Olja Jovanovi\u0107 Milanovi\u0107<\/strong><\/p>\n Faculty of Philosophy University of Belgrade | olja.jovanovic@f.bg.ac.rs<\/em><\/p>\n During the subsequent ten years in Serbia, there has been considerable activity to move policy Vladimir D\u017einovi\u0107<\/strong><\/p>\n Institute for Educational Research, Belgrade | v.dzinovic@gmail.com<\/em><\/p>\n The aim of this work is to present a new concept of the agonistic self as well as a new Smiljana Jo\u0161i\u0107<\/strong><\/p>\n Institute for Educational Research, Belgrade | smiljana.josic@gmail.com<\/em> Marina Videnovi\u0107<\/strong><\/p>\n Institute of Psychology, Faculty of Philosophy, University of Belgrade | mvidenov@f.bg.ac.rs<\/em> Moderator:\u00a0Olja Jovanovi\u0107 Milanovi\u0107 A LOOK BACK AT INCLUSIVE EDUCATION IN SERBIA: TEN YEARS AFTER Olja Jovanovi\u0107 Milanovi\u0107 Faculty of Philosophy University of Belgrade | olja.jovanovic@f.bg.ac.rs During the subsequent ten years in Serbia, there has been considerable activity to move policy and practice in a more inclusive direction. In this paper, I use evidence from multiple […]<\/p>\n","protected":false},"author":4,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-2299","page","type-page","status-publish","hentry"],"translation":{"provider":"WPGlobus","version":"2.12.2","language":"en","enabled_languages":["rs","en"],"languages":{"rs":{"title":true,"content":true,"excerpt":false},"en":{"title":false,"content":false,"excerpt":false}}},"_links":{"self":[{"href":"http:\/\/empirijskaistrazivanja.org\/en\/wp-json\/wp\/v2\/pages\/2299"}],"collection":[{"href":"http:\/\/empirijskaistrazivanja.org\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/empirijskaistrazivanja.org\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/empirijskaistrazivanja.org\/en\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"http:\/\/empirijskaistrazivanja.org\/en\/wp-json\/wp\/v2\/comments?post=2299"}],"version-history":[{"count":4,"href":"http:\/\/empirijskaistrazivanja.org\/en\/wp-json\/wp\/v2\/pages\/2299\/revisions"}],"predecessor-version":[{"id":2628,"href":"http:\/\/empirijskaistrazivanja.org\/en\/wp-json\/wp\/v2\/pages\/2299\/revisions\/2628"}],"wp:attachment":[{"href":"http:\/\/empirijskaistrazivanja.org\/en\/wp-json\/wp\/v2\/media?parent=2299"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\nand practice in a more inclusive direction. In this paper, I use evidence from multiple research
\nstudies carried out in recent years in order to consider what has been done and what needs to
\nbe done to move the education system in an inclusive direction. In an attempt to define inclusive
\neducation, I will rely on Ainscow, Booth and Dyson (2006) idea that \u2019inclusion is focused on
\npresence, participation and achievement\u2019.
\n\u2018Presence\u2019 is concerned with where children are educated. Data suggest than there has been a
\na steady reduction in the numbers of pupils attending special schools, and an increase in the
\na number of pupils from vulnerable groups (VG) in mainstream education (UNICEF, 2020).
\nBarriers to the presence of VG children in mainstream education manifest itself in different ways:
\nunderrepresentation in both compulsory and non-compulsory education, overrepresentation in
\nself-contained classrooms and rare transfers from special to mainstream education.
\nIt is not enough to ensure access, but it has to be access to high-quality experiences and
\nsupport. Although findings related to the quality of inclusive education are inconclusive, they
\nsuggest a discrepancy in the assessment of certain aspects of (pre)school education between
\nvulnerable groups and mainstream population (e.g. parental involvement, antidiscrimination
\nculture).
