Afirmacija razumijevanja i prihvaćanja između pripadnika različitih kultura predstavlja jedan od temeljnih zadataka odgojno-obrazovnih sustava u suvremenim demokratskim društvima. Kako bi se taj zadatak što uspješnije realizirao, ističe se važnost uvođenja interkulturalizma kao dimenzije cjelokupne odgojno-obrazovne djelatnosti. Polazeći od shvaćanja prema kojem odgojno-obrazovne ustanove imaju važnu ulogu u formiranju interkulturalnog razumijevanja, vrijednosti, stavova i ponašanja njenih članova, u radu se razmatra problematika promicanja interkulturalizma u školskom okruženju. Na temelju pregleda dosadašnjih istraživanja, razmatraju se različita područja i obilježja odgojnoobrazovnog djelovanja te s njima povezane pretpostavke za izgradnju škole kao mjesta interkulturalnog učenja. ; The affirmation of understanding and acceptance among members of different cultures represents one of the major tasks of the educational systems in modern democratic societies. Successful realization of that task implies the importance of promoting interculturalism as an important dimension of the entire educational activity.Drawing on the assumption according to which educational institutions play important role in the formation of the intercultural understanding, values, attitudes and behaviours of its members, this paper discusses the issue of promoting interculturalism in the school environment. Based on a review of previous findings, different areas and features of educational activity are discussed as well as related assumptions for building a school as a place for intercultural learning.
This article focuses on the presence of the concept of dissimilitude in the selection of literary texts for children prescribed by the syllabi in Croatia and Serbia. The comparative analysis is based on providing a list of texts for the first cycle of education in the two syllabi through a concept-based (transcending the text) observation of dissimilitude, as well as a content-based (text-inherent) analysis of the presence of dissimilitude in these texts in its broadest sense. In the literary texts prescribed by the Republic of Croatia and the Republic of Serbia, the field of dissimilitude thematization can largely be attributed to the nature of the literary work itself, rather than the curricular or concept-based education policy behind the current syllabi. The paper presents results of the analyses of the two syllabi that are conceptually quite different. The aim of this paper is to compare educational strategies for teaching literature in two countries – Croatia and Serbia – by analysing the presence of dissimilitude in a selection of literary texts. ; U radu se razmatra prisutnost koncepta različitosti u izboru književnih tekstova za djecu koje propisuju nastavni programi u Hrvatskoj i Srbiji. Komparativna analiza polazi od popisa tekstova za prvi ciklus školovanja u oba programa i uočavanja koncepta različitosti u samim programskim koncepcijama (transcedentno tekstu), ali i sadržajima, putem analize prisustva najšire shvaćene teme različitosti u tim tekstovima (imanentno tekstu). U tekstovima propisanim u RH i RS s obzirom na polje tematizacije razlika se u najvećoj mjeri može pripisati prirodi djela, a ne programskoj i koncepcijskoj obrazovnoj politici važećih programa. U radu se iznose rezultati analiza programa koji su koncepcijski sasvim različiti. U odnosu na koncept različitosti u djelima oba programa razmatra se niz problema koji prate fenomen razlike. Cilj je rada usporediti obrazovne strategije nastave književnosti dviju zemalja – Hrvatske i Srbije – na primjeru analize prisustva koncepta različitosti u izboru književnog teksta.
