Suchergebnisse

Članak razmatra uspon, oblike i posledice protesta u nedemokratskim režimima, oslanjajući se na noviju literaturu iz uporedne analize političkih režima i društvenih pokreta. Oblik režima značajno oblikuje izglede za izbijanje protesta, kao i njegove oblike i posledice. Protesti često proizvode bitne promene u personalnom sastavu i politici vlasti, koje značajno utiču na strukturu i delovanje nedemokratskih režima, i ponekad vode promeni režima. Primeri su navedeni iz kasnog komunističkog autoritarizma u Poljskoj i Jugoslaviji, u kojima su dugotrajni protesti doprineli padu režima i države, i postkomunistički autoritarni režimi u Srbiji i Ukrajini koji su više puta uzdrmani a zatim i dokrajčeni "pritiskom odozdo". ; The paper explores the politics of protest in non-democratic regimes using insights from comparative regime analysis and social movement theory. A regime type strongly shapes factors that trigger popular mobilization, the repertories of collective action and their implications. Protest politics may produce a considerable political change, such as policy and personality change in the political establishment, as well as important shifts in the structure and operation of non-democratic regimes, even regime change. The paper provides evidence from the late communist authoritarian Poland and Yugoslavia, in which sustained protests contributed to the collapse of regime and state, and the post-communist competitive authoritarian Serbia and Ukraine, which experience repeated protest waves and were brought down by protest politics.

As newly established nation-state Slovenia continues to develop concepts, policies, and institutions to provide for its national security. She does so as a young country in a new Europe and must consider not only her own experiences, principles, and international politics, but also the dynamic environment of th multifaceted proposals and efforts at European integration. These are the basic considerations for understanding the process whereby Slovenia is forming a new national security network, both internally and on the international level, and for following Slovenia's endeavors to participate in European integration and NATO and the European Union. (SOI : PM: S. 123)

Са политичким преокретом 2000. године у Србији отпочео је истовемено и процес идеолошког преобликовања јавних простора. Међу најпроминентнијим видовима оваквог деловања је именовање или преименовање урбаног простора, првенствено улица и тргова, те бављење постојећим споменицима и меморијалима, као и градња и планирање нових. Овакви су случајеви посебно били уочљиви у Београду. Њима су се у неколико наврата супротставиле одређене политичке партије, те неполитичке групе које су организовале уличне акције 'против-именовања' београдских улица, те кампање против новопланираних јавних споменика. Односи моћи и идентитетске политике у овим случајевима биће коментарисани у овом раду. Пропратиће се праксе неколико уметничких и политичких скупина које су спровеле акције и перформансе незваничног преименовања улица, или су пак дискутовале и противиле се подизању новопредложених споменика. (Пре)именовањем одређених градских простора, хегемонске политичке коалиције покушавају да конституишу сигнификантна симболичка места, док, са друге стране, опозиционе противакције покушавају да преузму та иста места и да их реинтерпретирају. У овом ће се раду покушати да прикажу и анализирају поједине идеолошке политике и званични дискурси сећања, те поједине уметничке и политичке контраполитике и опозиционе праксе алтернативне комеморације ; With the onset of political overturn in Serbia in 2000, the process of the ideological reconfiguration of public places was simultaneously being put in motion. One of the most promi- nent means of this endeavor was naming and renaming of urban space, primarily of streets and squares, but also treatment of existing memorial sites and monuments and commissioning and erection of new ones. These undertakings were especially prominent in Serbia's capital Belgrade. Such processes were opposed several times by certain political parties and groups which organized street-actions of counter-naming of Belgrade's thoroughfares and campaigns against newly designated public monuments, and power-play and identity politics of such proceedings will be commented on here. This paper will discuss practices of several artistic and political groups which carried out unofficial street-renaming actions and performances, or discussed and opposed proposed new memorials. By (re)naming certain urban spaces, hegemonic political coalitions are trying to construct significant symbolic places, while oppositional counter-actions are seeking to overtake those same places and reinterpret them. This paper will attempt to sum up and inquire into the ideological politics of official memory discourses and artistic and political counter-politics and actions of opposition or alternative commemoration.

