Daniela Guffová, M. Haviar, Andrea Sisáková-Chovanová
The aim of this theoretical study is to identify the 21st century skills in the curricular documents for lower secondary education in Slovakia, and to analyse the overlap between the 21st century skills and aims of national educational standards for lower secondary education (ISCED 2) in Slovakia. The main method of the study is document analysis. The analysis shows that the Slovak educational standards are primarily focused on the development of knowledge and cognitive skills. Significantly less represented is development of interpersonal and intrapersonal skills. The results show that there are overall not sufficiently many references to the 21st century skills within the educational standards. This yields a crucial problem, as majority of Slovak teachers still consider the educational standards to be the basic part of curriculum. In spite of certain natural limitations, the study provides new information on the insufficient representation of the 21st century skills in the educational standards in Slovakia.
{"title":"21st century skills in educational standards for lower secondary education in Slovakia","authors":"Daniela Guffová, M. Haviar, Andrea Sisáková-Chovanová","doi":"10.5937/norma27-36344","DOIUrl":"https://doi.org/10.5937/norma27-36344","url":null,"abstract":"The aim of this theoretical study is to identify the 21st century skills in the curricular documents for lower secondary education in Slovakia, and to analyse the overlap between the 21st century skills and aims of national educational standards for lower secondary education (ISCED 2) in Slovakia. The main method of the study is document analysis. The analysis shows that the Slovak educational standards are primarily focused on the development of knowledge and cognitive skills. Significantly less represented is development of interpersonal and intrapersonal skills. The results show that there are overall not sufficiently many references to the 21st century skills within the educational standards. This yields a crucial problem, as majority of Slovak teachers still consider the educational standards to be the basic part of curriculum. In spite of certain natural limitations, the study provides new information on the insufficient representation of the 21st century skills in the educational standards in Slovakia.","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":"71022346","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 paper analyzes and compares the content of current preschool programs / curricula in the Republic of Serbia and the Republic of Croatia through a detailed presentation of the requirements and tasks of preschool teachers in the function of moral development and education of young children. The aim of our research is to determine whether and to what extent the programs / curricula of preschool education in the Republic of Serbia and the Republic of Croatia differ in terms of specifying the requirements and tasks of the teachers in relation to moral development and education of children. The descriptive and comparative methods and the procedure of analysis of the content of program documents are applied in the paper. The results of our research indicate that in the Republic of Serbia and the Republic of Croatia in preschool programs / curricula, the requirements and tasks of teachers are presented in the function of moral development and education of children, but in different ways. The analyzed programs / curricula recognize the same tasks related to moral development, and differ from each other when it comes to their concretization, and there are some differences in their formulation. Starting from concrete tasks, teachers, the creators of their own practice, have the opportunity to better understand the needs of children through them, but also to choose from clearly separated tasks what is most needed to encourage and develop children in a certain period of time, within moral development.
{"title":"Requirements and tasks of educators in the function of moral development and education of young children in preschool programs / curricula in the Republics of Serbia and the Republic of Croatia","authors":"Ivana Apostolović","doi":"10.5937/norma27-37129","DOIUrl":"https://doi.org/10.5937/norma27-37129","url":null,"abstract":"The paper analyzes and compares the content of current preschool programs / curricula in the Republic of Serbia and the Republic of Croatia through a detailed presentation of the requirements and tasks of preschool teachers in the function of moral development and education of young children. The aim of our research is to determine whether and to what extent the programs / curricula of preschool education in the Republic of Serbia and the Republic of Croatia differ in terms of specifying the requirements and tasks of the teachers in relation to moral development and education of children. The descriptive and comparative methods and the procedure of analysis of the content of program documents are applied in the paper. The results of our research indicate that in the Republic of Serbia and the Republic of Croatia in preschool programs / curricula, the requirements and tasks of teachers are presented in the function of moral development and education of children, but in different ways. The analyzed programs / curricula recognize the same tasks related to moral development, and differ from each other when it comes to their concretization, and there are some differences in their formulation. Starting from concrete tasks, teachers, the creators of their own practice, have the opportunity to better understand the needs of children through them, but also to choose from clearly separated tasks what is most needed to encourage and develop children in a certain period of time, within moral development.","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":"71022501","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}
Starting from the understandings that emphasize the importance of the Pygmalion effect in teaching, the paper presents an overview of research on the relationship between teachers' expectations and students' motivation to learn. The aim of this paper is to point out the different effects of expectations that teachers form on students' motivation to learn. The findings of the presented relevant research indicate that high expectations of teachers can increase student motivation, but also that low expectations of teachers can lead to its reduction. Also, it was determined that teachers smile more often, communicate more, establish eye contact with students from whom they expect more. The labels that teachers assign to students lead to some students getting less motivating learning situations. The implications of this paper are reflected in the elucidation of the significance of this phenomenon and its reflection on educational practice. It has been found that high as well as low expectations of teachers largely reflect on the motivation of students to learn, which is why teachers should use their influence by encouraging and activating students.