The future of an individual and society in the global world is reflected in the organization and quality of today's school, educational system and teacher education. Interculturalism is encouraged by education in school as a social community which accepts diversity as a value. The aim of intercultural education is the development of intercultural sensitivity and acquisition of knowledge, skills and abilities needed for functioning in a multicultural society. Inclusion of intercultural education in the school curriculum implies the responsibility of all, mostly teachers because they are directly involved in the educational process. The intercultural competence of teachers refers to the interaction encouraging mutual learning with culturally diverse pupils. The paper analyzes valid legal documents and university programs of Croatian teacher studies from the point of interculturalism. The aim of the research is to inspect the relevant legal framework and determine intercultural contents in the Croatian primary teacher education study programs. The comparative analysis of study programs for primary school teachers (in Osijek, Zagreb, Split, Rijeka and Pula) shows that intercultural content is present but differs in number and type. The premise of successful intercultural education is a quality initial teacher education. ; Budućnost pojedinca i društva u globalnom svijetu ogleda se u ustroju i kvaliteti današnje škole, sustavu odgoja i obrazovanja te izobrazbe učitelja. Interkulturalizam se potiče odgojem i obrazovanjem u školi kao socijalnoj zajednici koja prihvaća različitost kao vrijednost. Cilj interkulturalnoga obrazovanja je razvoj interkulturalne osjetljivosti te stjecanje znanja, vještina i sposobnosti potrebnih za djelovanje u multikulturalnom društvu. Uključivanje interkulturalnoga obrazovanja u školski kurikul implicira odgovornost svih, najviše učitelja jer neposredno sudjeluju u odgojno-obrazovnom procesu. Interkulturalna kompetencija učitelja odnosi se na ostvarivanje interakcija koje potiču uzajamno učenje s kulturalno drukčijim učenicima. U radu se analiziraju pojedine važeći dokumenti zakonske legislative i sveučilišni programi hrvatskih učiteljskih studija s motrišta interkulturalizma. Cilj istraživanja je uvid u relevantni zakonski okvir i utvrđivanje interkulturalnih sadržaja u hrvatskim studijskim programima za školskoga učitelja. Komparativnom analizom studijskih programa za školskoga učitelja (u Osijeku, Zagrebu, Splitu, Rijeci, Zadru i Puli) evidentno je da interkulturalnih sadržaja ima, no oni se razlikuju po broju i vrsti. Pretpostavka uspješnoga interkulturalnog odgoja i obrazovanja jest kvalitetno inicijalno obrazovanje učitelja.
Sadržaj rada odnosi se na uvodni referat IAIE konferencije, koja je od 17. do 21. rujna 2013. godine održana u Zagrebu. Donosi kraći pregled interkulturalne tematike u području obrazovanja u Hrvatskoj u posljednjih pola stoljeća. Pritom se prije svega polazi od interkulturnog obrazovanja što se u svojim začecima javilo u Hrvatskoj sedamdesetih godina prošloga stoljeća s masovnim ekonomskim migracijama tzv. radnika na privremenom radu u inozemstvu, na prostorima bivše Jugoslavije, kojoj je pripadala i Hrvatska. Obrazovanje djece radnika migranata predstavljalo je tada velik problem kako za zemlje porijekla, tako i zemlje prijema. Zatim se daje pogled stručnog i znanstvenog istraživanja ove teme kroz uključivanje ustanova, timova i pojedinaca u izučavanje interkulturnog obrazovanja na sasvim drugačiji, nego dotadašnji, mahom politički, način. Nekoliko znanstvenih projekata hrvatskih sociologa i pedagoga osobito su pridonijeli rasvjetljavanju ove problematike u Hrvatskoj. Naravno da se tretman interkulturalizma ne gleda isključivo kroz migrantsku prizmu, nego općekulturnu i pedagošku problematiku uređenja, inoviranja i unapređenja školskoga sustava u Hrvatskoj. Takvo zadržavanje interkulturalizam na "domaćem prostoru" daje mu sasvim novu dimenziju i ulazi u nacionalni kurikulum obrazovanja u Hrvatskoj kao inovativni iskorak prema Europi i svijetu. ; The content of the work refers to the introductory paper IAIE conference, which is 17 to 21 September 2013, was held in Zagreb. Presents a brief overview of intercultural topics in the feld of education in Croatia in the last half century. Te frst and foremost is based on intercultural education which is in its infancy occurred in Croatia in the seventies with the mass economic migration so. Workers on temporary work abroad, in the former Yugoslavia, which belonged to Croatia. Education of children of migrant workers constitute such a big problem for the country of origin and the receiving country. Ten he gives a view of professional and scientifc research of this topic through the involvement of institutions, teams and individuals in the study of intercultural education in a different, but until then, mostly political, way. Several research projects Croatian sociologist and educator in particular have contributed to solving the problems of Croatia. Of course the treatment of inter-culturalism is not looking solely through the prism of the migrant, but general community and educational issues of planning, innovation and improvement of the school system in Croatia. Such retention of interculturalism on the "home area" gives it a whole new dimension and enters the national curriculum of education in Croatia as an innovative step forward toward Europe and the world. ; Der Inhalt der Arbeit bezieht sich auf die Einführungspapier IAIE Konferenz, die 17 bis 21 September 2013 wurde in Zagreb statt. Präsentiert einen kurzen Überblick über interkulturelle Temen im Bereich der Bildung in der letzten halben Jahrhundert in Kroatien. Die erste und wichtigste ist auf interkulturelle Bildung basiert, die in ihrer Kindheit so in Kroatien in den siebziger Jahren mit der Masse der Wirtschafsmigration aufgetreten. Die Arbeiter auf der Zeitarbeit im Ausland, im ehemaligen Jugoslawien, die nach Kroatien gehörte. Bildung der Kinder von Wanderarbeitern bilden so ein großes Problem für das Herkunfsland und Aufnahmeland. Dann gibt er einen Ausblick auf berufliche und wissenschafliche Forschung zu diesem Tema durch die Einbeziehung von Institutionen, Teams und Einzelpersonen in der Studie der interkulturellen Bildung in einem anderen, aber bis dahin, vor allem politische, Art und Weise. Mehrere Forschungsprojekte kroatische Soziologe und Pädagoge haben insbesondere auf die Lösung der Probleme von Kroatien beigetragen. Natürlich ist die Behandlung von Interkulturalität sucht nicht nur durch das Prisma des Migranten, sondern allgemeine Gemeinschaf und pädagogische Fragen der Planung, Innovation und Verbesserung des Schulsystems in Kroatien. Eine solche Speicherung von Interkulturalismus auf der "Heimat" gibt es eine ganz neue Dimension und in den nationalen Lehrplan der Ausbildung in Kroatien als innovativer Schritt nach vorn in Richtung Europa und der Welt.
