Pub Date : 2022-01-02DOI: 10.1080/18902138.2022.2026108
Kathrine Bjerg Bennike, Pauline Stoltz
ABSTRACT Combining the work of peacekeeping and parenting can lead to dilemmas in the work/life balance of individual soldier/parents. Simultaneously, ideals of ‘peacekeeping masculinities’ can potentially be used in struggles for gender equality in peacekeeping. Our aim is to discuss whether and how ‘peacekeeping masculinities’ is a useful concept and tool to increase our thinking on what it means to be both a ‘good soldier’ and a ‘good parent’. We ask two questions: (1) (How) can the notion of ‘peacekeeping masculinities’ help us analyse the relations between bodies and binaries in peacekeeping and parenting? (2) (How) can an intersectional approach to ‘peacekeeping masculinities’ help us analyse dilemmas in gendered negotiations between peacekeeping and parenting? We argue that peacekeeping masculinities and intersectionality often are used as buzzwords instead of directly related to clearly identified struggles for gender equality. This provides limits to their usefulness. Since military life and civilian life are both separate and related fields, it is useful to combine a focus on peacekeeping and parenting to make better use of the notion of peacekeeping masculinities. We illustrate the argument with interviews with male and female soldier/veteran-parents from the Royal Danish Air Force (RDAF), who have been on international peacekeeping missions.
{"title":"Peacekeeping masculinities, intersectionality, and gender equality – negotiations of military life and civilian life by Danish soldier/veteran-parents","authors":"Kathrine Bjerg Bennike, Pauline Stoltz","doi":"10.1080/18902138.2022.2026108","DOIUrl":"https://doi.org/10.1080/18902138.2022.2026108","url":null,"abstract":"ABSTRACT Combining the work of peacekeeping and parenting can lead to dilemmas in the work/life balance of individual soldier/parents. Simultaneously, ideals of ‘peacekeeping masculinities’ can potentially be used in struggles for gender equality in peacekeeping. Our aim is to discuss whether and how ‘peacekeeping masculinities’ is a useful concept and tool to increase our thinking on what it means to be both a ‘good soldier’ and a ‘good parent’. We ask two questions: (1) (How) can the notion of ‘peacekeeping masculinities’ help us analyse the relations between bodies and binaries in peacekeeping and parenting? (2) (How) can an intersectional approach to ‘peacekeeping masculinities’ help us analyse dilemmas in gendered negotiations between peacekeeping and parenting? We argue that peacekeeping masculinities and intersectionality often are used as buzzwords instead of directly related to clearly identified struggles for gender equality. This provides limits to their usefulness. Since military life and civilian life are both separate and related fields, it is useful to combine a focus on peacekeeping and parenting to make better use of the notion of peacekeeping masculinities. We illustrate the argument with interviews with male and female soldier/veteran-parents from the Royal Danish Air Force (RDAF), who have been on international peacekeeping missions.","PeriodicalId":37885,"journal":{"name":"NORMA","volume":"17 1","pages":"5 - 20"},"PeriodicalIF":2.1,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45172917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/18902138.2022.2028428
A. Christensen, Morten Kyed
In many societies, the military institution is discursively constructed as a key ‘masculinity maker’; compulsory military service is considered a disciplinary rite de passage that turns boys into men. Hence, the relationship between masculinities, warfare and the military as a social institution is an important field of inquiry for feminist research and critical masculinity studies (Connell, 1995). As such, it has provoked theoretical discussions about the reproduction of patriarchal gender relations and hegemonic masculinity as well as rich empirical work on the construction of military masculinities and the performances and experiences of being a soldier (Barrett, 1996; Do & Samuels, 2021). At the same time, critical scholarship within feminism, gender studies and military studies has widened the analysis of militarism and war to encompass cultural and institutional processes of militarization beyond the military as an institution, for instance in relation to violent masculinities, popular culture, social protest and changes (Woodward & Duncanson, 2017; see also NORMA Volume 10, Number 3–4, 2015) The American feminist theorist Cynthia Enloe (2000) has argued that the male soldier, represented as the hero and the warrior, is one of the most fundamental representations of masculinity, and R.W. Connell (1995) has argued that the military is the most important arena for defining hegemonic masculinity in a European and American context. This basic assumption about gender connotations, presenting men as aggressive and violent protectors and women as peaceful and non-violent caregivers, has characterized feminist studies and critical military studies during the last decades (Duncanson, 2015, 2020; Higate, 2003; Morgan, 1994; Sørensen 2015; Yuval-Davis, 1997; Woodward & Jenkings, 2011). Many feminist scholars have also used the concept of hegemonic masculinities to grasp the dynamic and the contradictions within militarized masculinities. Claire Duncanson, for instance, has argued that the concept has been an important