It is estimated that in Croatia around 12 000 children have one or both parents in prison, while the number of children of ex-prisoners is even higher. Children of prisoners are stigmatized on daily basis, due to parental incarceration. Regarding the fact that educational institutions can be a safe-places with strong protective role, the survey among pedagogical professionals towards children of prisoners was conducted. Results showed that pedagogical professionals nurture biological determinism, with inconsistency in structural aspects of affects, behavior, and (...) cognition. The structure of the attitudes is not connected with professionals’ working experience, and their formal level of education. However, in the cognition subscale, more positive attitudes have pedagogical professionals with previous experiences with children of prisoners. Obtained results reveal the need for further education about children of prisoners, as well as the need for strengthening the social support for children and families, including peer support, advocacy aimed at broader society, intersectoral cooperation, and participative research engaging the children, families and prisoners. (shrink)

Ovaj tekst, kao nastavak našega promišljanja o dispozicijama za pedagogično djelovanje, kritička je refleksija vlastite profesionalne svakodnevice u kojoj detektiramo brojne dileme vezane za svrhu pedagoške profesije. Točke prijepora, poput – biti neutralna ili angažirana, graditi distanciran ili prisan pedagoški odnos, prioritizirati vlastitu ili tuđu dobrobit, odbijati ili prihvaćati sukob kao potencijalni agens promjene – izmještamo iz hodnika, predavaonica i učionica u kojima bivamo te, izlazeći time iz komforne zone nepromišljanja o njima, apostrofiramo ambivalentnu pojavnost dihotomije javno–privatno u skrivenome (...) kurikulumu tih prostora. Promatrajući dispozicije kao za autonomno pedagogično pedagoško djelovanje prediktivna uvjerenja i osobine razvijajućega karaktera, u radu zagovaramo napuštanje shvaćanja pedagoginja kao neutralnih profesionalki apstrahiranih od osobnih uvjerenja, kvaliteta i ograničenja te u fokus stavljamo etičnost, refleksivnost i autentičnost kao temeljne dispozicije za pedagogično djelovanje usmjereno k podupiranju mogućega i transformativnoga u pedagoškome odnosu. Rad zaključujemo promišljanjem odgovornosti studijā pedagogije i samih pedagoginja za kultiviranje opisanih dispozicija. This text, as a continuation of our reflections on dispositions for pedagogical practice, is a critical reflection on our everyday working life, in which we detect numerous dilemmas related to the goal of the pedagogical profession. We move points of contention – such as being neutral or engaged, building a distanced or close pedagogical relationship, prioritising one’s own benefit or that of others, rejecting or accepting conflict as a potential agent of change – out of the halls and classrooms in which we spend time and, breaching the comfort zone of not thinking about them, accent the apparently ambivalent dichotomy of public and private in the hidden curriculum of these spaces. By conceptualizing dispositions as evolving predictive beliefs and personal traits, the paper advocates abandoning the view of pedagogues as neutral professionals devoid of personal beliefs, qualities, and limitations, instead focusing on ethics, reflexivity, and authenticness as the basic dispositions for pedagogical practice directed towards supporting the possible and transformative in the pedagogical relationship. The paper concludes with a consideration of the responsibility of pedagogy programmes and pedagogues themselves in cultivating the aforementioned dispositions. (shrink)

U tekstu se analizira pitanje je li Pasolini u svojim političkim tekstovima naznačio određenu filozofiju odgoja kao kritiku potrošačkog društva. Povezujući njegov nedovršeni pedagoški esej s nekim od njegovih posljednjih članaka pokušava se odrediti Pasolinijeva pozicija kako prema odgoju tako i prema potrošačkom društvu, prema mogućnosti odgajanja i učenja kritičkog mišljenja mladih. Postavlja se pitanje granica i zadataka emancipacijske pedagogije u masovnom društvu. U radu se također pokušava naglasiti utjecaj koji je filozofija prakse, osobito u ličnosti Gramscija, izvršila na (...) Pasolinijevo poimanje i kritiku društvene stvarnosti.The paper analyzes the question of whether Pasolini had sketched out in his writings a philosophy of education as a critique of the consumerist society. By linking his unfinished pedagogical essay with some of his later writings, the determination of his position towards both education itself and the consumerist society, as well as the education of young people for critical thinking is attempted. This raises the question of the limits and objectives of the emancipatory pedagogy in mass society. Furthermore, the paper seeks to explore the influence of Gramsci’s thought and philosophy of praxis in Pasolini’s understanding and critique of social reality. (shrink)

Na tragu pitanja o tome što znači biti plesni pedagog, cilj ovoga rada bio je ispitati neke odrednice profesije plesnog pedagoga te prikazati način na koji plesni pedagozi progovaraju o onom ‘pedagoškom’ u svojoj profesiji. Primjenom kvalitativnog istraživanja te metodom dubinskog intervjua s plesnim pedagozima koji djeluju u različitim područjima odgojno-obrazovnog i umjetničkog rada, nastojalo se je opisati i analizirati područje njihova rada, odgojnog djelovanja te odgojne vrijednosti koje oni u svome radu afirmiraju. Temeljem kvalitativne analize podataka i primjenom interpretativne (...) fenomenološke analize u bogatom empirijskom narativu identificirano je pet tema: poimanje plesa kao dimenzije umjetničkog i odgojnog djelovanja, odrednice pedagoškog rada, značenje pedagoške uloge, transformacija umjetničke prakse u pedagošku praksu i posebnost odgojno-obrazovne metode. Rezultati istraživanja govore o tome kako plesni pedagozi doživljavaju i tumače svoj pedagoški rad – prije svega kao odgojni rad u kojemu se događa spoj umjetnosti i pedagogije pri čemu je naglašeno njihovo pedagoško umijeće kao neraskidivi dio profesionalnog habitusa plesnog pedagoga. Following the question of what it means to be a dance pedagogue, the aim of this paper was to examine some determinants of the profession of dance pedagogue and to establish the meaning and understanding of the way dance pedagogues speak about the ‘pedagogical’ in their profession. By applying qualitative research and the method of in-depth interviews with dance pedagogues who work in different fields of education and art, we tried to describe and analyse the area of their work, their educational activities, and values they promote in their work. As a result of the qualitative analysis and the interpretative phenomenological analysis of the rich narratives, we have identified five topics: the notion of dance as a dimension of artistic and educational activity; the determinants of pedagogical work; the meaning of pedagogical role; the transformation of artistic practice into pedagogical practice; the distinguishing characteristic of the educational method. The results point to the conclusion that dance pedagogues see their work as a primarily educational work that combines art and pedagogy. The pedagogical knowledge of the dance pedagogues is an inseparable part of their professional habitus. (shrink)

The term ‘pedagogical tact’ is very difficult to theoretically define and operationalize in practice. The aim of this paper is to analyse this construct which is not only often used in both theory and practice, but also differently defined and understood in literature. Despite the general consensus on the fact that pedagogical tact represents one of education’s crucial parts, this phenomenon is still shrouded in a veil of mystery due to which it has been placed on the margins of educational (...) discourse because it is not susceptible to behaviouristic, measurable and conceptually technical language. Pedagogical tact is known as “the jewel of the pedagogical skill” which means it is being developed by theoretical understanding of educational process and mastered in practice. Teacher with highly developed pedagogical tact puts students’ wellbeing and interests on top, respects them and their individuality, has the ability to interpret their thoughts, understanding, feelings and desires as well as carefully and adequately act in complex and unpredictable educational situations. Pedagogical tact offers teachers a basis for continuous development of practice, personal pedagogical attitudes and values as well as critical approach to curricula. (shrink)