forest workers and charcoal burners, and connects to their heritage as well as the
landscape memory. In this session, we welcome contributions addressing aspects of mining archaeology, inves
tigations of timber sourcing, dendrochronology of mining timbers, and charcoal production, may these insights
come from surveys, excavations, text explorations, material analysis or – ideally – a combination of several of
them in an interdisciplinary approach. Contributions presenting connections of archaeological investigations,
heritage valorisation and museum exhibitions in the field of metallurgy are also very welcome. The idea is to
bring together scholars working on different aspects of the theme and raise awareness of the interconnectedness
of the different resources, in the discussion of (pre-)historic overexploitation and sustainability. The session will
include an update about the work that was started during the previous EAA (EU-COST-action „PoTaRCh“: production and heritage legacy of charcoal, tar, resin and potash, www.cost.eu/actions/CA22155), especially with data
from the Balkan region as a comparative review between South East and Central Europe. This territory, with the
continuity of mining and metallurgy from their beginnings to the present, can provide new information about
wood species used in charcoal production, as well as about the production itself. In addition, we want to discuss
methodological problems concerning the finding of the charcoal production sites that have a connection with
metal production, the status of Potarch in museums and heritage, as well as the idea for a database for Potarch
production that we started for our CA22155.The 31st European Association of Archaeologists Annual Meeting (Interwined pasts), Belgrade Virtual, 2-6 September 2025 - Saopštenje štampano u izvod
The Voices of Resistance: The Search for Personal and Social Authenticity and Freedom in Contemporary Serbian Literature
No full textThis pa per ex plo res the the me of per so nal and so cial aut hen ti city and fre e dom in con tem po rary Ser bian li te ra tu re, fo cu sing on the per si stent strug gle aga inst both ex ter nal and in ter nal con stra ints. Thro ugh va ri o us li te rary works, Ser bian aut hors de pict so ci e ti es and in di vi du als trap ped by po verty, aut ho ri ta rian re gi mes, glo bal pres su res, and con se qu ent per so nal and col lec ti ve tra u ma. The se works ser ve as a re flec tion on the li mi ta ti ons that bind hu man ex pres si on, whi le al so of fe ring pat hways to li be ra tion thro ugh in tro spec tion, me mory, and ima gi na tion. The nar ra ti ves analyzed ran ge from con fes si o nal, in tro spec ti ve sto ri es that evo ke de ep per so nal re flec ti ons to sa ti ri cal and iro nic cri ti qu es of the past and fu tu re. By del ving in to the se com plex worlds, li te ra tu re be co mes a ca talyst for chan ge, in vi ting re a ders to qu e sti on the sta tus quo and pur sue aut hen ti city in both per so nal and col lec ti ve sphe res. This pa per hig hlights how Ser bian li te ra tu re ser ves as both a mir ror and a re spon se to the chal len ges of ma in ta i ning cul tu ral iden tity, au to nomy, and self-ex pres si on in an in cre a singly chan ging world
Семантички потенцијал придева просторног односа (на примеру опозиције придева „леви“ – „десни“)
No full textВисока фреквентност просторних израза и сложена структура значења у оквиру које су они организовани издвајају семантичку категорију спацијалности међу другим категоријама семантичке синтаксе у српском, као и у другим језицима, и чине је релевантним пољем лингвистичког истраживања.
У овом раду анализирамо придевски нестепеновани разнокоренски (лексички) антонимски пар са значењем просторног односа латералне оријентације леви – десни. Дати придеви увек се односе на оријентир као конкретизатор односа између објекта локализације и локализатора. Настојаћемо да опишемо примарна просторна значења наведеног пара придева, затим да опишемо и објаснимо како ове лексеме које се односе на просторну супротстављеност по хоризонталној линији латералне оријентације у физичком простору проширују своја значења на апстрактни простор, односно како се тај домен концептуализује путем појмовног пресликавања хоризонталне димензије.Treći naučni skup nacionalnog značaja 22. novembar 2024, Alfa BK Univerzitet, Beograd - Saopštenje štampano u celin
Networking and Social Structure in the Iron Age Central Balkans
No full textIn this paper, I employ social networking and connectivity perspectives to initiate an alternative interpretation of the Central Balkans in the 7th–1st c. BC. Rather than projecting ethnic conflicts and changes onto the distant past, I argue that the major shifts witnessed in archaeological record and echoed in ancient written sources can be better approached by contemplating the social structures within the protohistoric Central Balkan populations: how they may have been built, and how they might have functioned, fluctuated and transformed. In particular, I delve into what kind of relationalities may have existed within and beyond these Central Balkan communities, and what types of social interactions and entities they might have produced. Although the detailed analysis of these problems is not possible due to the modest scale of evidence obtained through previous research, I will attempt to establish a rough basis for further inquiry and review
Schools, parents, and authorities - a case study: advancing the understanding of educational partnerships
No full textSchools are not isolated entities; they are deeply embedded in the social fabric of their local communities. The interaction between schools and their surrounding environments plays a critical role in shaping educational outcomes and fostering holistic student development (Barbour et al., 2005). Recognizing the importance of this relationship, this paper seeks to explore the dynamics of collaboration between schools and other systems that influence them. Drawing on Bronfenbrenner’s (1979) ecological systems theory, the research examines the multiple layers of influence that shape school-community interactions, aiming to provide deeper insights into how schools can effectively engage with their communities to create supportive and enriching learning environments.
