Projects / Programmes
SLOVENIAN NEIGHBOURING COUNTRIES AS THE CONTENT OF THE CURRICULUM OF PRIMARY AND SECONDARY SCHOOLS IN SLOVENIA
| Code |
Science |
Field |
Subfield |
| 5.11.01 |
Social sciences |
Ethnic studies |
Ethnic studies - social science aspect |
| Code |
Science |
Field |
| S270 |
Social sciences |
Pedagogy and didactics |
| Code |
Science |
Field |
| 5.04 |
Social Sciences |
Sociology |
Common Slovenian cultural space, education for European citizenship, school policy and minority rights, curriculum development
Researchers (10)
Organisations (3)
Abstract
In order to revitalize the behavior of Slovenes in the neighborhood and their reintegration into common imaginary, the field of education and school curricular content is extremely important. If older generations living in Slovenia share a collective memory of the changing state borders at the end of the Second World War and geopolitical and historical decisions that have "caused the emergence of" Slovenes from abroad, this knowledge is completely lacking in the younger and younger generations. This is why it is crucial to communicate knowledge about the Slovenes living abroad and the benefits of their recognition of elementary and high school institutions.
Slovenes in neighboring countries, as an indigenous or indigenous minority, live in all four border areas, with a total of around 150,000 Slovenes, ie almost 10% of the entire Slovenian population, according to the prevailing estimates. Nevertheless, in the consciousness of 'mother' Slovenes, they are generally absent and unrecognized. Their neglect is to be found in the media, political discourse, cultural life, as well as in the research sphere and elsewhere. Especially for Slovenes in Croatia, for which analyzes show that they are not mentioned at all in the elementary school curricula, they are partially present in the curricula for gymnasiums. Due to a different position until 1991, however, they are currently receiving less media attention, less problems are encountered among Slovenians in Croatia, also with political decision makers, and consequently there is less research interest.
Therefore, an analytical review of the implementation of the treatment of Slovenian foreign nationalities in the neighboring countries (Italy, Austria, Hungary and Croatia) through the prism of content defined in the curricula in the second and third triads of primary and secondary schools in schools with Slovene / majority schools as well as in schools with Italian and Hungarian / minority language, especially in the subject Slovene as a second language, is necessary in periodic periods. In addition, it is necessary to prepare a review of the public's views on this topic and to provide a more comprehensive insight into the problem under study with the triangulation of the obtained data from different sources. The above perceptions and findings are problematic with several aspects, among which it should be pointed out that the Slovene minority is a part of the Slovene national body; in addition, a common European also enables the development of a common Slovenian cultural space with far-reaching implications in the areas of collective Slovenian identity and visibility, inter-neighborly and inter-state politics, economic development and more.
The objectives of the project, which will be achieved through the research partners at INV and SLORI, are as follows:
1. To examine the current presence of the issue in the curricula and their actual implementation;
2. Analyze the level of knowledge of the mentioned topic among the population of upper grades of elementary schools and all secondary school years.
3. To examine the indirect impact of existing curricula on the knowledge of the topic of concern among the population in elementary and secondary schools.
4. Prepare a content design for complementing and actually implementing content in curricula.
5. To complete the existing curricula in elementary and secondary schools with subject contents that address the issue of Slovenians in neighbouring countries.
6. Introduce curricular renovation and implementation of changes in curricula with the above mentioned topics in elementary and secondary schools in Slovenia.
In order to achieve the first goal, we will analyze the contents of primary and secondary school curricula and textbooks with subject contents (Slovene language, history, geography, art - music and fine arts, Slovene as a second language, German and Italian as neighborhood language). It will derive from the links in the realization of
Significance for science
Slovenes in neighboring countries, as an indigenous or indigenous minority, live in all four border areas: the Carinthian and the Styrian Slovenes in Austria, the Primorska Slovenians in the Trieste, Gorizia, Venetian, Kanal Slovenians and Rezijanes in Italy, the Poraba Slovenes in Hungary and the Istrian, the Reka, the Žumbera , Zagorje and Medmurski in Croatia. Their neglect is to be found in the media, political discourse, cultural life, as well as in the research sphere and elsewhere. Especially for Slovenes in Croatia, for which analyzes show that they are not mentioned at all in the elementary school curricula, they are partially present in the curricula for gymnasiums. Due to a different position until 1991, however, they are currently receiving less media attention, less problems are encountered among Slovenians in Croatia, also with political decision makers, and consequently there is less research interest.
