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„I Didn't Ask for It": Balkan women vs. the invisibility of rape
IN ENGLISH: Online initiative "I Didn't Ask for It" (#nisamtrazila) started in January 2021, motivated by a public confession of a young Serbian actress of being raped by a well-known Belgrade drama pedagogue. Soon joined by her female colleagues and other women, journalists, musicians, students, doctors and politicians, an online platform was opened where thousands of women of former Yugoslavia took the opportunity to describe and report the various forms of sexual abuse to which they were exposed during their childhood, education and employment and whose perpetrators were person(s) they knew and looked up to. As a belated Balkan version of the “Me Too” movement, “I Didn’t Ask for It” initiative inherited a number of its attributes while displaying some new ones, dependent on the specific socio-cultural and political context and heritage of the region. The latter was grounded in the complex permeation of the socialist attitude towards women's rights and sexual violence, the unresolved traumas of mass wartime rapes and the contemporary experience of the threat to “Balkan masculinity”.
“I Didn’t ask for it” did not only call for solidarity in the fight against violence, but by its very name suggested the necessity of addressing the epistemic (testimonial and hermeneutical) injustice to which women victims of sexual violence are exposed, both given the institutional lack of confidence in the truth of their claims and the individual’s inability to understand their own experiences and adversities. Women behind the initiative thus correctly assumed that the ensuing public reaction would be based on the accusation that women victims themselves were responsible and willing participants in the act of sexual violence, making their struggle to raise awareness of the phenomenon of sexual violence, unprecedented in former Yugoslav context, all the more important.
In this chapter I will offer a philosophical-feminist analysis of the evolution of the above-mentioned initiative (followed by a silencing backlash) and of the socio-cultural and political context that made it unique. I will concentrate in more detail on several aspects that seem characteristic of “I Didn’t Ask for It” that I consider to be closely related to the socio-cultural and political context of the region. These are the victims’ resignation and need for anonymity, as well as the fierce backlash (response) of sections of the public to the actions of the initiative itself and to its leaders. Although I am aware that resignation, anonymity, and backlash can be recognized in the "MeToo” movement as well, I do not consider them to be its dominant features; nor do I understand them to be connected to the same social phenomena. As a philosophical point of departure, I will utilize Simone de Beauvoir’s theoretical framework, especially her understanding of the myth of femininity and the ideas of complicity, solidarity, violence, and of sex and sexual autonomy. Beauvoir’s elaboration of the concept of the Other serves here as an ontological foundation of the epistemic problem of not recognizing another’s experience, discussed through Miranda Fricker’s theory of epistemic injustice, as well as an explanation of why victimization in the case of rape victims does not stop at the sole act of rape. --------------- IN CROATIAN: Online inicijativa "Nisam tražila" (#nisamtrazila) pokrenuta je u siječnju 2021., potaknuta javnim svjedočenjem mlade srpske glumice da ju je silovao poznati beogradski dramski pedagog. Ubrzo su joj se pridružile njezine glumačke kolegice i druge žene, novinarke, glazbenice, studentice, liječnice i političarke te je otvorena online platforma koju su tisuće žena bivše Jugoslavije iskoristile kako bi opisale i prijavile različite oblike seksualnog zlostavljanja kojima su bile izložene tijekom djetinjstva, školovanja i zaposlenja, a čiji su počinitelji bile osobe koje su poznavale i kojima su se divile. Kao zakašnjela balkanska inačica “Me Too” pokreta, inicijativa “Nisam tražila” naslijedila je niz njegovih osobina pokazavši pritom neke sasvim nove, ovisne o specifičnom sociokulturnom i političkom kontekstu i nasljeđu regije. Potonje je utemeljeno u kompleksnom prožimanju socijalističkog stava prema ženskim pravima i seksualnom nasilju, nerazriješenim traumama masovnih ratnih silovanja i suvremenom iskustvu prijetnje “balkanskom maskulinitetu”.
Inicijativa “Nisam tražila'' nije samo pozvala na solidarnost u borbi protiv nasilja, već je samim nazivom sugerirala nužnost suočavanja s epistemičkom (testimonijalnom i hermeneutičkom) nepravdom kojoj su izložene žene žrtve seksualnog nasilja, kako s obzirom na institucionalni nedostatak povjerenja u istinitost njihovih tvrdnji, tako i na individualnu nesposobnost razumijevanja vlastitih iskustava i nedaća. Žene koje stoje iza inicijative ispravno su pretpostavile da će reakcija javnosti na nju biti utemeljena na optužbi da su same žene žrtve bile odgovorne i voljne sudionice u činu seksualnog nasilja, čineći njihovu borbu za podizanje svijesti o fenomenu seksualnog nasilja, bez presedana u kontekstu bivše Jugoslavije, tim važnijom.
