The article presents one of the topics generated by a thematic analysis of data collected through a focus group process within the scientific research project LGBT (In)Visibility in School: The ...Educators’ Perspective, which focused on the taboo position of sexual and gender diversity within the education system. In four focus groups conducted with secondary school educators in Zagreb, the participants identified certain key factors in perpetuating such a position: the understanding of the child/student as an innocent being whose sexual education should begin at a time that educators themselves are unable to determine, the perception of parents as barriers to the inclusion of topics of sexual and gender diversity in the curriculum, and the absence of a systematic, LGBT-inclusive approach to teaching about sexuality. The concluding part of the article discusses the limitations of the research conducted and makes recommendations for future empirical and practical coverage of this topic.
The aim of this research is to describe how family and school relations are represented in national documents, laws, and sub-legal acts that organise the primary education sector. The research is ...based on a qualitative research paradigm and documentation analysis procedure. A reflexive thematic analysis was carried out on 17 documents, laws and sublegal acts relevant to primary school education in the Republic of Croatia, which resulted in four basic representations of the relations between family and school, placed in the context of humanistic, legalistic, procedural and patronising constructions of their relations. Further analysis revealed examples of incongruity in the generated representations of family and school relations within documents, as well as the deviation of individual representations from recent knowledge about the optimal positioning of family and school relations. The conclusion discusses the practical implications of the obtained findings and potential directions of an empirical approach to the described problem.
Cilj je ovoga istrazivanja opisati kako su u nacionalnim dokumentima, zakonima i podzakonskim aktima koji ustrojavaju sektor osnovnoga skolstva predstavljeni odnosi obitelji i skole. Istrazivanje se ...temelji na kvalitativnoj istrazivackoj paradigmi i postupku analize dokumentacije. Na korpusu od 17 dokumenata, zakona i podzakonskih akata relevantnih za osnovnoskolsko obrazovanje u Republici Hrvatskoj provedena je refleksivna tematska analiza, koja je rezultirala cetirima osnovnim reprezentacijama odnosa obitelji i skole, smjestenima u kontekst humanistickoga, legalistickoga, proceduralistickoga i pokroviteljskoga konstruiranja njihova odnosa. Daljnjom su analizom uoceni primjeri intradokumentne inkongruentnosti generiranih reprezentacija odnosa obitelji i skole, kao i otklon pojedinih reprezentacija od recentnih spoznaja o optimalnome pozicioniranju odnosa obitelji i skole. Zakljucak raspravlja o prakticnim implikacijama nalaza i upucuje na potentne smjerove empirijskoga pristupanja opisanoj problematici. Kljucne rijeci: uloga roditelja u obrazovanju, obrazovna politika, analiza kurikuluma, refleksivna tematska analiza
The first part of the paper analyses the relation between family pedagogy and
related non-pedagogical disciplines in the Croatian and foreign scientific
space, as well as the position of family ...pedagogy within systematic
pedagogy. The analysis is followed by the central part of the paper which is
dedicated to a problematisation of the question based on what family
pedagogy can consider itself part of pedagogy, i.e. what family pedagogy
bases its pedagogical distinctiveness on. From the conclusion of the central
part of the paper an overview of the possible application fields family
pedagogy deals with is derived, which forms the final part of the paper.
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The debate on the relationship between queer theory and identity politics, the hitherto dominant research framework with strong application potential, was expanded by establishing queer theory as a ...starting point for studies examining sexual and gender diversity in education. The point of contention became the question of the purposefulness of strategic essentialism, with a strong emphasis on the many pitfalls of insufficient intersectional understanding of identity, where sexual and gender diversity is but one dimension. Various pitfalls of de essentialism also became the subject of analysis. With such polarities in mind, in this article we present a part of the data collected within a research project aimed at LGBTIQ inclusiveness of educational institutions. The aim of this article is to analyse potential advantages and disadvantages of using a theoretically progressive strategy of de-essentialism in a heteronormative educational context. Data collected in four focus groups conducted with teachers in a number of Zagreb secondary schools show that, in their attitudes and daily educational practices concerning LGBTIQ topics, research participants are positioned at different points of the spectrum, varying from essentialist to de-essentialist, while the exact positioning is strongly determined by context. The concluding part of the article provides guidelines for future research.