\nMoreover, inclusive education should have in focus \u2019achievements\u2019 of all children. Research
\non academic outcomes of VG children in Serbia is scarce. However, the study conducted on
\na population of eight graders strongly support the view that inclusion of VG students in regular
\nclasses does not have a negative impact on the achievements of their peers (Jovanovi\u0107 et al,
\n2017). The same study suggests that positive learning outcomes for all children are not
\na consequence of a well-developed system of support, but of concurrent engagement of competent
\nand motivated individuals. Wellbeing is also considered to be a particularly important indicator
\nof the quality of inclusive education. Evaluative studies of inclusiveness on both preschool
\n(OSF, 2020) and primary education level (Kova\u010d Cerovi\u0107 et al, 2016) indicate that (pre)school
\nstaff, parents and children agree on high levels of children wellbeing. However, compared to
\ntheir peers, VG children show significantly lower levels of wellbeing and peer acceptance.
\nEfforts used to bring large-scale change in the past decade were predominantly low leverage
\n(e.g. policy documents, conferences, in-service courses). Whilst such initiatives may make a
\ncontribution, by and large, they do not lead to significant changes in thinking and practice
\n(Senge, 1989). Ten years after the introduction of inclusive education, equity issues are still
\npersistent, therefore we should ask ourselves have we been transforming the educational system
\ntowards inclusion, or we have just renamed it.
\nKeywords<\/strong>: inclusive education, monitoring and evaluation, education system change<\/p>\n
\nA PROPOSAL TO CONSIDER A NEW MODEL OF THE SELF AND THE METHODOLOGY OF ITS EXPLORING AND TRANSFORMING<\/h3>\n
\nmethodology for its exploring and transforming. Based on Foucault\u2019s analytics of power, but
\nalso a constructivist metaphor of the community of self and the theory of polyphony we
\npropose the self to be conceived as multiple and emerging from the dialogical encounter of
\nthe various positions of subjectivities unequalled in power. We propose to define the self as
\nagonistic, which means that the positions of subjectivities as voices struggle each other for the
\ndominance. This theoretical model of the self explains the empirical findings suggesting that
\nthe sense of self is fragmented, contextualized, changeable and inconsistent. Further, inspired
\nby the technique of the constructivist rologram, we developed a new approach to exploring
\nand facilitating change in the agonistic self in the contexts of identity research and therapeutic
\npractice. The interviewees were initially asked to think about their experiences in terms of
\nmetaphoric voices and to write down short narratives which reflected the standpoints of the
\nvoices. Then, the interviewees\u2019 repertoires of positions were complemented by the voices of
\nthe significant others, like parents or peers. Finally, the relationships between the elicited
\nvoices were discussed with particular focus on the dimensions of domination versus
\nmarginalization and cooperation versus conflict. The dynamics in the agonistic self was also
\nanalyzed by the following interpretive terms: positioning, struggle for dominance, strategic
\nsituation, manoeuvre and resistance. The questions were raised such as \u2018Which voice is
\nparticularly influential or the loudest?\u2019, \u2018Which voices oppose him\/her most and how?\u2019, \u2018Can
\nyou describe the typical situation in which this voice regains or maintains his\/her dominant
\nposition?\u2018, \u2018Which voices cooperate most? And which of them enter the conflict?\u2019. The multi-
\ncase study research on teacher professional identity is conducted and the results were
\npresented as the illustration of the methodology of the agonistic self.
