Separate schools - divided community: The role of school in post-war social reconstruction

The experiences of post-conflict societies show that they continue to live with communities that are deeply divided. In the city of Vukovar, Croatia, the ethnic division is evident in all aspects of social life, including the area of schooling. The children in Vukovar attend separate classes divided according to ethnicity, and the curriculum is provided either in the Croatian or in the Serbian language. In this way, the basic condition for normalization of the inter-group relations – contact – is discouraged. In order to examine more thoroughly what kind of education Vukovar children, their parents and their teachers want and how they see the possibility of children from different ethnic backgrounds attending the same schools, we conducted an explorative study, asking 718 pupils attending elementary and high schools, 953 of their parents and 113 teachers of Croatian and Serbian origin about their attitudes towards their present and future education. These attitudes were related with the measures of inter-ethnic relations: the type of inter-ethnic contacts and friendships and the tendency to discriminate against the out-group. This helped to identify social consequences that the present separated schooling has had on the interethnic attitudes and behaviors. The possibility of schools serving as an integrative social factor in the post-conflict society is discussed

Separate schools - divided community: The role of school in post-war social reconstruction

The experiences of post-conflict societies show that they continue to live with communities that are deeply divided. In the city of Vukovar, Croatia, the ethnic division is evident in all aspects of social life, including the area of schooling. The children in Vukovar attend separate classes divided according to ethnicity, and the curriculum is provided either in the Croatian or in the Serbian language. In this way, the basic condition for normalization of the inter-group relations – contact – is discouraged. In order to examine more thoroughly what kind of education Vukovar children, their parents and their teachers want and how they see the possibility of children from different ethnic backgrounds attending the same schools, we conducted an explorative study, asking 718 pupils attending elementary and high schools, 953 of their parents and 113 teachers of Croatian and Serbian origin about their attitudes towards their present and future education. These attitudes were related with the measures of inter-ethnic relations: the type of inter-ethnic contacts and friendships and the tendency to discriminate against the out-group. This helped to identify social consequences that the present separated schooling has had on the interethnic attitudes and behaviors. The possibility of schools serving as an integrative social factor in the post-conflict society is discussed

ETHICAL CHALLENGES OF QUALITATIVE RESEARCH IN COMMUNITIES: FROM PLANNING TO THE RESEARCH REPORT

U radu se daje kritički pregled etičkih izazova koji se javljaju u kvalitativnim istraživanjima. Temeljno je polazište rada da se kvalitativna istraživanja razlikuju od kvantitativnih u metodološkom pogledu, no da etika istraživanja nije suštinski različita, već se razlikuje u intenzitetu, količini i prisutnosti. Ova razlika, međutim, uvjetuje da su etička pitanja u kvalitativnim istraživanjima više epistemološke naravi i suštinski metodološka, budući da njihovo (ne)rješavanje može izravno utjecati na valjanost i pouzdanost istraživanja. U radu se daje osnovna etička mapa kvalitativnih istraživanja, koja definira proces od pripreme istraživanja, preko prikupljanja podataka, s temeljnim naglaskom na aspekte odnosa istraživača i sudionika, do izvještavanja. U radu se raspravljaju etički aspekti pojedinih faza istraživačkog procesa, uz poseban naglasak na etičnost izgradnje odnosa sa sudionicima istraživanja. Analiziraju se specifičnosti procesa pristanka na istraživanje u kvalitativnim istraživanjima, te etika izvještavanja o rezultatima. Krećući s polazišta kritičke teorije, zagovara se pristup pozitivne ili aktivne etike, uz poštovanje najviših etičkih standarda kao nužnog uvjeta vjerodostojnog kvalitativnog istraživanja.The paper critically examines ethical challenges in qualitative research. The major point of departure is the claim that quantitative research is different from qualitative in a methodological sense, but the research ethics is not fundamentally different though there is a difference in intensity, amount and presence of ethical concerns. However, because of this difference the ethical issues in qualitative research are more epistemological in nature and are essentially methodological; hence if left unresolved, they could directly influence the validity and reliability of the research. The paper outlines an ethical map of qualitative research which defines the whole process, starting from preparation of the research, through data collection, with an emphasis on the research-participant relationship, and ending with the reporting of results. We discuss the ethical aspects of all research phases, with special importance being placed on the ethics of building the relationship between the researcher and participants. Specific aspects of inform consent in qualitative research have been analyzed as well as the ethics of reporting the results. Starting from the critical theory point of view, an approach of positive or active ethics has been established, advocating the practice of the highest ethical standards as necessary preconditions for conducting trustworthy qualitative research