analytical tool for critical scholars in highlighting the multiple, dynamic and contradictory character of masculinities in the military. It has underlined that the ideal of ‘combat-experienced commanding officer is not the only form of masculinity, but it is a very powerful model, which through consent, has dominated as one form of “ideal man”’ (Duncanson, 2020, p. 471). Some scholars have argued that while military studies and feminist research have given much attention to the construction of militarized masculinities within the military system, less scholarly attention has been paid to veteran masculinities in transitions from military to civilian life after deployment. This raises important questions about if, how, or to what extend militarized masculinities can be unmade and deconstructed, and how these processes interfere in family lives and social relations? (Bulmer & Eichler, 2017; Moelker, Andres, Bowen, & Manigart, 2015). War a
{"title":"From military to militarizing masculinities","authors":"A. Christensen, Morten Kyed","doi":"10.1080/18902138.2022.2028428","DOIUrl":"https://doi.org/10.1080/18902138.2022.2028428","url":null,"abstract":"In many societies, the military institution is discursively constructed as a key ‘masculinity maker’; compulsory military service is considered a disciplinary rite de passage that turns boys into men. Hence, the relationship between masculinities, warfare and the military as a social institution is an important field of inquiry for feminist research and critical masculinity studies (Connell, 1995). As such, it has provoked theoretical discussions about the reproduction of patriarchal gender relations and hegemonic masculinity as well as rich empirical work on the construction of military masculinities and the performances and experiences of being a soldier (Barrett, 1996; Do & Samuels, 2021). At the same time, critical scholarship within feminism, gender studies and military studies has widened the analysis of militarism and war to encompass cultural and institutional processes of militarization beyond the military as an institution, for instance in relation to violent masculinities, popular culture, social protest and changes (Woodward & Duncanson, 2017; see also NORMA Volume 10, Number 3–4, 2015) The American feminist theorist Cynthia Enloe (2000) has argued that the male soldier, represented as the hero and the warrior, is one of the most fundamental representations of masculinity, and R.W. Connell (1995) has argued that the military is the most important arena for defining hegemonic masculinity in a European and American context. This basic assumption about gender connotations, presenting men as aggressive and violent protectors and women as peaceful and non-violent caregivers, has characterized feminist studies and critical military studies during the last decades (Duncanson, 2015, 2020; Higate, 2003; Morgan, 1994; Sørensen 2015; Yuval-Davis, 1997; Woodward & Jenkings, 2011). Many feminist scholars have also used the concept of hegemonic masculinities to grasp the dynamic and the contradictions within militarized masculinities. Claire Duncanson, for instance, has argued that the concept has been an important analytical tool for critical scholars in highlighting the multiple, dynamic and contradictory character of masculinities in the military. It has underlined that the ideal of ‘combat-experienced commanding officer is not the only form of masculinity, but it is a very powerful model, which through consent, has dominated as one form of “ideal man”’ (Duncanson, 2020, p. 471). Some scholars have argued that while military studies and feminist research have given much attention to the construction of militarized masculinities within the military system, less scholarly attention has been paid to veteran masculinities in transitions from military to civilian life after deployment. This raises important questions about if, how, or to what extend militarized masculinities can be unmade and deconstructed, and how these processes interfere in family lives and social relations? (Bulmer & Eichler, 2017; Moelker, Andres, Bowen, & Manigart, 2015). War a","PeriodicalId":37885,"journal":{"name":"NORMA","volume":"17 1","pages":"1 - 4"},"PeriodicalIF":2.1,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49669256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The notion of natural number, as the basis of the entire further development of mathematics, appears as a result of gradual abstraction. The very notion of number has not been precisely defined and has changed throughout history, as has the way of recording. This paper aims to present the origin of natural numbers and their development to the present form. The essentially most important number systems that have evolved in parallel with the development of human consciousness, and which are guided by the need for man to record important events and facts, are discussed and presented. The importance of positional number systems, such as the Indo-Arabic number system we use today, was emphasized. Numerous studies show that the use of the history of mathematics in the teaching of mathematics can increase students 'motivation and students' interest in the subject. Based on a brief overview of existing research on the use of the history of mathematics in mathematics teaching, the paper presents examples of tasks for classroom teaching, which include elements of the history of natural numbers and number systems.