Rezultati teorijsko — komparativne analize i empirijskog dijela istraživanja u sklopu znanstvenoistraživačkih projekata "Genealogija i transfer modela interkulturalizma" (1991.— 1996.) i "Školski kurikulum i obilježja hrvatske nacionalne kulture" 1997. — 2002.) upućuju na zaključak kako ispitanici sebe vide primarno u okruženju nekih nacija: Hrvati, pa Amerikanci, Talijani, Nijemci i prema njima iskazujuj socijalnu blizinu. Kod nacija i etniciteta kod kojih je više iskazano neprihvaćanje: Srbi, Crnogorci, Romi., ne može se govoriti o crno-bijelim odnosima, jer istovremeno nije zanemariv postotak odgovora koji upućuju na prihvaćanje. Sličan je trend prisutan u odnosu na socijalne udaljenosti prema vjerskim skupinama. Dobiveni rezultati mogu pomoći definirati obrazovnu politiku te mogu pridonijeti neposrednoj školskoj praksi u procesu osuvremenjivanja odgojnog rada, i s gledišta rasterećenja od nepotrebnih sadržaja, prema uvođenju inoviranih programa, poboljšanju kvalitete udžbenika i drugih izvora znanja, u kontekstu interkulturalne pedagoške komunikacije. ; The results of theoretical-comparative analysis and of the empirical part of the study conducted as part of projects "Genealogy and transfer of models of interculturalism" 1991-1996 and "School curriculum and characteristics of Croatian national culture" 1997-2002 point to the conclusion that subjects perceive themselves as primarily surrounded by certain nations: Croats, then Americans, Italians, Germans, expressing greater social closeness towards them. In the case of less accepted nations and ethnic groups, such as Serbs, Montenegrins, Roma, etc. it is not possible to speak about "black and white" relations, since at the same time there is a certain percent of answers pointing to acceptance. There is a similar trend in the relation of social distance towards religious groups. The obtained results can help in the definition of educational politics and immediate school practice in the process of modernization of educational work from the viewpoint of clearing away the superfluous teaching matter as well as introduction of innovated programs and improvement of quality of textbooks and other sources of knowledge in the context of intercultural educational communication. ; Ergebnisse der theoretisch-vergleichenden Analyse und der empirischen Untersuchung im Rahmen der wissenschaftlichen Forschungsprojekte "Genealogie und Transfer des Interkulturalismusmodells" 1991-1996 und "Schulkurrikulum und Merkmale der kroatischen Nationalkultur" 1997-2002 lassen die Schlussfolgerung zu, dass die Befragten sich selbst und die anderen primar im Umfeld einer Nation betrachten: als Kroaten, Amerikaner, Italiener, Deutsche und dass sie zu diesen Gruppen eine ausgeprägte soziale Nähe aufweisen. Bei den Nationalitäten und ethnischen Gruppen, bei denen die Nichtannahme ausgeprägter ist, wie z.B. bei den Serben, Montenegrinern, Roma kann jedoch nicht von "schwarzweissen" Beziehungen gesprochen werden, da gleichzeitig der Prozentsatz der Akzeptanz zeigenden Antworten nicht zu vernachlässigen ist. Ein ähnlicher Trend zeigt sich auch im Verhältnis der sozialen Ferne zu den einzelnen Religionsgemeinschaften. Die erhobenen Resultate können bei der Definierung der Bildungspolitk und in der unmittelbaren Schulpraxis als Orientierung herangezogen werden, um den Ausbildungsprozess zu modernisieren, sowohl im Hinblick auf die Entlastung von unnötigen Lehrinhalten als auch im Hinblick auf die Einführung neuer Lehrprogramme und Verbesserung von Lehrbüchern und anderen Wissensquellen, im Kontext der interkulturellen pädagogischen Kommunikation.