Prejudice toward National Minorities: Exploring the Role of Different Forms of National Attachment

Cilj je rada bio ispitati relativni doprinos dispozicijskih (autoritarnosti i orijentacije na socijalnu dominaciju), identitetskih (identifikacije s vlastitom nacijom, nacionalizma i kozmopolitizma) i situacijskih čimbenika (percepcije međugrupne prijetnje) u predviđanju otvorenih i prikrivenih etničkih predrasuda, uz ispitivanje multigrupnog moderirajućeg učinka nacionalnog identiteta. U istraživanju je sudjelovalo 582 studenata Sveučilišta u Zagrebu. Utvrđeno je da se visoko i nisko identificirani pojedinci razlikuju na svim mjerama, osim u rezultatima orijentacije na socijalnu dominaciju. Analizom traga kompozitnih rezultata na latentnim varijablama utvrđen je značajan doprinos percipirane međugrupne prijetnje te dispozicijskih čimbenika u objašnjenju predrasuda prema pripadnicima nacionalnih manjina, ali ne i značajan doprinos identitetskih obilježja. U radu se raspravlja o implikacijama rezultata, posebno o ograničenoj mogućnosti predviđanja prikrivenih predrasuda na temelju sklopa prediktora uobičajenih u predviđanju otvorenih predrasuda.The aim of this study was to explore relative contribution of several dispositional (right-wing authoritarianism and social dominance orientation) identity (national identity, nationalism and cosmopolitism) and situational antecedents (perception of intergroup threat) of subtle and blatant ethnic prejudice, along with multigroup moderation effect of national identity. The participants were 582 undergraduate students of University of Zagreb. Research has shown that high and low national identifiers significantly differ in all measures, except on orientation on social domination. Path analysis of composite results on latent variable has proven significant role of symbolic intergroup threat and dispositional factors in prediction of prejudice toward national minorities, whereas national attachment and national identity strength did not have strong impact on prediction. Implications of these results, namely limited possibilities for predicting subtle prejudice with this set of predictors, will be thoroughly discussed in this paper