{"title":"Historical genesis of the concept of number and number systems: Possibilities of application in the initial teaching of mathematics (I)","authors":"Snežana Gordić, Bojan D. Lazić, Marina Milošević","doi":"10.5937/norma27-38116","DOIUrl":"https://doi.org/10.5937/norma27-38116","url":null,"abstract":"The notion of natural number, as the basis of the entire further development of mathematics, appears as a result of gradual abstraction. The very notion of number has not been precisely defined and has changed throughout history, as has the way of recording. This paper aims to present the origin of natural numbers and their development to the present form. The essentially most important number systems that have evolved in parallel with the development of human consciousness, and which are guided by the need for man to record important events and facts, are discussed and presented. The importance of positional number systems, such as the Indo-Arabic number system we use today, was emphasized. Numerous studies show that the use of the history of mathematics in the teaching of mathematics can increase students 'motivation and students' interest in the subject. Based on a brief overview of existing research on the use of the history of mathematics in mathematics teaching, the paper presents examples of tasks for classroom teaching, which include elements of the history of natural numbers and number systems.","PeriodicalId":37885,"journal":{"name":"NORMA","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71022314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The question of a permanent, lifetime worth of studying and improvement through formal, nonformal, and informal education has, in the last couple of years, become a more popular topic in various areas, including the area of education and teachers' and professors' professional development. In modern societies, the professional development of teachers and professors is seen as one of the key segments of contemporary education development and the development of the entire society which lies on the basis of the educational system. Individual and group professional development of teachers is a dominant form of permanent education and professional development of teachers in our country. Considering the countless potentials of Music culture instruction, and its opportunity to influence different elements of young school-age children's development, this paper focused on examining the opinions and practical steps of teachers related to the individual and professional development in the area of Music culture. The key results of this research indicate that the participants have a mostly positive opinion towards both individual and group professional development in the field of teaching the subject Music culture. Their specific activities in the context of individual and group professional development indicate the difference between the opinions and behavior of the participants. Namely, despite the positive opinion towards individual and professional training in the field of teaching the subject Music culture, the respondents included in this research take part relatively rarely.
