The main question raised in the paper is whether the social consequences of the "transition to capitalism" (increased social and economic stratification, the absence of a social consensus on ...desirable social values, etc.) has had an impact on the modernization-related lag of Croatian society at value level. In an attempt to find an answer to this question, the authors investigated the compatibility of value orientations of secondary school pupils socialised during the transition period in Croatia with value types typical for the Inglehart model of value modernization, including the differences related to gender and the regional developmental level. The investigation of value orientations was carried out on a representative, stratified sample of 3471 pupils from two Croatian counties (Lika-Senj and Primorje-Gorski Kotar). The hierarchy of the tested values and their factorial structure were examined, followed by an investigation of specific regional and gender-related differences using two-way analysis of variance. The results show that pupils socialised in the transition period in Croatia accept a wide range of value orientations, which supports the hypothesis that modernization processes in this period have taken place on several qualitative levels. Testing of the significance of the differences between various sub-groups (region x gender) showed that developmental factors affect the transformation of value-related attitudes of youth, but also that the culturally mediated effect of gender relativises the impact of developmental factors. The authors ascribe this situation to the permanent relevance of gender divisions in the society, which have not decreased in importance even under the circumstances of modern social changes. PUBLICATION ABSTRACT
This study examines the association between vocational school students' aspirations for higher education and different factors that may be related to their social background. Using cultural ...reproduction and relative risk aversion (RRA) theories, the study draws on data from 7060 students of four-year vocational upper secondary school programmes in Croatia. A multinomial logistic model with a random intercept was applied, in which students' aspirations for pursuing higher education served as the outcome variable. Apart from indicators of socio-economic status (SES), vocational school students' characteristics related to cultural habits and behaviours, as well as their concerns with downward mobility, were used as regressor variables in the analysis. All three constructs showed independent effects on aspirations for higher education, controlling for vocational sector, gender, school achievement, and school year. Further, a moderation effect was identified, indicating that the association between cultural capital and aspirations for higher education was stronger among students with more educated parents. In contrast to previous studies, the findings point to the potential complementarity of cultural capital and RRA concerning educational aspirations. We discuss the implications of the study and directions for future research.
The article analyses how young people in Croatia conceptualise their identities in terms of “place identifications”, a type of social identification that captures membership of a group of people who ...are defined by their location. It is based on focus group discussions conducted with 68 elementary and secondary school students aged between 11 and 17 in three urban localities in Croatia: Rijeka, Zagreb and Zadar. The concepts guiding the analysis included place identifications, the civic and cultural components of national identity and intersectionality. The study found that students displayed a strong identification with the region they are from through a discourse of stereotypes along the coastal–inland, rural–urban and north–south distinctions. National cultural identities and liminal European-Balkan identities were equally strong providing interesting examples of inclusion and othering. The young people showed a sense of aspiring to be European, of feeling almost European, of being not-quite-yet European, of being “Balkan”. There was a common sense of the Balkan-European divide being a line that stood very slightly to the north-west of wherever the students happened to be: there was Europe, generally beckoning – but they were on a threshold and still leaning towards the Balkan side, described as impolite, quarrelsome, underdeveloped and littered. The study suggests complex and kaleidoscopic identity constructions of young people in Croatia in which different and even opposed elements do not exclude each other but rather coexist in various ways.
U radu se ispituje kako mladi u Hrvatskoj konceptualiziraju svoje identitete u vidu »mjesnih identiteta« kao vrste društvene identifikacije koja obuhvaća pripadnost društvenoj skupini koja se ...definira njezinom lokacijom. Rad se temelji na podacima prikupljenima u okviru fokusnih grupa u kojima je sudjelovalo 68 učenika i učenica osnovnih i srednjih škola u dobi između 11 i 17 godina u trima gradovima u Hrvatskoj: Rijeci, Zagrebu i Zadru. Konceptualni okvir analize uključuje mjesne identitete, građansku i kulturnu komponentu nacionalnog identiteta i intersekcionalnost. Analiza pokazuje da učenici i učenice izražavaju snažan regionalni identitet u kojem značajno mjesto zauzimaju stereotipi koji se odnose na razlike između priobalja i unutrašnjosti, između ruralnih i urbanih područja te između sjevera i juga. Nacionalni kulturni identiteti i rubni europsko-balkanski identiteti podjednako su snažni te pružaju zanimljive primjere inkluzije i isključivanja »drugog i drukčijeg«. Mladi obuhvaćeni istraživanjem izražavaju istodobno težnju k europejstvu, osjećaj nepotpunog odnosno još nedostignutoga europejstva, kao i osjećaj pripadnosti balkanskome kulturnom krugu. Analiza je pokazala i zajedničko razumijevanje podjele između Europe i Balkana shvaćene kao razdjelnice koja se nalazi uvijek sjeverozapadno u odnosu prema lokalitetu učenika: iako po pravilu teže Europi, učenici još nisu prešli europski »prag« te su još uvijek »nagnuti« prema Balkanu, koji se prikazuje kao nepristojan, svadljiv, nerazvijen i neuredan. Na tom tragu, autori upućuju na složene i kaleidoskopske identitetske konstrukcije mladih u Hrvatskoj, u kojima se različiti i suprotstavljeni elementi međusobno ne isključuju, nego koegzistiraju na različite načine.