In order to revitalize the behavior of Slovenes in the neighborhood and their reintegration into common imaginary, the field of education and school curricular content is extremely important. To the extent that the older generations living in Slovenia share a collective memory of the changing state borders at the end of the Second World War and geopolitical and historical decisions that have "caused the emergence" of the Slovenes in Slovenia, this knowledge is completely lacking in the younger and younger generations . This is why it is crucial to communicate knowledge about the Slovenes living abroad and the benefits of their recognition of elementary and high school institutions. Therefore, an analytical overview of the implementation of the treatment of Slovenian neighborhoods in neighboring countries through the prism of educational content is necessary in periodic periods.
Coexistence education is based on social cohesion, the democratic management of diversity and the relationship between individual factors of these diversity. Intercultural awareness is the result of mental representations and direct experiences in involving individuals and groups in the direct formation of habits, behaviors and values, rights and obligations that individual social pledges pose. In education, it is important to combine knowledge of the language and culture of another with the knowledge that is posed by the humanistic tradition of Europe and transmitted from generation to generation. Based on the outcomes of education and education for coexistence, it is possible to lay the groundwork for innovative practice, which is introduced by curricular science and didactic orientations. They need to be familiar to both planners and implementers and policy makers of school systems. If there are no such levers, if the revaluation of the planning and implementation of subject contents is not periodically established, if the outcomes of education for interculturality and coexistence, the consolidation of national and cultural equality before the law is not reflected in educational content, the formation of young generations is mechanical, empty and devalued.
The implementation and implementation of educational content is not always left to pedagogical and scientific freedom. School policy and decision-makers often fall short of empirical practice; researchers are often overlooked and research achievements only serve to consolidate the field of research activity. The traditional empire keeps objectivity and scientific distance to the subject of research (positivist research paradigm according to Hitchcock and Huges, 1989). In the participatory participation of a researcher who studies relationships, activities, situations from a participant's perspective, research is directly involved in the social environment. Such a research model tends to understand reality and to identify the importance of each individual who co-creates a targeted social community. Such a research model is called an interpretive research paradigm (Fraenkel and Wallen,
Significance for the country
If teachers have a positive attitude to the issues of concern and are well aware of its importance in shaping the relation to Slovene culture, language and national consciousness and are satisfied with the treatment and the amount of attention devoted to issues of concern, both in curricula and learning materials, it is necessary to analyze or this is true. whether there are problems with the lack of didactic tools or whether there are deficiencies in a qualitative sense (for example, the provision of information), etc.
At the same time, it is also necessary to prepare a review of the public's views on this topic and to provide a more comprehensive insight into the problem under study with the triangulation of the obtained data from different sources. The above perceptions and findings are problematic in several aspects, among which it should be pointed out that the Slovene minority is a part of the Slovene national body; in addition, a common European space enables the development of a common Slovenian cultural space with far-reaching implications in the fields of collective Slovenian identity and visibility, interstate policies, economic development and more.
Last but not least, it is worth mentioning the difference in the perceptions of Slovenes living abroad in relation to the border or central position within the Slovene territory. Due to the daily cross-border connection with the neighboring cultural space due to work, education, purchases, relatives and friendly networks, the expected awareness of the presence of Slovenes in the neighboring countries is higher among the population of border regions, but unfortunately, this knowledge is often confined to Slovenians living in close proximity and does not include the recognition of all Slovenes (and their specifics and diversity) in the wider neighborhood.
Not only within the framework of the commercial principles of the united European labor market, the Slovenian national community plays an important role in cross-border action plans, projects and connections. Today, it is possible to determine how often, and how materially, these communities are facilitators of interstate cooperation in the economic field and the bearers of regional development of the border area. Knowing the importance and exposing the role of the Slovenes abroad in the social and economic development of Slovenia is important in all environments where knowledge is developed and information is encouraged about actual facts. That is why it is necessary to include knowledge from the elementary school to the universities about the role of the Slovenes abroad and to build awareness that the Slovenian cultural, economic and social space does not end on the national borders of Slovenia.
Most important scientific results
Annual report
2018,
final report
Most important socioeconomically and culturally relevant results
Final report