{"title":"The teacher's opinion about professional development in the teaching of the subject musical culture","authors":"Kristina Ivković","doi":"10.5937/norma2202209i","DOIUrl":"https://doi.org/10.5937/norma2202209i","url":null,"abstract":"The question of a permanent, lifetime worth of studying and improvement through formal, nonformal, and informal education has, in the last couple of years, become a more popular topic in various areas, including the area of education and teachers' and professors' professional development. In modern societies, the professional development of teachers and professors is seen as one of the key segments of contemporary education development and the development of the entire society which lies on the basis of the educational system. Individual and group professional development of teachers is a dominant form of permanent education and professional development of teachers in our country. Considering the countless potentials of Music culture instruction, and its opportunity to influence different elements of young school-age children's development, this paper focused on examining the opinions and practical steps of teachers related to the individual and professional development in the area of Music culture. The key results of this research indicate that the participants have a mostly positive opinion towards both individual and group professional development in the field of teaching the subject Music culture. Their specific activities in the context of individual and group professional development indicate the difference between the opinions and behavior of the participants. Namely, despite the positive opinion towards individual and professional training in the field of teaching the subject Music culture, the respondents included in this research take part relatively rarely.","PeriodicalId":37885,"journal":{"name":"NORMA","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71021659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L. Simić, Jelena Kerkez, Isidora Jankelin, Ivana Matić
Mastering the skills of reading and writing encourages intensive lexical development that enriches the ability to speak and write. The presence of a delay or an identified speech and/or language disorder at an early age affects the outcome of learning these skills. The aim of this paper is to familiarize readers with the characteristics of apraxia of speech and to draw attention to the difficulties these children exhibit in the process of learning to read and write. Apraxia of speech represents a difficulty in planning and programming the position of the speech organs that are required for the production of speech sounds. For a long time it was believed that this was exclusively a motor speech disorder. New findings changed the aspect of observing this disorder where language disorders were also identified in these children. The primary reason for children with apraxia of speech having difficulty acquiring reading and writing is a delay in the development of phonological awareness, which is known to be the basis of the language system for learning academic skills. Research dealing with the characteristics of written language in children with apraxia of speech is scarce, especially in the Serbian language. A review of the available literature found an emphasis on the presence of language barriers that are assumed to hinder the acquisition of these skills, which subsequently results in poorer academic performance.
{"title":"Difficulties in learning reading and writing in children with apraxia of speech","authors":"L. Simić, Jelena Kerkez, Isidora Jankelin, Ivana Matić","doi":"10.5937/norma2202237s","DOIUrl":"https://doi.org/10.5937/norma2202237s","url":null,"abstract":"Mastering the skills of reading and writing encourages intensive lexical development that enriches the ability to speak and write. The presence of a delay or an identified speech and/or language disorder at an early age affects the outcome of learning these skills. The aim of this paper is to familiarize readers with the characteristics of apraxia of speech and to draw attention to the difficulties these children exhibit in the process of learning to read and write. Apraxia of speech represents a difficulty in planning and programming the position of the speech organs that are required for the production of speech sounds. For a long time it was believed that this was exclusively a motor speech disorder. New findings changed the aspect of observing this disorder where language disorders were also identified in these children. The primary reason for children with apraxia of speech having difficulty acquiring reading and writing is a delay in the development of phonological awareness, which is known to be the basis of the language system for learning academic skills. Research dealing with the characteristics of written language in children with apraxia of speech is scarce, especially in the Serbian language. A review of the available literature found an emphasis on the presence of language barriers that are assumed to hinder the acquisition of these skills, which subsequently results in poorer academic performance.","PeriodicalId":37885,"journal":{"name":"NORMA","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71021711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this research was to examine the frequency of different barriers faced by special education teachers in working with children with autism spectrum disorders (ASD). The sample included 53 participants of both genders and of different ages who were diagnosed with ASD. The instrument used to assess the presence of barriers in teaching refers to the Assessment of Barriers in Teaching (VB-Mapp Barriers Assessment -Sundberg, 2008). In our sample, it was found that all respondents have a pronounced presence of teaching barriers, while the most frequent barriers are prompt dependence, generalization difficulties, socialization problems, escape or avoidance of given tasks and the absence of the tact ability. Having in mind the obtained results, it is highlighted as a necessity to develop an approach that would lead to elimination of the mentioned barriers, as well as to develop a treatment plan to address those teaching barriers in working with children with PSA and consequently enable a higher degree of adoption of new knowledge and skills by children with ASD.