U ovom ću poglavlju ponuditi filozofsko-feminističku analizu evolucije gore spomenute inicijative (praćene ušutkavajućim otporom) i društveno-kulturnog i političkog konteksta koji ju je učinio jedinstvenom. Detaljnije ću se usredotočiti na nekoliko aspekata koji se čine karakterističnima za “Nisam tražila” a koje određujem blisko vezanima uz društveno-kulturni i politički kontekst regije. Riječ je o rezigniranosti i potrebi za anonimnošću žrtava, kao i o oštrom otporu (odgovoru) dijela javnosti na djelovanje same inicijative i njezinih čelnica. Iako sam svjesna da se rezigniranost, anonimnost i otpor mogu prepoznati i u pokretu "Me Too", ne smatram ih njegovim dominantnim obilježjima, niti ih shvaćam povezanima s istim društvenim fenomenima. Kao filozofskim polazištem poslužit ću se teorijskim okvirom Simone de Beauvoir, posebice njezinim razumijevanjem mita o ženskosti te ideja suučesništva, solidarnosti, nasilja i seksa i seksualne autonomije. Beauvoirova elaboracija pojma Drugog ovdje služi kao ontološki temelj epistemološkog problema neprepoznavanja tuđeg iskustva (o kojem se govori kroz teoriju epistemičke nepravde Mirande Fricker) te kao objašnjenje zašto viktimizacija u slučaju žrtava silovanja ne prestaje samim činom silovanja
Political knowledge of youth and their proneness to prejudice: empirical test of direct and indirect effect via right-wing authoritarianism
IN ENGLISH: In this paper, we explored how political knowledge related to generalised prejudice, defined as the common variance of three highly correlated specific prejudice concerning ethnicity, gender and sexual orientation. We aligned our hypotheses with the Cognitive Ability and Style to Evaluation (CASE) model, which postulates the mechanism underlying the relationship between individual-level cognitive variables and intergroup outcomes. As knowledge in its many forms correlates with and serves as a proxy of cognitive abilities, we hypothesised that political knowledge, when considered a precursor of prejudice, can be expected to act similarly to cognitive variables within the CASE model. We performed an empirical test of the hypothesised relationships on a nationally representative sample of Croatian students in their final year of secondary education (aged 17–19). As expected, there was a significant negative association between political knowledge and generalised prejudice, both direct and indirect via right-wing authoritarianism. Youth with higher political knowledge had significantly lower levels of generalised prejudice. In addition, while there were differences in the overall levels of political knowledge, right-wing authoritarianism and generalised prejudice between students attending different secondary education programmes, the pattern of relationships between these concepts was found to be stable across educational settings. --------------- IN CROATIAN: U ovom smo radu istražili odnos političkog znanja mladih i njihovih generaliziranih predrasuda, koje su definirane kao zajednička varijanca triju visoko koreliranih specifičnih predrasuda (etničke, rodne i seksualne). Istraživačke hipoteze oslanjaju se na teorijske pretpostavke modela Cognitive Ability and Style to Evaluation (CASE), koji postulira mehanizam na kojem se temelji odnos između individualnih kognitivnih varijabli i međugrupnih ishoda. Budući da je znanje u korelaciji s kognitivnim sposobnostima i služi kao njihov proxy, pretpostavili smo da političko znanje, kada se razmatra kao prediktor predrasuda, funkcionira slično kao kognitivne varijable unutar CASE modela. Empirijska provjera pretpostavljenih odnosa provedena je na nacionalno reprezentativnom uzorku hrvatskih učenika završnih razreda srednjoškolskog obrazovanja (17–19 godina). U skladu s očekivanjima, utvrđena je značajna negativna povezanost političkog znanja i generaliziranih predrasuda, izravna i neizravna, posredovana sklonošću desnoj autoritarnosti. Mladi s višim političkim znanjem su imali značajno niže razine generaliziranih predrasuda od mladih s nižim političkim znanjem. Nađene su i razlike u ukupnoj razini političkog znanja te izraženosti desne autoritarnosti i generaliziranih predrasuda među učenicima koji pohađaju različite srednjoškolske programe, no obrazac odnosa među istraživanim konceptima pokazao se stabilnim u svim obrazovnim okruženjima