U radu su predstavljeni rezultati kvalitativne analize i komparacije relevantnih sadržaja ključnih obrazovno-političkih dokumenata međunarodnih i evropskih organizacija (UNESCO, OECD, Savet Evrope i Evropska Unija) iz dva perioda razvoja koncepta celoživotnog učenja koji se odnose na nastavnike. Rezultati kvalitativnog istraživanja su prikazani kroz sledeće kategorije: uloga i funkcije nastavnika, selekcija budućih nastavnika, inicijalno i kontinuirano obrazovanje nastavnika, odnos nastavnik–učenik, timski rad, pomoć nastavnicima, status i uslovi rada nastavnika, istraživački rad i mobilnost nastavnika, kao i međunarodna saradnja. Analiza i komparacija sadržaja međunarodnih i evropskih dokumenata prve faze (sredina šezdesetih i kraj sedamdesetih godina 20. veka) pokazala je da dokumenti Saveta Evrope i UNESCO-a opširno i na vrlo sličan način govore o tome šta i kako treba promeniti i/ili ponovo uspostaviti kad su u pitanju nastavnici, njihova uloga, obrazovanje i položaj kako bi celoživotno učenje postalo stvarnost. Za razliku od toga, u dokumentu OECD-a nije data veća pažnja ulozi nastavnika u realizovanju celoživotnog učenja. U drugoj fazi (sredina devedesetih godina 20. veka) razvoja koncepta celoživotnog učenja dokumenti UNESCO-a i OECD-a opširno i detaljno razmatraju pitanje nastavnika, dok se u dokumentu Evropske Unije samo konstatuje da će nastavnici imati središnju ulogu u društvu koje uči. Na kraju rada je istaknuto da je analiza i upoređivanje međunarodnih i evropskih dokumenata pokazala da su nastavnici jedan od najvažnijih elemenata politike celoživotnog učenja i da je, stoga, nužno planirati i organizovati celoživotno obrazovanje i učenje nastavnika kako bi oni mogli da podstiču i osposobljavaju učenike za celoživotno učenje. ; This paper presents results of the qualitative analysis and comparison of the content of key educational policy documents of the International and European organizations (UNESCO, OECD, Council of Europe and European Union) from two developmental stages of the lifelong learning concept with regard to the teachers. Results of the qualitative research have been presented within the following categories: role and function of teachers, selection of teacher candidates, initial and continuing training of teachers, teacher-student relation, team work, assisting teachers, status and working conditions, research and mobility of teachers and international cooperation. The analysis and comparison of the content of the International and European documents from the first phase (in the middle of 1960s and beginning of 1970s) have shown that documents of the Council of Europe and the UNESCO, to a great extent and in a similar fashion, state what should be changed and/or newly established when it comes to teachers, their role, their education as well as their status, so that lifelong learning could become reality. Compared to that, the OECD document did not pay greater attention to the role of teachers in the implementation of lifelong learning. In the second phase of development of the lifelong learning concept (in the middle of 1990s) the UNESCO and OECD documents discuss the teachers to a great extent and in detail, whereas the EU document states only that teachers will play a central role in the learning society. The paper concludes that the analysis and comparison have shown that teachers are one of the most crucial elements of the lifelong learning policy. Therefore, it is necessary to plan and organize lifelong learning and educational opportunities for teachers so that they could encourage and train their students for lifelong learning. ; Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa ; Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"

The paper emphasizes the most important global problems in the field of the environmental protection in the context of the debate about the importance of the participation of the local self-governments in addressing those. The paper points out to the fact that the Republic of Serbia harmonized the national environmental legislation with the EU legislation as a part of the European Integration process of the Republic of Serbia. This process included the transfer of a significant part of the work in the environmental field (including activities related to global environmental issues) to be carried out by the local self-government. These are the following issues: climate change, protection of the biodiversity, forest resources management, sustainable use and management of water resources, waste management. This paper identifies how the RS regulations transferred jurisdiction on environmental responsibilities to the local self-government. The paper also refers to the national regulations in the field of the environment in which the local self-government has been made competent for the activities related to the global environmental problems and the question of the capacity of the local self-government to implement these regulations.

In this paper, we tried to analyze the consequences of the transitional process in the societies of the South-West Balkan, primarily on the example of Serbia. The indicators that we have found by the research clearly speak in favor of the fact that the transition is the cause of peripheralization of these societies. Citizens who entered the transitional processes with hope - imagining them as the accomplishment of the best European values - soon were convinced that the transition is only another manner to place these countries in the position to be exploited by multinational capital and developed, 'old' member of the EU, as well as to serve for squaring accounts in geopolitical games of the creators of the 'new world order'. In the case of the countries of the Western Balkan, the transition had the characteristic that, among other things, it was performed in conditions of political violence: destruction of the joint state of Yugoslavia, civil and religious war in Croatia and Bosnia and Herzegovina, aggression of NATO to the Federal Republic of Yugoslavia, destabilization of Serbia through the attempt of Kosovo secession, etc., therefore, in the conditions that were extremely antihistorical. While the Europe was uniting, the Balkan was disintegrating. At least two out of the three 'ideas that conquered the world' (Mandelbaum) have been violated: the peace and the democracy. Free market in the conditions when there was no peace and regarding democratically insufficiently consolidated societies could not bring their progress, but on the contrary, as we established, only regression. That is the reason why the destroyed and collided South-Balkan societies, contrary to the European vow of their political elites, are today de facto much further from the European aspirations than they were quarter of the century ago. With their policy, the countries of the West have contributed to De- Europeanization of the South-West Balkan and strengthening of the Euroscepticism with citizens of those countries that still have not joined the EU, like Serbia. In fact, the citizens of Serbia can hardly recognize in the policy of the EU those values that have been usually considered European and which we mentioned at the beginning of this paper.