\nKeywords<\/strong>: the multiple self, qualitative research, identity, power<\/p>\n
\nEVERYONE MUST DO AS THE LEADER SAYS” \u2013 UNDERSTANDING COOPERATION WITH TEN-YEARS-OLDS<\/h3>\n
\nToday, collaborative problem solving is often seen as one of the crucial competencies in
\nsuccessful coping with everyday life. True collaborative work means the continuous shared
\ncommitment of two or more speakers to achieve certain goals together, to solve a problem or to
\nconstruct some new knowledge in the process. Of many years standing researches and projects,
\nlike Thinking Together, showed that children of age 6 – 14 need an introduction of basic rules
\nbefore they engage in any shared activity. The question that remains open is whether these rules
\nof collaboration are effective in different contexts and how the students understand them. The
\naim of this research was focused on how children understand basic rules of collaboration where
\nsuitable usage of language was crucial in solving the problems together. Ten pairs of 10 years
\nold solved 16 tasks which were set on establishing different rules of collaboration. Sentences
\nwere presented in positive and negative connotations and the task was directed on detecting the
\ngood and the bad rules of collaboration. Children could construct a new rule of collaboration if it
\nwas not previously offered. All of the dialogues were transcribed and analyzed by conversation
\nanalysis which was focused on spontaneous verbal production within the process of solving both
\ngood and bad rules of collaboration, and on the children’s first reactions. The results showed that
\nthe most of the sentences in all the dyads were successfully marked and that children were able
\nto successfully detect the rules which encouraged the collaboration, but also those that interfered
\nwith working together. Still, there were situations where the tasks were successfully solved but
\nthe children were not able to offer precise explanations of the meaning of the rule. As the most
\nchallenging, stands out the sentence “we must do as the leader says”. It is negatively formulated
\nrule which implies the separated responsibility of decision making and most of the errors were
\nmade in that case. In certain situations, children constructed the new rules of collaboration,
\nwhich was allowed by the procedure, but the results were usually reformulated, previously
\nexisting rules of collaboration. The results are going to be interpreted within the socio-cultural
\nparadigm. We will try to understand and present the significance of collaborations which
\nemerged spontaneously, provoked by the deliberating the rules of collaboration.
\nKeywords<\/strong>: cooperation, conversational analyses, meanings, ten-year-olds<\/p>\n
\nSTORM AND WELLBEING OF THE ADOLESCENCE IN SERBIA<\/h3>\n
\nFor a long time, adolescence has been considered a period of storm and stress filled with crises
\nand risky behaviours provoked by biological maturation. Empirical studies revealed that storm
\nand stress are not inevitable for all adolescents or even for the majority of them. Adolescents\u2019
\npositive development and wellbeing emerged as new research fields that attract a lot of attention.
\nThe aim of this study is to analyse empirical results related to the major issues of Serbian
\nadolescents and to mark open questions and further research direction. A lot of studies showed
\nthat culture shapes the development of adolescents and the differences between adolescents from
\ndifferent countries or between adolescents at different historical points should be expected. Ten
\nyears of research of the adolescents’ everyday life doesn\u2019t reveal empirical evidence for the storm
\nand stress paradigm. Most of the adolescents have a good relationship with their parents and do
\nnot report being depressed or feeling lonely. Binge drinking is the most prominent risky
\nbehaviour. About every third adolescent experienced drunkenness over a one month period
\nwhich is a relatively high per cent but not higher than in other European countries. Several studies
\nthat used the EPOCH scale as an instrument for measuring wellbeing showed relatively high
\nscores of adolescents from Serbia and did not reveal many differences from the European
\ncountries. Also, PISA 2018 study indicated that the overall life satisfaction of the fifteen-year-
\nolds from Serbia is higher than the OECD average. The question arises should those results
\nindicate that concerns about young people in Serbia are unjustified or we should look deeper to
\nidentify challenges of today's adolescents. One of the domains in which problems are easily
\nidentified is education. Every third adolescent from vocational school hasn\u2019t got any teacher that
\ncares about her or him and almost 80% of them do not reach basic literacy level at PISA study.
\nAlso, the quality of leisure time (usually spent in passive activities that do not require mental and
\nemotional engagement) could be considered as the big issue of Serbian adolescents that is shared
\nwith adolescents from the western countries.
\nKeywords<\/strong>: adolescence, wellbeing, risky behaviour, Serbia, education<\/p>\n","protected":false},"excerpt":{"rendered":"