{"title":"The presence of teaching barriers in children with autism spectrum disorders","authors":"B. Arsić, A. Lukić, Anja Gajić","doi":"10.5937/norma2202141a","DOIUrl":"https://doi.org/10.5937/norma2202141a","url":null,"abstract":"The aim of this research was to examine the frequency of different barriers faced by special education teachers in working with children with autism spectrum disorders (ASD). The sample included 53 participants of both genders and of different ages who were diagnosed with ASD. The instrument used to assess the presence of barriers in teaching refers to the Assessment of Barriers in Teaching (VB-Mapp Barriers Assessment -Sundberg, 2008). In our sample, it was found that all respondents have a pronounced presence of teaching barriers, while the most frequent barriers are prompt dependence, generalization difficulties, socialization problems, escape or avoidance of given tasks and the absence of the tact ability. Having in mind the obtained results, it is highlighted as a necessity to develop an approach that would lead to elimination of the mentioned barriers, as well as to develop a treatment plan to address those teaching barriers in working with children with PSA and consequently enable a higher degree of adoption of new knowledge and skills by children with ASD.","PeriodicalId":37885,"journal":{"name":"NORMA","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71021730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The subject of this research is the connection between the the application of different learning techniques and teaching models and the school performance of students in the field of mathematics and Serbian language. The aim of the research is to identify the basic characteristics of the connection between contextual factors of school environment regarding the application of different learning techniques and teaching models and school success of students in the field of mathematics and Serbian language. Six hundred seventh grade students participated in the research. A descriptive method was used, and data were collected using a scaling technique. The results show that the greater application of different teaching models and techniques of learning in the class, the higher is the grade in mathematics and Serbian language. The emphasis is on effective management of the learning process by the teacher.
{"title":"The relationship between the application of different learning techniques and teaching models and the school success of students","authors":"Radovan Antonijević, D. Radenovic","doi":"10.5937/norma2202183a","DOIUrl":"https://doi.org/10.5937/norma2202183a","url":null,"abstract":"The subject of this research is the connection between the the application of different learning techniques and teaching models and the school performance of students in the field of mathematics and Serbian language. The aim of the research is to identify the basic characteristics of the connection between contextual factors of school environment regarding the application of different learning techniques and teaching models and school success of students in the field of mathematics and Serbian language. Six hundred seventh grade students participated in the research. A descriptive method was used, and data were collected using a scaling technique. The results show that the greater application of different teaching models and techniques of learning in the class, the higher is the grade in mathematics and Serbian language. The emphasis is on effective management of the learning process by the teacher.","PeriodicalId":37885,"journal":{"name":"NORMA","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71021982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The most commonly accepted definition of financial literacy is the one given by the OECD, which includes awareness, knowledge, skills, attitudes, and behaviours. The concept of financial literacy must be distinguished from the concepts of financial education, financial knowledge, and financial culture. The research results show that financial illiteracy is widespread, and it is generally necessary to pay more attention to this aspect of education. After defining the basic concepts, the paper presents experiences in organizing and monitoring the effects of financial education of three countries (Estonia, Finland, the Netherlands) whose students have achieved a high level of financial knowledge in international tests compared to other participating countries. The organisation of financial education in these countries is also presented, in order to assess how applicable their experiences are in our conditions. The experience thus far has shown that the best results are given by financial education beginning in high school, whose main characteristics are an interdisciplinary approach and constant support to teachers. Significant differences are also evident, that is to say, some groups of residents have a lower level of financial literacy, which indicates the need for different approaches in their education.