This article presents a thematic analysis of a part of research results on LGBT (in)visibility in education from the perspective of educators, obtained by four focus groups conducted with educators ...(N = 27) employed at four secondary schools. The aim of the article is to apply the pedagogical relationship as a conceptual framework to analyze the modalities of the role of educators in mediating LGBT topics and in pedagogical interactions, which may be particularly important for LGBT students, presented through the threatening vs. supporting dichotomy. The results indicate it is possible to understand the quality of the pedagogical relationship between teachers and students as a continuum, with homophobic behavior of teachers on one end and explicit addressing of others' homophobic practices on the other, while also grasping the importance of the pedagogical relationship's microcontextual framework for the well-being of LGBT students.
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BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK, VSZLJ
This paper provides a framework for analysing teachers' various modes of positioning towards LGBT students, generated from their understanding of the concept of teacher professionalism. The main ...research question of the empirical study, conducted through application of focus groups, is how secondary school educators understand the concept of teacher professionalism in dealing with LGBT issues within the context of secondary school as a place where sexuality is both explicitly present and a taboo. The results, analysed within a neutral-engaged dichotomy of teacher positioning when dealing with LGBT issues, and interpreted from a critical-pedagogical perspective, point to different modalities of understanding and practicing teacher professionalism, as well as to the unsustainability of the neutral orientation of teachers when making both commonplace and unpredictable pedagogical decisions, which are inevitably politicized.
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BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
Apostrofiranje važnosti suradnje s lokalnom zajednicom recentan je i u domaćemu znanstvenom prostoru relativno neistražen oblik pozicioniranja odnosa obitelji i škole u širemu egzosustavu i ...makrosustavu unutar kojih se taj odnos razvija. Cilj je ovoga rada analizirati kontradiktorna očekivanja kojima su pedagozi u procesu suradnje obitelji, škole i lokalne zajednice izloženi. Konkretnije, nakon analize nesklada između teorijskih i zakonskih artikulacija suradnje s lokalnom zajednicom i praktičnih ograničenja koja se u implementaciji tih artikulacija javljaju, u radu se razmatra odgovornost pedagoga za prepoznavanje specifičnih potreba obitelji u suradnji s lokalnom zajednicom spram sanacijsko-deficitnoga percipiranja obitelji koje je pritom lako demonstrirati, kao i imperativnost teorijskih zahtjeva za tijesnim povezivanjem obitelji, škole i lokalne zajednice spram menadžersko-koordinacijske uloge koju pedagozi pritom, uslijed kontekstualnih ograničenja, mogu preuzeti na sebe. Zaključni dio rada nudi smjernice za daljnje istraživanje ove teme.
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DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
Emphasizing the importance of community collaboration is a recent and in Croatian research a relatively unexplored way of positioning family-school relationships in the wider exosystem and ...macrosystem, within which they develop. The aim of this paper is to analyse contradictory expectations school pedagogues are exposed to in the process of family, school and community collaboration. More specifically, after analysing the discrepancies between theoretical and legislative articulations of community collaboration and the practical limitations that arise in their implementation, we discuss the responsibility of pedagogues to identify specific needs of families in collaboration with the community contrasted with the remedial and deficit perception of families which can, in doing so, be easily demonstrated, as well as consider the imperative theoretical requirements for a close connection between family, school and community contrasted with the managerial and coordinating role that pedagogues can, due to contextual limitations, take on. The concluding part of the paper offers guidelines for further research on this topic.
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DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
In the last several decades in theoretical debates and educational practice the cooperation between families and schools has been widely recognized as one of the most crucial factors for ensuring a ...child's academic achievement and integral development, thus becoming an indicator of the quality of teachers' work, but also of parents' interest in the child. This has created a fertile ground for the reproduction of the existing social inequalities because many parents, due to their personal characteristics or the characteristics of their families, simply cannot answer to this imperative requirement for cooperation, hence risking to be labeled as indifferent, negligent or even as bad parents. Proceeding from this fundamental ambiguity of cooperation, contextualized within school as a site of social reproduction, the central part of the paper analyzes elements of the pluralism of contemporary families that can act as potential factors of oppression of parents in their cooperation with schools. The concluding part of the paper discusses how schools can respond to the analyzed situation and avoid perpetuating the inequalities they initially seek to eliminate through cooperation with parents.
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