U ovom su radu analizirani stavovi srednjoškolaca prema selektiranim demokratskim vrijednostima, odnos između shvaćanja i sociodemografskih obilježja učenika srednjih škola te su uspoređena gledišta učenika, njihovih roditelja i profesora. Korišteni su podaci prikupljeni 1993. i 1998. godine u sklopu projekata "Genealogija i transfer modela interkulturalizma" i "Školski kurikulum i obilježja hrvatske nacionalne kulture". Analiza rezultata pokazala je da je 1998. godine došlo do znatnih promjena u stavovima srednjoškolaca prema demokratskim vrijednostima u odnosu prema prijašnjem istraživanju. Promjene se očituju u statistički značajno manjem stupnju prihvaćanja vrijednosti, i to prema sedamnaest, od ponuđenih devetnaest vrijednosti. Nadalje, u oba je istraživanja utvrđeno da varijable socioobrazovnog statusa znatno distingviraju ispitanike s obzirom na njihove stavove. Učenici s boljim uspjehom u školi, polaznici gimnazija i oni s višim obrazovnim aspiracijama i podrijetlom imaju pozitivniji odnos prema demokratskim vrijednostima. Velike su razlike utvrđene s obzirom na stupanj prihvaćanja vrijednosti između učenika, roditelja i profesora. Općenito, najveće slaganje sa svim ponuđenim vrijednostima iskazuju profesori, a najmanje učenici. ; This article analyses the attitudes of high school students towards selected democratic values and the relation between attitudes and socio-demographic characteristics, and compares the attitudes of students, their parents and teachers. The data were obtained during 1993 and 1998 within projects "Genealogy and transfer of models of interculturalism" and "School curriculum and characteristics of Croatian national culture". The analysis of the results showed the significant changes in students' attitudes towards democratic values in 1998 in comparison with the previous study. The changes are revealed through statistically significant lower degree of acceptance of 17 out of 19 suggested values. Furthermore, both studies showed that the variables of socio-educational status distinguish the subjects significantly in regard to their attitudes. Students with higher educational achievement, those attending the academic high schools and those with higher educational aspirations have more positive attitude towards democratic values. The significant differences were also found in the degree of acceptance of those values among students, parents and teachers. Generally, teachers showed the highest acceptance of all suggested values, while students showed the lowest. ; In dieser Arbeit werden Einstellungen der Mittelschüler zu den ausgewählten demokratischen Werten sowie das Verhältnis zwischen den Einstellungen und sozio-demographischen Merkmalen der befragten Mittelschüler analysiert und mit den Einstellungen ihrer Eltern und Lehrer verglichen. Die benutzten Daten wurden 1993 und 1998 im Rahmen von Projekten "Genealogie und Transfer des Interkulturalismusmodells" bzw. "Schulkurrikulum und Merkmale der kroatischen Nationalkultur" erhoben. Die Analyse der Ergebnisse zeigte, dass 1998 im Vergleich zu den früheren Untersuchungen zu bedeutenden Änderungen in den Einstellungen der Mittelschüler zu den demokratischen Werten gekommen ist. Diese Änderungen äußern sich in dem statistisch bedeutend geringeren Akzeptieren der vorgeschlagenen Werte, und zwar bei den siebzehn von neunzehn angeführten Werten. Weiterhin wurde in den beiden Untersuchungen festgestellt, dass sich die Befragten durch Variabeln ihrer sozialen Merkmale und ihrer Schulausbildung im Hinblick auf ihre Einstellungen gravierend unterscheiden. Schüler mit besseren Schulleistungen, Gymnasiasten sowie jene mit höheren Bildungsaspirationen und Herkunft haben eine positivere Stellung zu den demokratischen Werten. Bedeutende Abweichungen ergeben sich auch hinsichtlich der Akzeptanz der genannten Werte unter den Schülern, deren Eltern und Lehrern. Insgesamt finden die angebotenen Werte die höchste Zustimmung unter den befragten Lehrern, und die kleinste unter den Schülern.