The role of school in the post-war reconstruction of the community

Jedan od najvećih izazova s kojim se suočavaju pomagačke profesije nakon Domovinskog rata svakako je rekonstrukcija pokidanih susjedskih, prijateljskih i ostalih bliskih veza ljudi koji su se našli na suprotnim stranama sukoba. Svjetska, a i domaća iskustva govore da je proces ponovne uspostave povjerenja i normalizacije socijalnog života mnogo dulji i zahtjevniji od materijalne obnove.Ovaj je proces posebno težak u podijeljenim sredinama, kakva je Vukovar, gdje Hrvati i Srbi žive u istom gradu, no praktično paralelnim životima, razmjerno rijetko ili uopće ne kontaktirajući jedni s drugima. Ova je podijeljenost prisutna u svim aspektima socijalnog života, pa se proteže i na školstvo. Zakonskom je regulativom Republike Hrvatske predviđena mogućnost posebnih oblika školovanja pripadnika nacionalnih manjina, no u praksi školstva u Podunavlju to zapravo znači odijeljeno školovanje hrvatske i srpske djece. Ona idu u posebne razrede, odijeljene prema etničkoj pripadnosti, te se u njima nastava odvija ili isključivo na hrvatskom ili isključivo na srpskom jeziku. Time je otežan temeljni uvjet za normalizaciju odnosa između dviju grupa-kontakt. Svakodnevni, normalan kontakt, na recipročnoj osnovi, koji pruža prigodu za upoznavanje i stvaranje bliskih veza među djecom gotovo da ne postoji.One of the biggest challenges for the helping professionals after the war is the process of reconstruction of destroyed ties between persons who used to have neighborly, friendly or simply close relationships, but found themselves on the opposite sides in the conflict. The experiences of post-conflict societies show that the process of trust building and normalization of social life is far slower and more demanding than the material renewal. This process is especially difficult in divided communities, as Vukovar is, where Croats and Serbs live in the same town but With practically parallel lives, and almost no mutual contacts. This division is evident in all aspects of social life, expanding also into the area of schooling. The legal norms of the Republic of Croatia guarantee the possibility of specific forms of minority education. However, in Podunavlje case this means practically segregated schooling of the children from Croatian and Serbian background. The children attend separate classes, divided according to the ethnicity, and the curriculum is provided either in Croatian or in Serbian language. In this way the basic condition for normalization of the intergroup relations — contact — is hampered. Everyday, normal contact, based on reciprocity and equal status, enabling children to meet their peers from the Other group and to form Close relations and friendship is almost nonexistent. However, some parents from within both ethnic communities are not satisfied With separation of children in the schools. They are worried about their future education and their mutual relationships in the community. This is Why we decided to investigate what do pupils, their parents and teachers in Vukovar schools think about the current system of education. The questionnaire was administered that encompassed several aspects of attitudes toward schooling: value of education for one's life, attitudes toward school integration and social integration of children from different ethnic background in general, attitudes toward religious education in the schools, and attitudes toward multiculturalism. In this paper the preliminary results obtained on the sample of 119 pupils of Croatian and Serbian nationality in 8th grade of elementary school are presented. The results are discussed having in mind the complexity of the issues of minority education, possibilities of school integration in Podunavlje and implications which such integration could have for tolerant and cooperative intergroup relations and for social reconstruction of the divided community

Les prédicteurs du nationalisme et du cosmopolitisme : la contribution de certains caractéristiques sociodémographiques, de l’auto-identification idéologique et de l’individualisme/collectivisme sur le modèle des étudiants et de leurs parents