Management and maintenance of multi‑family buildings in Croatia: perspective of co‑owners’ representatives
IN ENGLISH: The paper deals with maintenance and management problems in multi-family buildings in Zagreb and other Croatian cities from the perspective of co-owners’ representatives. After 1990, when there was intensive privatization of housing, the responsibility for the maintenance of the housing stock shifted to private owners and management companies. Apartment owners have been given the obligation to maintain multi-family buildings and have faced problems and challenges in maintaining and managing common property. The empirical research was conducted on a convenience sample of co-owners' representatives (N = 353) using the survey method. The results are analysed according to three construction periods of multi-family buildings: built before 1945, during the socialist period (from 1945 to 1990) and the post-socialist period (after 1991). The results show that in all three construction periods there are certain bigger or smaller shortcomings regarding the building quality, and then the maintenance. The paper concludes that insufficient financial and organisational resources, insufficient engagement of managers, inadequate collaboration between representatives and managers, and weak energy renovation of multi-family buildings are some of the most important problems faced by co-owners’ representatives. --------------- IN CROATIAN: Rad se bavi problemima održavanja i upravljanja višestambenim zgradama u Zagrebu i drugim hrvatskim gradovima iz perspektive predstavnika suvlasnika. Nakon 1990. i intenzivne privatizacije stanovanja, odgovornost za održavanje stambenog fonda prebačena je na privatne vlasnike stanova i upravljačke tvrtke. Vlasnici su dobili obvezu održavanja višestambenih zgrada te su se suočili s problemima i izazovima koje održavanje i upravljanje zajedničkim vlasništvom donosi. Empirijsko istraživanje provedeno je na prigodnom uzorku predstavnika suvlasnika (N = 353) korištenjem metode ankete. Rezultati su analizirani prema tri razdoblja izgradnje stambenih zgrada: izgrađenih prije 1945., za vrijeme socijalističkog razdoblja (od 1945. do 1990.) i u postsocijalističkom razdoblju (nakon 1991.). Rezultati pokazuju da u sva tri razdoblja izgradnje postoje određeni veći ili manji nedostaci vezani za kvalitetu gradnje te zatim i održavanje. U članku se zaključuje da nedostatna financijska i organizacijska sredstva, nedostatan angažman upravitelja, nedovoljna suradnja između predstavnika i upravitelja, te slaba energentska obnova višestambenih zgrada predstavljaju neke od najvažnijih problema s kojima se suočavaju predstavnici suvlasnika
Izolirana i nestala banijska naselja
IN CROATIAN: Ruralna naselja u kontinentalnoj Hrvatskoj obilježena su snažnom depopula[1]cijom, prometnom izoliranošću i velikim brojem napuštenih i praznih mjesta. Područje Banije desetljećima je posebno izloženo snažnoj depopulaciji. Od 195 nenaseljenih mjesta u Hrvatskoj 2021. godine, čak njih 13 je na području Ba[1]nije. Banijska napuštena naselja, u kojima nitko više ne živi pored ruševina ili tragova kuća i okućnica, s devastiranom infrastrukturom, nepostojećim jav[1]nim prijevozom i, na kraju, u potpuno zapuštenim ruralnim krajolicima, svje[1]doče demografskom slomu, izumiranju i nestajanju. Raznoliki razlozi (migra[1]cije, ratovi i katastrofe, ekonomski i politički razlozi) doveli su do društvene i kulturne izolacije. U ovome radu prikazat će se prazna i napuštena naselja (Baturi, Bišćanovo, Brubno, Donja Trstenica, Donji Selkovac, Gornje Jame, Turčenica, Kobiljak, Ostojići, Zut, Bukovica i Mala Vranovina) pomoću doku[1]mentiranja devastiranih i danas jedva vidljivih ostataka materijalne kulture. Uz to analizirat će se „svakodnevica u prošlosti“ korištenjem arhivske građe o stanovnicima i životu u prošlosti te pomoću iskustava, doživljaja, sjećanja i privatne arhive (sačuvani predmeti, fotografije) njihovih bivših stanovnika. --------------- IN ENGLISH: Rural settlements in Continental Croatia are