School Climate and Conflicts in School Puzic, Sasa; Baranovic, Branislava; Doolan, Karin
Sociologija i prostor,
10/2011, Letnik:
49, Številka:
3
Journal Article
Odprti dostop
The article reports on empirical research which examined pupils', teachers' and principals' perceptions of school climate related to conflicts among pupils. Pupil conflicts were explored from an ...ecological-developmental perspective, including a sample of 370 pupils in their final year of compulsory schooling across 10 primary schools in Zagreb, 29 teachers and 5 principals. The research employed a mixed methods design: questionnaires administered to pupils, focus groups with teachers and interviews with principals. The results show that verbal conflicts between pupils prevail, but a substantial number of pupils also reported physical conflicts among pupils. Pupil responses indicated that both conflictual and cooperative relations exist in schools. In relation to teacher-pupil contact, pupils reported they perceived teachers as people they could rely on for support in conflict resolution, but at the same time expressed lower estimates for teachers' respect for pupils. The research identified girls in comparison to boys as "more sensitive" to violence in schools, as well as a more positive perception of the school environment by pupils with higher grades and pupils who less often experienced violence in schools. Teachers and principals reported that milder forms of conflict among pupils were part of everyday school life. Several teachers and principals expressed their concern with the phenomenon of "cyber-bullying", i.e. verbal violence over Facebook. The insufficient professional development of teachers in conflict resolution, restricted organisational characteristics of schools, pupils' health problems and problems in the family environment have been identified as factors which negatively affect school climate and the incidence of conflicts. Adapted from the source document.
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.
The paper examines the aspirations of Croatian secondary school students towards studying abroad, in Zagreb or in some other city in Croatia. The theoretical background of the paper was based on the ...rational choice theory, typically used in explaining educational decisions in periods of educational transition. A multi-level multinomial regression analysis was conducted using a nationally representative sample of students attending four-year secondary schools (N=10 829). The data were collected during the school year 2017/2018. The results indicate that aspirations towards the place of studying are related to the students’ social background: stronger aspirations towards studying in Zagreb correlate with having at least one parent with higher education and with the active working status of the mother and father, while stronger aspirations towards studying abroad correlate with the higher education of both parents and a higher monthly household income. Students’ aspirations towards studying abroad are also related to the rational choice indicators: greater concern with avoiding downward social mobility, higher estimate of the probability of successful enrolment at and completion of higher education, lower assessment of the value of education in Croatian society and higher assessment of non-compliance with principles of meritocracy in Croatian higher education. On the other hand, aspirations towards studying in Zagreb only correlate with a higher assessment of the social value of education. All effects were independent of the students’ school performance. The findings are interpreted in the context of horizontal inequalities in higher education, pointing to possible implications for the educational policy.
The paper poses the question: is multiculturalism, in the situation of posttraditional social pluralization, an appropriate theoretical & practical model of integration in multiethnic & multicultural ...societies? In order to provide an answer, the author first analyzes the social processes responsible for speeding up contemporary social & cultural changes. The starting point of the analysis are the key insights of the theory of reflexive modernization. This is followed by an outline of the model of multiculturalism; the author explains why the demands for the group-specific protection of cultural minorities are focal to it. Particular attention is given to the ideas of C. Taylor & W. Kymlicka, & J. Habermas' criticism. The assumption is that in the posttraditional social conditions, juxtaposing collective vs. individual rights misses the point because in the circumstances of constant change & growing social reflexivity only the cultures capable of reflexive self-transformation can survive. Each project of culture protection that is comparable to the protection of "endangered species," which presupposes collective rights & duties, saps culture of its vitality & hinders the individuals in their critical reflexion of their identities. & contrary, in case of radical multiculturalism & rigid assimilationism -- in both cases cultures are understood as natural species outside social context -- posttraditional/reflexive reconstruction of identity can assume fundamentalist character. The author claims that the recognition of cultural minorities remains one of the central issues of present-day liberal democracies; however, the recognition of diversity ought to be based on democratic public debate through which individuals can work out their relationship towards different cultural traditions. 25 References. Adapted from the source document.
Osnovni je cilj rada ispitati odabrane elemente multikulturalističke politike priznavanja
vodeći računa o međuodnosu kulturno-identitetskih i strukturnih aspekata društvene prakse.
U tu se svrhu: 1) ...predstavljaju ključni koncepti multikulturalističke teorijske pozicije; 2)
razmatra se Bourdieuov koncept habitusa, koji upućuje na ograničenja i društvenu deriviranost
subjektivnih dispozicija; 3) propituje se odnos pojmova habitusa i identiteta i 4) zahtjevi za priznanjem
manjinskih identiteta povezuju se sa zahtjevima za redistribucijom unutar teorijskog
okvira N. Fraser. Analiza pokazuje da je oblikovanje postojećih identiteta u smjeru fluidnijih i
debinariziranih identitetskih obrazaca važan element za svrsishodno aktiviranje i politiziranje
manjinskih identiteta. Taj se proces treba temeljiti na svijesti o strukturalnim limitima svake
refleksivne rekonstrukcije identiteta.
Osnovni je cilj rada ispitati odabrane elemente multikulturalističke politike priznavanja vodeći računa o međuodnosu kulturno-identitetskih i strukturnih aspekata društvene prakse. U tu se svrhu: 1) ...predstavljaju ključni koncepti multikulturalističke teorijske pozicije; 2) razmatra se Bourdieuov koncept habitusa, koji upućuje na ograničenja i društvenu deriviranost subjektivnih dispozicija; 3) propituje se odnos pojmova habitusa i identiteta i 4) zahtjevi za priznanjem manjinskih identiteta povezuju se sa zahtjevima za redistribucijom unutar teorijskog okvira N. Fraser. Analiza pokazuje da je oblikovanje postojećih identiteta u smjeru fluidnijih i debinariziranih identitetskih obrazaca važan element za svrsishodno aktiviranje i politiziranje manjinskih identiteta. Taj se proces treba temeljiti na svijesti o strukturalnim limitima svake refleksivne rekonstrukcije identiteta.
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