This relationship is inherently complex, involving a broad network of stakeholders, including parents, local institutions, and various community organizations. Parents, as primary stakeholders, play a crucial role in their children's education, but responsibility for children's development extends beyond the family to include schools and the wider community. Rather than being sequentially distributed among these actors, responsibility should be understood as shared, requiring continuous collaboration (Epstein, 1995). The traditional model of sequential responsibility, in which different actors assume responsibility at different stages, often results in fragmented efforts and missed opportunities for coordination. In contrast, contemporary perspectives emphasize an integrated approach, where cooperation between schools, families, and communities is ongoing and mutually reinforcing.
This shift aligns with the concept of comprehensive partnerships (Epstein, 2001; Smit et al., 2007) recognizing that the upbringing and education of children are collective endeavors, requiring active involvement from all stakeholders who bring in their respective resources to create a network of interdependence. Epstein’s model of school-family-community partnerships underscores this idea, highlighting the overlapping spheres of influence between these key actors and their crucial role in establishing a cohesive support system for students.
Beyond the immediate family-school relationship, schools engage with a variety of other local community actors, such as businesses, cultural institutions, non-governmental organizations, and regional school authorities. These interactions manifest in different ways, including joint projects, resource sharing, and the integration of local knowledge and expertise into the curriculum. The role of school administration is central in facilitating these collaborations, ensuring they align with the institution’s goals and values. At the same time, the extent to which schools can effectively collaborate often depends on the degree of autonomy they have in decision-making. School autonomy, which encompasses the ability to adapt curricula, allocate resources, and design organizational structures, empowers schools to respond more effectively to the specific needs and priorities of their local communities (Pantić i sar., 2012). However, autonomy must be balanced with a strong commitment to shared responsibility, as successful collaboration requires schools to engage meaningfully with external stakeholders.
Ultimately, from an ecosystemic perspective, families, schools, and communities share a common goal: supporting children in reaching their full potential and adequately preparing them for various social roles (Elias et al., 2003 prema Zuković, 2013). Achieving this goal requires a paradigm shift from fragmented, sequential interventions to a coordinated and reciprocal partnership, where all actors actively contribute to the educational and developmental process.
The purpose of this study is to shed light on how the abstract concept of educational partnership manifests in the concrete experiences of a teacher. Through a micro-level analysis, the study aims to contribute to the understanding of macro-level systemic processes within the school context.
Method
This study is part of a broader on-going ethnographic research project which started in the year 2023. The study was conducted in one school in the capital city selected for its successful leadership, teacher cooperation and students’ success on the final exam. The ethnographic approach allowed for an in-depth understanding of the everyday school environment and the dynamics of interactions between teachers, students, parents, and educational institutions, while also shedding light on aspects of the educational system that were not initially the focus of the study’s design. Data collection was based on a combination of sources. Firstly, ethnographic field notes during the 3-month period through continuous, everyday presence in the school and participation in various activities were gathered. Secondly, semi-structured interviews were conducted to provide deeper insight into participants’ professional experiences. Finally, documentary materials were analyzed to contextualize the institutional mechanisms and formal aspects of school-external actor relationships. For the purposes of this study, particular attention was given to the experiences of one teacher during her one-year employment in the school, with a specific focus on her interactions with parents and representatives of the district educational office and educational inspection. By examining her experiences, the study seeks to, on a micro-level, illustrate how the school operates within a broader social and institutional framework and to highlight the challenges teachers /school face in collaborating with various stakeholders. The analytical framework of this research project is grounded in cultural-historical activity theory (Engeström, 2000), which provides a meaningful lens for understanding the interactions between the school and external structures. This theoretical perspective allows for an examination of how different systems—educational, familial, and institutional—overlap and influence one another. For the purpose of this particular study we have partially switched the perspective and examined the process of educational partnerships through the lenses of an individual teacher. By adopting this methodological approach, the study both documents specific events entrenched in a singular professional teacher’s path, but also situates them within the larger context of educational policies, institutional norms, and everyday practices that define the school’s engagement with its key partners.