characterized by severe depopulation, traffic isolation, and a large number of abandoned and empty settlements. The Banija Region has been particularly affected by severe depopulation for decades. Of the 195 uninhabited settlements in Croatia in 2021, as many as 13 are in the Banija Region. Uninhabited and abandoned settlements, where no one lives anymore next to the ruins or traces of houses and gardens, with devastated or destroyed infrastructure, non-existent public transport, and completely neglected rural landscapes testify to demographic collapse, extinction, and desertion. Various reasons (migrations, wars and disasters, economic and political reasons) have led to social and cultural isolation. In this paper, we will show empty and abandoned settlements (Baturi, Bišćanovo, Brubno, Donja Trstenica, Donji Selkovac, Gornje Jame, Turčenica, Kobiljak, Ostojići, Zut, Bukovica, and Mala Vranovina) by documenting the devastated and barely visible remains of material culture. In addition, we will analyse “everyday life in the past” using archival material about life in the past, and through the experiences, memories, stories, and private archives (preserved objects, photos) of their former residents
Teachers’ social and emotional competencies: a lever for social and emotional learning in schools
IN ENGLISH: The present paper focuses on social and emotional learning, and highlights empirical
findings on its importance for teachers, students and schools. The importance of social
and emotional learning in school settings has been a central focus of research for the last 30
years. The development of teachers’ social and emotional competencies has been an essential
factor for improving social and emotional learning of students. Only when teachers are able to
create a school climate in which students feel included and welcome, students can develop and
enhance their social and emotional competencies. In this paper, we outline the main conceptual
frameworks on social and emotional learning, emphasizing the CASEL framework, relevant
for both young people and adults. We proceed by focusing on teachers’ social and emotional
competencies, as teachers are one of the key figures for fostering and developing social and
emotional competencies in school settings. Afterwards, we address the issue of development of
teachers’ social and emotional competencies in various settings. The last part of the paper links
teachers’ and students’ social and emotional competencies. We stress the importance of teachers’
social and emotional competencies for healthy teacher-student relationships, and students’
well-being and academic achievement. As teachers also need support for the development of
these competencies, we advocate for comprehensive school-wide approach, in order to ensure
the successful implementation of social and emotional learning in classrooms. --------------- IN CROATIAN: Ovaj se rad usredotočuje na socijalno i emocionalno učenje i ističe empirijske nalaze o njegovoj
važnosti za učitelje, učenike i škole. Važnost socijalnog i emocionalnog učenja u školskim
okruženjima središnji je fokus istraživanja tijekom posljednjih 30 godina. Razvoj socijalnih i
emocionalnih kompetencija učitelja bio je bitan čimbenik za poboljšanje socijalnog i emocionalnog
učenja učenika. Samo kada su učitelji sposobni stvoriti školsku klimu u kojoj se učenici
osjećaju uključenima i dobrodošlima, učenici mogu razvijati i unaprijediti svoje socijalne i
emocionalne kompetencije. U ovom radu iznosimo glavne konceptualne okvire o socijalnom
i emocionalnom učenju, s naglaskom na CASEL okvir, relevantan i za mlade i za odrasle.
Nastavljamo usmjeravajući se na socijalne i emocionalne kompetencije učitelja, budući da su
učitelji jedni od ključnih figura za poticanje i razvoj socijalnih i emocionalnih kompetencija
u školskom okruženju. Zatim se bavimo pitanjem razvoja socijalnih i emocionalnih kompetencija
učitelja u različitim okruženjima. Posljednji dio rada povezuje socijalne i emocionalne
kompetencije učitelja i učenika. Naglašavamo važnost socijalnih i emocionalnih kompetencija
učitelja za zdrave odnose učitelja i učenika te za dobrobit i akademska postignuća učenika.
