The crisis of formal education leads to constant reconsiderations, both at national and global level. It is considered that educational theory, practice and policy focus dominantly on the formal ...context of learning while they ignore learning in all other contexts, especially informal. Learning in informal contexts, whether it is intentional or coincidental, conscious or unconscious, is usually perceived as less significant and worthwhile. However, the constructivist and cognitivistic theories of the learning processes emphasize the necessity of recognizing and appreciating all the acquired knowledge and experiences that a person brings to the learning situation. In other words, the quality of formal education cannot be ensured with ignorance of students' knowledge and skills acquired through informal learning. The aim of this paper was to determine students' perspective on their own informal learning. Using qualitative approach, we analyzed students' written statements to determine which informal learning outcomes they were aware of. The second aim was to determine who or what supported those informal learning outcomes from students' perspective. By grouping statements by similarity, we got 13 different categories of learned knowledge and skills (the most common informal learning was the skill of practicing different types of art) and 13 types of support for those learning outcomes (the most common support were information and communication technologies (ICT)). The paper proposes directions for planned integration of students' informal learning into the formal context of studies.
Public perception and imagination tend to view natural disasters and catastrophes as phenomena that impact everyone equally. However, they do not occur in a historical, political, economic or social ...vacuum. Every phase and aspect of a disaster - its causes, vulnerability, preparedness, aftermath, response, reconstruction, the scope of the disaster and the price paid in the end are, to a lesser or greater extent, socially conditioned. Natural disasters actually replicate and amplify existing social inequalities and their effects. Such was also the case with hurricane Katrina. Black people, the poor, the elderly... remained in sunken New Orleans because their economic and social exclusion diminished their possibility to escape the disaster (the same way it diminished their opportunity to escape poverty). Had Katrina been a mere accident of geography and ecology, it would have been possible to peacefully await the resolution of its aftermath. However, because the inequalities which Katrina made apparent have deep socio-historical roots, it was illusory to expect that they would be repaired by the public policies on offer. Because of this, Katrina remains a powerful reminder to those advocating for a more just and democratic society.
U javnom mnjenju i imaginaciji, prirodne nesreće i katastrofe unesrećuju sve podjednako. Međutim, one se ne dešavaju u istorijskom, političkom, ekonomskom, socijalnom vakuumu. U svakoj fazi i aspektu ...– uzroci, ranjivost, spremnost, posledice, odgovor, rekonstrukcija, konture nesreće i plaćena cena, u manjoj ili većoj meri društveno su uslovljeni. Prirodne katastrofe, zapravo, odražavaju i pojačavaju reljefnost postojećih nejednakosti i njihove efekte. To je bio slučaj i s uraganom Katrina. Crni, siromašni, stari... ostali su u potopljenom Nju Orleansu zato što je njihova ekonomska i društvena ekskluzija smanjila njihovu mogućnost da pobegnu od nesreće (kao, uostalom i njihovu mogućnost da pobegnu od siromaštva). Da je Katrina bila samo puki akcident koji se tiče geografije i ekologije, moglo se mirno čekati na razrešenje njenih posledica. No kako nejednakosti koje je ona učinila jasno vidljivim imaju duboke društveno-istorijske korene, bilo je iluzorno očekivati da bi one mogle biti sanirane ponuđenim javnim politikama. Zato Katrina ostaje snažan podsetnik za one koji se zalažu za izgradnju pravednog društva i pune demokratije.
The texts of sociological classics (de Tocqueville, Marx, Simmel) as well as recent European research offer a fruitfull analitical frame for thinking about poverty using the idel-type constructs of ...„integrated“, „marginalized“ and, nowdays dominant „disqualifying“ poverty (S. Paugam). The application of this analitycal frame, completed with new explanatory factors – as flexibilisation or precarization of work and jobs, the fear of getting fired as a new factor of inequality, the intensity of social ties and „spatial disqualification“ of social groups with the great risks of poverty and dependance of the social intervention system – lead to new insights in collective representation of poverty: now seen as personal failure, „social falldown“ in the process that include cumulation of social handicaps. So, what is nowdays perceived as a central social fracture – the fracture between those whose future is secured and those exposed to „threats of the job market violence“ (Maurin) – passes through the whole class structure producing social insecurity and diffused anxiety, undermining social cohesion and imposing new mechanisms of collective identities construction.