Cilj ovog istraživanja bio je usporediti razine i utvrditi povezanosti između rezultata studenata psihologije i njihovih roditelja u odnosu na nacionalizam i kozmopolitizam te kolektivizam i horizontalni i vertikalni individualizam. Usto se nastojalo odrediti doprinos sociodemografskih varijabli, važnosti vjere i ideološkog usmjerenja ispitanika te kolektivizma/individualizma u objašnjenju izraženosti nacionalizma i kozmopolitizma studenata i njihovih roditelja. Ispitivanje je provedeno na 200 studenata (26 studenata i 174 studentice) i 296 roditelja (143 muškarca i 153 žene) hrvatske nacionalnosti. Primijenjena su tri upitnika: Skala nacionalizma i kozmopolitizma (Čorkalo i Kamenov, 1999), HVIC upitnik horizontalnog i vertikalnog individualizma i kolektivizma (Singelis i dr., 1995) te sociodemografski upitnik. Rezultati pokazuju da roditelji studenata iskazuju izraženiji nacionalizam i kolektivizam od svoje (odrasle) djece, dok studenti iskazuju izraženiji kozmopolitizam i horizontalni individualizam od svojih roditelja. Kod vertikalnog individualizma međutim između prosječnog rezultata studenata i roditelja nema razlike. Povezanosti kolektivizma i individualizma studenata te njihovih majki i očeva niže su od povezanosti nacionalizma i kozmopolitizma. Skup sociodemografskih prediktora, važnost religije, ideološka orijentacija i kolektivizam/individualizam bolje predviđaju nacionalizam nego kozmopolitizam, kako u uzorku roditelja tako i studenata. Vrsta i doprinos pojedinih prediktora slični su u oba uzorka, uz iznimku nekih sociodemografskih prediktora koji su se pokazali značajnima u roditeljskome, ali ne i u studentskom uzorku. Osim sociodemografskih prediktora nacionalizam roditelja i studenata moguće je predvidjeti i na temelju izraženije desne političke orijentacije, izraženoga vertikalnog individualizma te većeg pridavanja važnosti vjeri, dok je kozmopolitizam moguće predvidjeti na temelju izraženije lijeve političke orijentacije ispitanika.The objective of this research has been to compare the levels of and to establish the connection between results of psychology students and their parents in relation to nationalism and cosmopolitanism and collectivism, and to horizontal and vertical individualism. In addition, an attempt has been made to define the contribution of socio-demographic variables, the importance of religion and the ideological orientation of the respondents along with collectivism/individualism in explaining the pronounced nature of nationalism and/or cosmopolitanism among the students and their parents. The research was carried out on a group of 200 students (26 male and 174 female) and 296 parents (143 male and 153 female), all of Croatian nationality. Three questionnaires were applied: the Nationalism and Cosmopolitanism Scale (Čorkalo and Kamenov, 1999), the HVIC questionnaire on horizontal and vertical individualism and collectivism (Singelis et al., 1995) and a socio-demographic questionnaire. The results showed that parents of students express more marked nationalism and collectivism than their (adult) children, while students express more marked cosmopolitanism and horizontal individualism than their parents. However, as far as vertical individualism is concerned, there is no difference between the average results of students and parents. The correlation between the collectivism and individualism of students and their mothers and fathers is lower than that between nationalism and cosmopolitanism. The set of socio-demographic predictors, the importance of religion, ideological orientations and collectivism/individualism more reliably foresee nationalism rather than cosmopolitanism, both in the parental and student sample. The type and contribution of the individual predictors are similar in both samples, with the exception of certain socio-demographic predictors that were shown to be significant in the parental, but not in the student sample. Apart from socio-demographic predictors nationalism on the part of parents and students can also be foreseen on the basis of a more distinct right-wing political orientation, pronounced vertical individualism and a greater attachment of importance to religion, while cosmopolitanism can be foreseen on the basis of a more conspicuous left-wing political orientation on the part of the respondents.Le but de cette recherche était de comparer des niveaux et constater le lien entre les résultats des étudiants en psychologie et ceux de leurs parents par rapport au nationalisme et au cosmopolitisme, ainsi qu’au collectivisme et à l’individualisme horizontal et verticale. En même temps, on a essayé de définir la contribution des variables sociodémographiques, l’importance de la religion et de l’orientation idéologique des interrogés, de l’importance du collectivisme/individualisme par rapport a la manifestation du nationalisme et du cosmopolitisme des étudiants et de leurs parents. L’enquête a été faite sur 200 étudiants (26 étudiants et 174 étudiantes) et 296 parents (143 hommes et 153 femmes) de nationalité croate. Trois questionnaires ont été utilisés: l’échelle de nationalisme et cosmopolitisme (Čorkalo et Kamenov, 1999), HVIC questionnaire de l’individualisme horizontal et vertical et du collectivisme (Singelis et col., 1995), puis le questionnaire sociodémographique. Les résultats montrent que les parents des étudiants manifestent un nationalisme et un collectivisme plus expressif que leurs enfants (adultes). Par contre, les étudiants expriment un cosmopolitisme et un individualisme horizontal plus marqué que leurs parents. En ce qui concerne de l’individualisme vertical pourtant, il n’y a pas de différence entre le résultat moyen des étudiants et de celui des parents. Les relations entre le collectivisme et l’individualisme des étudiants, de leurs mères et de leurs pères sont inférieures aux relations du nationalisme et du cosmopolitisme. L’ensemble des prédicteurs sociodémographiques, de l’importance de la religion, de l’orientation idéologique et du collectivisme/individualisme, prévoit mieux le nationalisme que le cosmopolitisme, sur l’échantillon des parents ainsi que celui des étudiants. La nature et la contribution de certains prédicteurs se ressemblent dans les deux échantillons, à l’exception de certains prédicteurs sociodémographiques qui se sont avérés importants dans l’échantillon des parents et pas dans celui des étudiants. A part des prédicteurs sociodémographiques, il est possible de prévoir le nationalisme des parents et des étudiants aussi à la base de l’orientation politique de droite plus manifeste, de l’individualisme vertical exprimé et de l’apport plus important à la religion, tandis que le cosmopolitisme est facilement prévisible à la base de l’orientation politique de gauche plus exprimée chez les enquêtés