Budući da i učitelji trebaju podršku za razvoj ovih kompetencija, zalažemo se za sveobuhvatan
pristup na razini cijele škole kako bismo osigurali uspješnu implementaciju socijalnog i emocionalnog
učenja u razredima
Being media literate in Croatia: characteristics and selected dimensions of media literacy as a social practice
IN 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
Age differences in the relationship between media use and attitudes about vaccination
IN ENGLISH: Theoretical approaches that analyze media effects can be divided into those which state that the impact is real, comprehensive and one-way, and those which state that there is a reversed causality, i.e. that values, characteristics and attitudes affect the way the media are used. In this paper, these approaches were developed on the example of the attitudes towards vaccination, a topic that has become an extremely important social and public health issue with the outbreak of the COVID-19 pandemic. The
authors analyzed the data collected in a pilot study on attitudes towards vaccination conducted before the start of the COVID-19 pandemic on a convenience online sample of the Croatian population (N = 822). The results of the research study showed the lack of influence of television and the limited and uneven influence of the use of the Internet and Internet social networking sites on attitudes towards vaccination, i.e. on conspiracy
beliefs in the field of vaccination. Namely, the research results revealed negative correlation between the Internet and SNSs use and conspiracy beliefs, which probably flows from the impact of social integration or the prevailing positive information that can be found about vaccination online. Furthermore, age was proven to be a significant moderator variable, given that the negative correlation between time spent online and conspiracy beliefs is much stronger among younger people, and the moderating impact of time spent on social media moved to the opposite direction. The results of the research therefore indicate a need to better understand the use of old and new media, their communicative differences, age differences in their use, and other background variables that can lead to unequal influences of the media on different social groups.
--------------- IN CROATIAN: Teorijski pristupi koji analiziraju medijske učinke mogu se podijeliti na one koji smatraju
da je taj utjecaj stvaran, sveobuhvatan i jednosmjeran te one koji smatraju da
je riječ o obrnutom kauzalnom učinku, odnosno da vrijednosti, obilježja i stavovi
osoba utječu na način upotrebe medija. U ovom se radu navedeni pristupi testiraju
na primjeru stavova o cijepljenju, teme koja je izbijanjem COVID-19 pandemije postala
iznimno važno društveno i javnozdravstveno pitanje. U radu autori analiziraju
podatke prikupljene u pilot istraživanju o stavovima o cijepljenju napravljenom prije
početka COVID-19 pandemije na prigodnom online uzorku stanovnika Hrvatske
(N = 822). Rezultati istraživanja pokazali su nepostojanje utjecaja televizije te ograničen
i nejednolik utjecaj upotrebe interneta i internetskih društvenih mreža na stavove
o cijepljenju, odnosno na konspiracijska uvjerenja u području cijepljenja. Nasuprot
pretpostavljenoj pozitivnoj korelaciji vremena provedenog na internetu i konspiracijskih
uvjerenja, rezultati istraživanja pokazali su da je ova korelacija negativna, što
vjerojatno održava utjecaj društvene integracije ili prevladavajuće pozitivne informacije
koje se o cijepljenju mogu naći na internetu. Nadalje, dob se pokazala kao
značajna moderatorska varijabla, s obzirom na to da je negativna korelacija vremena
provedenog na internetu i konspiracijskih uvjerenja mnogo jača kod mlađih osoba,
a moderatorski utjecaj vremena provedenog na društvenim mrežama suprotnog je
smjera. Rezultati istraživanja stoga upućuju na potrebu da se bolje razumije način
upotrebe starih i novih medija, njihove razlike te dobne razlike u upotrebi ili drugim
pozadinskim varijablama koje mogu dovesti do nejednolikih utjecaja medija na različite
društvene skupine
Teachers’ diversity awareness and critical consciousness - sine qua non of social justice in schools
IN ENGLISH: The present paper focuses on teacher’s role in social justice and explores how teachers perceive
and react upon diversity and inequality in their classrooms. Through a literature review,
we aimed to answer three research questions: 1) what are diversity awareness and critical
consciousness in education; 2) why are diversity awareness and critical consciousness important;
and 3) how can diversity awareness and critical consciousness be supported in teachers. The
literature review has revealed that most papers on teachers’ diversity awareness and critical
consciousness have been published within the last few years and that the importance of the
two concepts has been recognized for a wide range of educators. There seems to be a growing
