The hidden curriculum refers to various dimensions of pedagogical activity that concern (professional) knowledge, power relations and the socio-cultural context in which educators operate. The ...article presents ways in which school counsellors understand the hidden curriculum. The findings of qualitative analysis of interviews with 37 school counsellors are presented. Focus is given to how school counsellors understand the term hidden curriculum, recognise and respond to it. While the results revealed that school counsellors know the basic definitions of the hidden curriculum, deeper analysis of their answers showed this understanding is often incomplete and inadequate. In the future, greater attention should be paid to the extent to which the hidden curriculum is recognised and present in both schools generally and the work of the school counselling service.
We examine the experiences of LGBT+ people in education, which international research shows is characterised by a lack of sensitivity to gender and sexual minorities. We conducted a qualitative study ...involving 27 individual interviews with LGBT+ persons who attend or have attended primary, secondary and/or tertiary education in Slovenia. The analysis revealed that the typical experience entails a combination of hate and invisibility. The data show the all-encompassing influence of prejudice, which people mention in various situations. Less common are descriptions of protective factors, which are generally limited to peer support and the commitment of individual staff members. The lack of systemic solutions is a challenge that must be addressed in the future by developing opportunities for inclusive formal and hidden curricula and staff training.
This paper examines the concept of banal nationalism as often unconscious, routine processes that nations reproduce on a daily basis. Banal nationalism is recognisable in the use of national symbols ...but also in language and culture. The purpose of this paper is to determine whether Slovenian folk-pop music is one of these processes, and in which ways and strategies we can detect its reproductive role in banal nationalism that on a daily basis reminds its listeners of their national identities. Methodologically, the article is based on the content and a textual analysis of compositions by three of the most often listened to folk-pop ensembles, demonstrating that the national narrative can be identified in a smaller proportion of all analysed compositions in three sections: the idea of nation as an imaginary community or home(land), national (auto)stereotypes, and patriotic feelings.
The paper demonstrates why reducing religion to a belief is analytically incorrect. First, we point to a social consensus that views religion primarily as a matter of belief. Further, we show that ...this consensus is shared by one of the most popular research programmes in the sociology of religion – rational choice theory Second, we argue the consensus should be reconsidered in light of recent research on embodied religion and Charismatic Christianity. The former reveals that the workings of human cognition cannot be separated from the body. Moreover, the example of Charismatic Christianity represents a globally popular religion characterised by its distinctly corporeal character. Based on these examples, the text concludes by making a call for an epistemological break in the light of current and projected changes in religious demography.
Prikriti kurikulum predstavlja različne razsežnosti pedagoškega delovanja. Nanaša se na (strokovno) znanje, razmerja moči in družbeno-kulturni kontekst, v katerem delujemo. V članku predstavljamo ...razumevanje prikritega kurikuluma s perspektive šolskih svetovalnih delavcev.1 Predstavljene so ugotovitve kvalitativne analize intervjujev s 37 šolskimi svetovalnimi delavci. Analizirano je, kaj šolski svetovalni delavci razumejo pod izrazom prikriti kurikulum, kako ga prepoznajo in kako se nanj odzivajo. Rezultati kažejo, da šolski svetovalni delavci poznajo osnovne opredelitve prikritega kurikuluma, bolj poglobljena analiza njihovih odgovorov pa je pokazala, da je to razumevanje pogosto nepopolno in neustrezno. V prihodnje bo treba več pozornosti nameniti prepoznavanju in prisotnosti prikritega kurikuluma, tako v šolah na splošno kot tudi pri delu šolske svetovalne službe.
V príspevku obravnavamo izkušnje LGBT+ oseb vvzgojno-ízobraževalnem sistemu, za katerega je glede na mednarodne raziskaveznačilno pomanjkanje senzibilnosti za spolne in seksualne manjšine. Izvedli ...smo kvalitativno raziskavo, v okviru katere smo opravili 27 individualnih intervjujev z LGBT+ osebami, ki sa (bile) vključene v primarno, sekundarno in/ali ferdama izobraževanje v Sloveniji. Analiza je pokazala, da je najbolj značilna izkušnja kombinacija sovražnosti in nevidnosti. Iz podatkov izstopa vseobsegajoči vpliv predsodkov, a katerih osebe poročajo v raznolikih situacijah. Manj pogosti so opisi varovalnih dejavnikov, ki so većinama omejeni na medvrstniško podporo in zavzetost posameznih zaposlenih. Pomanjkanje sistemskih ukrepov je izziv, ki ga bo z razvijanjem možnosti za vključujoči uradni in prikriti kurikul ter z izobraževanjem kadra treba naslavljati v příhodnosti.