Expected Outcomes
This study identifies three key moments that illustrate the evolving relationship between the school and its external actors. The first is the teacher’s arrival as a one-year substitute, assuming home teacher responsibilities while facing parental resistance and adapting to administrative demands. The second moment occurs during the school year with the visit of the educational inspection, revealing formal oversight mechanisms and their effects on school dynamics. The third critical point is the teacher’s departure, marked by parental resistance and the involvement of the district educational office. By focusing on these concrete experiences, this study moves beyond generalized notions of school-community interactions. Instead of attempting to establish an abstract norm—which, in reality, does not exist—this research emphasizes the depth of insight gained through the detailed examination of a singular case. This approach underscores the value of qualitative research in understanding education as a dynamic, contextually embedded system. In light of contemporary debates on the role of educational research in shaping future practice, this study highlights the necessity of capturing nuanced, real-world educational experiences. Education’s function in society is continuously contested, both politically and scientifically, yet discussions often overlook the importance of understanding micro-level interactions. In a world of ideological tensions, technological transformations, and social uncertainties, educational research must not only address systemic challenges but also explore the lived realities of educators navigating these complexities. By examining one teacher’s experience with institutional expectations, parental relations, and external oversight, this study offers a grounded perspective on the forces shaping school dynamics. In doing so, it aligns with the broader goal of educational research: fostering a deeper understanding of education’s role in an evolving and uncertain world
A Nine-Country Comparison of School Counselors’ Autonomy and Control
No full textThis paper is a result of Nikolay Popov and Vera Spasenović’s ongoing efforts towards
establishing a comparative research field called comparative school counseling studies, where
comparative education methodological tools are used in researching school counseling worldwide.
The purpose of the paper is to examine the relationship between the regulation of school-based
counseling and the level of autonomy and control in the work of school counselors in nine
European countries. The study focuses on the school counselor because this is the most
multifunctional professional in school, with many variable tasks, a myriad of functions, and a large
circle of contacts. A school counselor is expected to care about the mental, emotional, social, and
academic development of students; to prevent them from various risks; to discover, diagnose, and
understand the essence of problems students face; and to consult with students, parents, teachers,
and other staff members in schools. This is a theoretical comparative school counseling study
chiefly based on analysis of normative documents (laws, regulations, ordinances, instructions, and
recommendations). The research methods used in the study are document analysis, comparative
method, and generalization. Document analysis is used in this study as a qualitative research
method for examining, classifying, and interpreting information. The following nine countries are
included in the study: Austria, Bulgaria, Croatia, Ireland, Malta, the Republic of North Macedonia,
Serbia, Slovenia, and the United Kingdom. The above-mentioned purpose of the paper is
operationalized through: concisely presenting who the school counselor is; grouping the countries
by the type of school system governance and the type of regulation of school counselors’ work;
discussing autonomy and control in the work of school counselors; making brief descriptions of
the school counselor’s functions in each country with short evaluations of the level of autonomy
and control; and classifying school-based counseling functions according to their susceptibility to
autonomy or control. As a final result of this study, Popov and Spasenović introduce a
classification of school counselor autonomy-control status (SCACS). Presenting results of this
first-ever conceptual comparative study of autonomy and control in the work of school-based
counselors in some European countries, the paper contributes to the further development of the
field of comparative school counseling studies.23rd Annual International Conference of
the Bulgarian Comparative Education Society (BCES)
Held at Yeditepe University Faculty of Education
İstanbul, 24-27 September 2025 - Saopštenje štampano u celin
Metagenomic Analysis of sedaDNA from Palaeolithic Cave Sites in Serbia
No full textPalaeolithic research in Serbia has considerably advanced within the last 20 years, with the discovery and excavation of a growing number of Pleistocene cave sites. These sites provide archaeological contexts to study human occupations and their interactions with the surrounding ecosystems. As natural archives, caves preserve diverse biological sources which are integrated within the sediment and can be used to capture shifts in species interactions and ecosystem responses. The stable microclimate of caves is thought to be beneficial for the preservation of ancient sedimentary DNA (sedaDNA). Because of its highly complex composition, sedaDNA allows for the analysis of past biodiversity through biomolecular and metagenomic approaches. Here, sedaDNA was extracted from Serbian caves spanning from the Lower to the Upper Paleolithic. Shotgun sequencing and bioinformatics pipelines based on mitochondrial DNA were implemented. The findings were authenticated using various classification pipelines such as MALT, aMeta and quicksand to confirm aDNA preservation and its reliable assignment. We reveal the presence of mammalian taxa that generally agree with the archaeozoological data and associated archaeological contexts, demonstrating the potential of Serbian caves for the study of ancient biodiversity. By integrating shotgun sequencing and bioinformatic workflows with optimized parameters, this research reconstructs past faunal diversity and provides insight into ecological dynamics and species interactions over time. In particular, we uncover ecological patterns which raise questions about the plasticity of cave ecosystems and the resilience of species to environmental fluctuations and human activities.11th International Symposium on Biomolecular Archaeology, 26-29 August 2025 - Saopštenje sa međunarodnog skupa štampano u izvoduTuri