Prediktori kolektivne krivnje nakon nasilnog sukoba

After a violent conflict many post-conflict communities remain ethnically divided and normalization of the inter-group relations is hindered not only by in-group norms and interpretation of past events, but also by collective guilt. Although collective guilt has proved to be an important indicator of post-conflict social repair, more research is needed to define its predictors. This study, conducted in an ethnically divided community, confirmed that collective guilt acceptance and collective guilt assignment in our sample are typical for the post-conflict pattern of intergroup relations – people readily assign guilt to the outgroup but are unwilling to accept the guilt of their in-group. This suggests that the process of community social reconstruction has not considerably progressed. Our findings also suggest that the two aspects of collective guilt – assignment and acceptance – are predicted by similar sets of variables. Both collective guilt assignment and collective guilt acceptance are influenced by identification with in-group which influence is fully or partially mediated with the justification of the in-group’s wrongdoings. This indicates that in the post-conflict setting relationship towards the in-group may be more important for experiencing collective guilt than the relationship towards the out-group. Relationship towards out-group, although not crucial, also plays a role in experiencing collective guilt. Specifically, both affect towards and cognitions about out-group members predict collective guilt assignment (with cognition being stronger predictor than positive affect), whereas only (absence of) positive affect predicts acceptance of collective guilt and the cognitive aspect is not predictive.Nakon nasilnog sukoba mnoge zajednice ostaju etnički podijeljene, a normalizacija međugrupnih odnosa otežana je ne samo grupnim normama i interpretacijom prošlih događaja, nego i pripisivanjem ili doživljajem kolektivne krivnje. Premda se kolektivna krivnja pokazala važnim indikatorom socijalnog oporavka nakon sukoba, potrebna su dodatna istraživanja kako bi se odredili njeni prediktori. Ovo istraživanje, provedeno u etnički podijeljenoj zajednici, potvrdilo je da je razina pripisivanja i prihvaćanja kolektivne krivnje u našem uzorku tipična za postkonfliktni obrazac međugrupnih odnosa – ljudi spremno pripisuju krivnju za sukob drugoj grupi, dok istovremeno ne prihvaćajući krivnju vlastite grupe. Taj nalaz sugerira da proces socijalne rekonstrukcije zajednice još nije značajno uznapredovao. Rezultati također upućuju na zaključak da dva aspekta kolektivne krivnje – prihvaćanje i pripisivanje – predviđaju slični skupovi varijabli. I pripisivanje i prihvaćanje kolektivne krivnje određeno je razinom identifikacije s grupom čiji je utjecaj potpuno ili djelomično posredovan opravdavanjem postupaka vlastite grupe. Ovaj nalaz sugerira da je vezanost za vlastitu grupu važnija i za pripisivanje i za prihvaćanje kolektivne krivnje od odnosa prema drugoj grupi (npr. međugrupnih afekata i kognicija). Međutim, odnos prema vanjskoj grupi, iako nije presudan, također ima značajnu ulogu za doživljaj kolektivne krivnje. Specifično, osjećaji prema vanjskoj grupi i kognicije o članovima vanjske grupe predviđaju pripisivanje kolektivne krivnje (pri čemu su kognicije jači prediktor od pozitivnog afekta), dok pozitivni afekt prema vanjskoj grupi predviđa prihvaćanje kolektivne krivnje