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Society and reforms: educational policies and policies of identity

dc.contributorЛазаревић, Емилија
dc.contributorСтевановић, Јелена
dc.contributorСтанковић, Дејан
dc.creatorС. Трифуновић, Весна
dc.date.accessioned2022-03-18T12:42:13Z
dc.date.available2022-03-18T12:42:13Z
dc.date.issued2015
dc.identifier.isbn978-86-7447-125-8
dc.identifier.urihttp://ipir.ipisr.org.rs/handle/123456789/780
dc.description.abstractThe reform of education in the Republic of Serbia has been passing through different phases after 2000, with the ultimate goal to connect ‘domestic’ with European education and, according to this, to define new educational policies. Policies of identity as an important aspect of the educational policies in multicultural and multilingual society are of particular importance since they indicate the equality or inequality of different actors in education. Recognition and evaluation of different identities in institutionalized education may contribute to strengthening the potentials for their understanding, appreciation, and acceptance in the entire society. Identity policies, however, are always formed in accordance with different selection of a particular social order. Selected development strategy of ruling groups directly affects the formation of educational policies, such as its implementation has a reverse impact on different dimensions of initiated social processes. The adopted educational policies in the so-called contemporary Serbian society provide: (1) presentation of various identities within ‘domestic’ institutionalized education and a greater synergy of education and other social actors in their promotion; (2) presentation of education as an element of cultural identity which ensures the interfusion of traditional value systems and new cultural values – the identity which makes a clear distinction between the realities which enrich our lives and the others whose purpose is to preserve the achieved life organization. In this paper we dealt only with the second aspect of the education-identity relation, and the aim was to emphasize the importance of social and cultural context for the ultimate goals of educational and identity policies. The creators of educational policies in the Serbian society seem to overlook this connection and primarily tend to adopt the solutions which represent a part of homogenization of education on a global scale. In the paper a descriptive-analytic method was used.sr
dc.language.isosrsr
dc.publisherБеоград : Институт за педагошка истраживањаsr
dc.relationinfo:eu-repo/grantAgreement/MESTD/Integrated and Interdisciplinary Research (IIR or III)/47008/RS//sr
dc.rightsopenAccesssr
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.sourceНове улоге за ново доба : Прилози за редефинисање образовне праксеsr
dc.subjectsocietysr
dc.subjectidentitysr
dc.subjecteducational policiessr
dc.subjectidentity policiessr
dc.subjectdevelopmentsr
dc.titleДруштво и реформе: образовне политике и политике идентитетаsr
dc.titleSociety and reforms: educational policies and policies of identitysr
dc.typebookPartsr
dc.rights.licenseBYsr
dc.citation.spage181
dc.description.otherНазив збирке: Библиотека "Педагошка теорија и пракса” 41sr
dc.identifier.fulltexthttp://ipir.ipisr.org.rs/bitstream/id/2363/Drustvo_i_reforme_2015.pdf
dc.type.versionpublishedVersionsr
dc.identifier.cobiss216632844


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