From the postmodern theorists point of view, disabled bodies primarily are objects of performing the power, in several ways: from „staring“ as the act of labeling, to medicalization, rehabilitation ...and „normalization“. Feminist theory of disability tends to combine gender and disability and to perceive them together as social construction products which „deviate from standards“. In postmodern theories of gender, primarily in the works of Judith Butler and Elizabeth Grosz, there is a noticeable tendency to attach a dynamic, relational characteristic to gender, and to observe gender differences in the process of intersecting all other binary differences. In addition, in order to deconstruct sex/gender differences, an increasing emphasis is put on the body as a field for inscribing culturally constructed distinctions. This paper explores the possibility of synthesizing knowledge in the field of postmodern gender theories and postmodern understanding of disability. It examines how gender binarism intersects with binarism „disability – nondisability,“ and whether, at the level of „disabled“ bodies, gender differences become invisible.
In the context of modern social model of disability, this paper presents some of the leading theoretical frameworks that define the key problems of socialization and social integration of children ...with disabilities. Transformed into a social-scientific research, problems of physical, mental or social disability were given a new meaning: instead of individual "psychologically deviant acts," disability is interpreted as a consequence of the "continent of social relations." Second, and equally important, rather than the status (state) of disability, the focus turn on the very process of social relations that structure the phenomenon of deviance. Within the research of social processes that defined the context of individual development of children with disabilities, two problem circles were opened: firstly, general issues of socialization of these children, and secondly, issues related to the problems of their social integration in the formal education system. In the final section, key implications of different approaches have been derived: to provide conditions for active participation in social life for all members of the community date, regardless of the existence of physical or social barriers.
In the 19th century, at the time when Serbia was being established,the education of students scholars abroad was viewed as one of the main tools for professional development and a strong society. ...Medical students were one of the first who were sent to study abroad. This practice was associated with increasing vertical social mobility of society. The results achieved in the 19th century encouraged us to focus on the study of temporary migrations of students scholars from Serbia in the 21st century. This article was created as a result of this study.4Our goal was to define the profile of medical students scholars who studied abroad in the 21st century thanks to the state funds, to determine the reasons why they opted for education outside their country, and to determine the level of openness of the Serbian society towards them. However, the main objective was to contribute to the research of reverse migration.
Public perception and imagination tend to view natural disasters and catastrophes as phenomena that impact everyone equally. However, they do not occur in a historical, political, economic or social ...vacuum. Every phase and aspect of a disaster - its causes, vulnerability, preparedness, aftermath, response, reconstruction, the scope of the disaster and the price paid in the end are, to a lesser or greater extent, socially conditioned. Natural disasters actually replicate and amplify existing social inequalities and their effects. Such was also the case with hurricane Katrina. Black people, the poor, the elderly... remained in sunken New Orleans because their economic and social exclusion diminished their possibility to escape the disaster (the same way it diminished their opportunity to escape poverty). Had Katrina been a mere accident of geography and ecology, it would have been possible to peacefully await the resolution of its aftermath. However, because the inequalities which Katrina made apparent have deep socio-historical roots, it was illusory to expect that they would be repaired by the public policies on offer. Because of this, Katrina remains a powerful reminder to those advocating for a more just and democratic society.
U kontekstu savremenog socijalnog modela ometenosti, u ovom radu su prikazani neki od vodećih teorijskih okvira koji definišu ključne probleme socijalizacije i socijalne integracije dece sa smetnjama ...u razvoju i ponašanju. Pretočeni u okvire društveno-naučnih istraživanja, problemi fizičke, mentalne ili socijalne ometenosti dobili su novo značenje: umesto individualnih „psihološki devijantnih činova“, ometenost se tumači kao posledica „celine društvenih odnosa“. Drugo i jednako važno, umesto statusa (stanja) ometenosti, u fokusu je sam proces društvenih odnosa koji strukturira fenomen devijantnosti. U prikazu istraživanja društvenih procesa koji definišu kontekst individualnog razvoja dece s ometenošću otvorena su dva globalna problemska kruga: prvo, opšta pitanja socijalizacije ove dece, i drugo, pitanja vezana za probleme njihove socijalne integracije u sistem redovnog školovanja. U zaključnom delu izvedene su ključne implikacije različitih pristupa koje se odnose na obezbeđivanje uslova za aktivnu participaciju u društvenom životu za sve članove date društvene zajednice, bez obzira na postojanje fizičkih ili socijalnih barijera.
In the context of modern social model of disability, this paper presents some of the leading theoretical frameworks that define the key problems of socialization and social integration of children ...with disabilities. Transformed into a social-scientific research, problems of physical, mental or social disability were given a new meaning: instead of individual "psychologically deviant acts," disability is interpreted as a consequence of the "continent of social relations." Second, and equally important, rather than the status (state) of disability, the focus turn on the very process of social relations that structure the phenomenon of deviance. Within the research of social processes that defined the context of individual development of children with disabilities, two problem circles were opened: firstly, general issues of socialization of these children, and secondly, issues related to the problems of their social integration in the formal education system. In the final section, key implications of different approaches have been derived: to provide conditions for active participation in social life for all members of the community date, regardless of the existence of physical or social barriers.
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