interest in this topic due to the increase of the diversity in classrooms and the recognition of
the teachers’ role in addressing diversity and inequality. However, large-scale studies would be
a needed contribution to the field, as most of the existing studies are small-scale. Based on this
review, we argue that both diversity awareness and critical consciousness need to be supported
through preservice and in-service teacher professional development programs, if we are to
make education systems more inclusive for all. --------------- IN SERBIAN: U ovom radu se razmatra uloga nastavnika u domenu podsticanja društvene pravde i ispituјe se na koјi način nastavnici doživljavaјu i reaguјu na različitost i neјednakost u svoјoј učionici. Pregledavši literaturu nastoјali smo da odgovorimo na tri istraživačka pitanja: 1) šta su svest o različitosti i kritička svest u obrazovanju; 2) zašto su svest o različitosti i kritička svest važne i 3) kako se svest o različitosti i kritička svest nastavnika mogu podstaći. Pregled literature pokazao јe da јe većina radova koјi se bave svešću o različitosti i kritičkom svešću nastavnika obјavljena u poslednjih nekoliko godina i da јe prepoznata važnost ova dva koncepta za širok spektar predavača. Čini se da postoјi povećano interesovanje za ovu temu zbog porasta različitosti u učionicama i prepoznavanja uloge nastavnika u vezi sa pitanjima koјa se tiču različitosti i neјednakosti. Meђutim, potrebno јe sprovesti istraživanja većih razmera, budući da јe većina postoјećih studiјa manjeg obima. Na osnovu ovog pregleda literature tvrdimo da, ukoliko želimo da obrazovni sistem bude inkluzivniјi za sve, svest o različitosti i kritička svest moraјu biti podstaknuti kroz stručni razvoјni program nastavnika pre završenog iniciјalnog obrazovanja i tokom rada u obrazovanju
“Ja ne želim da moje dijete…” – građanski odgoj i obrazovanje kao prilika za kulturni rat
IN CROATIAN: Poglavlje “Ja ne želim da moje dijete...”: građanski odgoj i obrazovanje kao prilika za kulturni rat Nikole Bakete i Koste Bovana raspravlja o pitanju obrazovanja kao o važnoj fronti kulturnog rata te o načinu na koji su rasprave o uvođenju građanskoga odgoja u hrvatski obrazovni sustav pridonijele političkoj polarizaciji. U prvome dijelu autori objašnjavaju na koji su način političke borbe oko obrazovnih sadržaja zauzele ključno mjesto u širem kontekstu kulturnoga rata. U nastavku pojašnjen je razvoj rasprava u Hrvatskoj o uvođenju građanskog odgoja i obrazovanja u zadnjih 30-tak godina. Središnji dio rada uključuje prikaz i analizu ideja i ideološkog sadržaja oponenata građanskog odgoja i obrazovanja u Hrvatskoj. Ova studija kao izvor podataka uzima zapisnike javne rasprave iz 2016. godine i internetske izvore tokom 2021. i 2022. oko teme uvođenja međupredmetne teme građanskog odgoja i obrazovanje u sklopu reforme obrazovanja. U zaključku autori nude odgovor na pitanje u kojoj se mjeri diskurs protivnika uvođenja građanskoga odgoja u hrvatske škole može razumjeti kao dio šireg kulturnog rata. --------------- IN ENGLISH: Chapter "I don't want my child to...": Civic Education as an Opportunity for Culture War by Nikola Baketa and Kosta Bovan discusses the issue of education as an important front in the culture war and how debates on the introduction of civic education into the Croatian educational system have contributed to political polarization. In the first part, the authors explain how political battles over educational content have taken a central place in the broader context of the culture war. The subsequent section elaborates on the development of debates in Croatia regarding the introduction of civic education in the past 30 years. The central part of the paper includes a presentation and analysis of the ideas and ideological content of opponents of civic education in Croatia. This study takes minutes of a public debate from 2016 and online sources from 2021 and 2022 on the topic of introducing interdisciplinary civic education as part of the education reform as its data sources. In conclusion, the authors provide an answer to the question of the extent to which the discourse of opponents of introducing civic education into Croatian schools can be understood as part of a broader culture war
Gordana Bosanac: ženska ki je uspela misliti
IN CROATIAN: U radu se iznose biografski podaci o znamenitoj hrvatskoj filozofkinji i sociologinji Gordani Bosanac, zaposlenici Instituta za društvena istraživanja u Zagrebu.Također, autorica se osvrće na najznačajnija znanstvena i filozofska djela Gordane Bosanac kao i na njezinu feminističku ostavštinu. --------------- IN ENGLISH: The paper presents biographical information about the famous Croatian philosopher and sociologist Gordana Bosanac, an employee of the Institute for Social Research in Zagreb. The author looks back at the most significant scientific and philosophical works of Gordana Bosanac as well as her feminist legacy