{"title":"Financial literacy: Best practices","authors":"Vana Colić","doi":"10.5937/norma27-38377","DOIUrl":"https://doi.org/10.5937/norma27-38377","url":null,"abstract":"The most commonly accepted definition of financial literacy is the one given by the OECD, which includes awareness, knowledge, skills, attitudes, and behaviours. The concept of financial literacy must be distinguished from the concepts of financial education, financial knowledge, and financial culture. The research results show that financial illiteracy is widespread, and it is generally necessary to pay more attention to this aspect of education. After defining the basic concepts, the paper presents experiences in organizing and monitoring the effects of financial education of three countries (Estonia, Finland, the Netherlands) whose students have achieved a high level of financial knowledge in international tests compared to other participating countries. The organisation of financial education in these countries is also presented, in order to assess how applicable their experiences are in our conditions. The experience thus far has shown that the best results are given by financial education beginning in high school, whose main characteristics are an interdisciplinary approach and constant support to teachers. Significant differences are also evident, that is to say, some groups of residents have a lower level of financial literacy, which indicates the need for different approaches in their education.","PeriodicalId":37885,"journal":{"name":"NORMA","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71022385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper we presented the activities that we conducted within the mini project named Jewish culture as a vital element of local identity trough history, as well as the idea and the goals that stand behind the project. The project was conducted on Faculty of Education in Sombor. The main goal of this project was for students-future teachers, to acquire knowledge about the Jewish culture, religion and history, so they could develop skills for better understanding the specific local identity as part of Vojvodina, which is a unique multi-cultural and multi-confessional region, and also to improve their intercultural competences. The possibilities and methods for teaching and learning about the Holocaust are also examined. The project activities included lectures about the main characteristics of Jewish culture, and about local history and suffering of Jewish families from Sombor during the Holocaust. The plan included a visit to Jewish community in Sombor, and also a trip to Subotica, the city in the same region, in order to visit a restored synagogue.
{"title":"Jewish culture as a vital element of local identity trought history: Mini project carried on Faculty of Education in Sombor","authors":"Snežana Štrangarić, Mila Beljanski, Ines Matin","doi":"10.5937/norma27-37112","DOIUrl":"https://doi.org/10.5937/norma27-37112","url":null,"abstract":"In this paper we presented the activities that we conducted within the mini project named Jewish culture as a vital element of local identity trough history, as well as the idea and the goals that stand behind the project. The project was conducted on Faculty of Education in Sombor. The main goal of this project was for students-future teachers, to acquire knowledge about the Jewish culture, religion and history, so they could develop skills for better understanding the specific local identity as part of Vojvodina, which is a unique multi-cultural and multi-confessional region, and also to improve their intercultural competences. The possibilities and methods for teaching and learning about the Holocaust are also examined. The project activities included lectures about the main characteristics of Jewish culture, and about local history and suffering of Jewish families from Sombor during the Holocaust. The plan included a visit to Jewish community in Sombor, and also a trip to Subotica, the city in the same region, in order to visit a restored synagogue.","PeriodicalId":37885,"journal":{"name":"NORMA","volume":"85 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71022554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Zorislava M. Vasiljević (1923-2009) dedicated her professional path to noticing the deficiencies, to pursuing adequate scientific conformations and solutions, as well as to finding the appropriate procedures which can be used in working on the music literacy in Serbia. On that path, her guidance was the thought of her father, Miodrag A. Vasiljević (1903-1963). She improved and complemented his idea with important segments of other methods, thus forming a unique Combined functional method. This paper concerns the life of Zorislava Vasiljević, the Combined functional method with all its characteristics in the field of melody and rhythm, together with the impact that the life's work of Zorislava Vasiljević has had on the curriculum of Music Education in the first to fourth grades. With a desire to talk about the significance of her music-pedagogical work for Music Education in Lower Elementary School Grades, we had to consider her author's textbook literature, done with a lot of effort, as an unavoidable segment. Among the textbooks written by Professor Zorislava Vasiljević, the special attention was given to her publication Music Primer.
Zorislava M. vasiljeviki(1923-2009)将她的专业道路奉献给了注意缺陷，追求充分的科学构造和解决方案，以及寻找可以用于塞尔维亚音乐素养工作的适当程序。在这条道路上，她的父亲Miodrag A. vasiljeviki(1903-1963)的思想指引着她。她用其他方法的重要片段来完善和补充他的想法，形成了一种独特的组合式功能方法。本文研究了佐拉斯拉瓦·瓦西里耶维奇的一生，结合功能法在旋律和节奏领域的特点，以及佐拉斯拉瓦·瓦西里耶维奇一生的作品对一至四年级音乐教育课程的影响。为了讨论她的音乐教学工作对《小学低年级音乐教育》的意义，我们不得不考虑她的作者的教科书文学，这是一个不可避免的部分。在Zorislava vasiljeviki教授编写的教科书中，她的出版物《音乐入门》受到了特别的关注。
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