{"title":"The effects of teacher expectations on student motivation to learn","authors":"Tamara N. Dragojević, Milena Letić-Lungulov","doi":"10.5937/norma27-37537","DOIUrl":"https://doi.org/10.5937/norma27-37537","url":null,"abstract":"Starting from the understandings that emphasize the importance of the Pygmalion effect in teaching, the paper presents an overview of research on the relationship between teachers' expectations and students' motivation to learn. The aim of this paper is to point out the different effects of expectations that teachers form on students' motivation to learn. The findings of the presented relevant research indicate that high expectations of teachers can increase student motivation, but also that low expectations of teachers can lead to its reduction. Also, it was determined that teachers smile more often, communicate more, establish eye contact with students from whom they expect more. The labels that teachers assign to students lead to some students getting less motivating learning situations. The implications of this paper are reflected in the elucidation of the significance of this phenomenon and its reflection on educational practice. It has been found that high as well as low expectations of teachers largely reflect on the motivation of students to learn, which is why teachers should use their influence by encouraging and activating students.","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":"71022171","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 paper presents a study aimed at determining the connection between the use of the Internet and social networks and the level of adolescent self-esteem and self-assessment of their own qualities and abilities, as well as determining the correlation between the social network use with children's educational aspirations. Adolescents' attitudes towards people, fear of the future, their willingness to take risks, reading classic books and attitudes towards multimedia learning and reading were also detected. The research was conducted by examining the attitudes of adolescents aged 14 to 19 years. The data were obtained by processing N=599 questionnaires of a representative focused sample of adolescents - high school students in the Republic of Serbia. The research was conducted in 2021. Descriptive, correlation and regression analysis was used in data processing. Descriptive analysis showed that the lowest average score was achieved for the dimension related to reading classic books, and the highest for the dimensions of attitude towards people and fear of the future. Correlative analysis between the dimensions showed that self-esteem and the use of social networks are not related, but the more positive attitude towards education, the higher are standards and the more positive are attitudes towards people. A similar finding is in the regression analysis, which shows that what affects self-esteem is the value of one's own standards, the attitude towards people, as well as the fear of the future.
{"title":"The effects of using social networks on the self-esteem of adolescents and their attitude towards education and the future","authors":"D. Glusac, Bojana Perić-Prkosovački, M. Nikolić","doi":"10.5937/norma2202157g","DOIUrl":"https://doi.org/10.5937/norma2202157g","url":null,"abstract":"The paper presents a study aimed at determining the connection between the use of the Internet and social networks and the level of adolescent self-esteem and self-assessment of their own qualities and abilities, as well as determining the correlation between the social network use with children's educational aspirations. Adolescents' attitudes towards people, fear of the future, their willingness to take risks, reading classic books and attitudes towards multimedia learning and reading were also detected. The research was conducted by examining the attitudes of adolescents aged 14 to 19 years. The data were obtained by processing N=599 questionnaires of a representative focused sample of adolescents - high school students in the Republic of Serbia. The research was conducted in 2021. Descriptive, correlation and regression analysis was used in data processing. Descriptive analysis showed that the lowest average score was achieved for the dimension related to reading classic books, and the highest for the dimensions of attitude towards people and fear of the future. Correlative analysis between the dimensions showed that self-esteem and the use of social networks are not related, but the more positive attitude towards education, the higher are standards and the more positive are attitudes towards people. A similar finding is in the regression analysis, which shows that what affects self-esteem is the value of one's own standards, the attitude towards people, as well as the fear of the future.","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":"71021917","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 paper is about a role of digital media in developing a new culture of learning and the possibilities of connecting education with libraries as places of universal knowledge that are increasingly accessible through the internet. The first part of the paper deals with the acknowledgement of traditional teaching beginning with guided learning, through major transformations in the education system, to the introduction of a new culture of learning where self-learning is promoted. The teacher appears to be a mentor while students are active participants in accessing information and acquiring new knowledge. They are getting used to lifelong learning by using digital media which have incentive role in encouraging independent learning. It is necessary to incorporate digital media in children's education from the earliest age, and all the way through education, as well as in professional education of young people and in the education of older people to encourage self learning and life long learning. The second part reveals the role of libraries in information and media literacy of students, which is extremely important for self-learning. In earlier decades, literacy ment learning to read and write and involved comprehension of content while today literacy is using of contemporary media and skills to seek and select information. The role of library in developing a new literacy lies upon its transformation from traditional to information centar which offers e books, all kinds of information and also free points to use internet.
{"title":"Digital media and self-learning: The role of the library","authors":"Kristina Ember","doi":"10.5937/norma27-36169","DOIUrl":"https://doi.org/10.5937/norma27-36169","url":null,"abstract":"The paper is about a role of digital media in developing a new culture of learning and the possibilities of connecting education with libraries as places of universal knowledge that are increasingly accessible through the internet. The first part of the paper deals with the acknowledgement of traditional teaching beginning with guided learning, through major transformations in the education system, to the introduction of a new culture of learning where self-learning is promoted. The teacher appears to be a mentor while students are active participants in accessing information and acquiring new knowledge. They are getting used to lifelong learning by using digital media which have incentive role in encouraging independent learning. It is necessary to incorporate digital media in children's education from the earliest age, and all the way through education, as well as in professional education of young people and in the education of older people to encourage self learning and life long learning. The second part reveals the role of libraries in information and media literacy of students, which is extremely important for self-learning. In earlier decades, literacy ment learning to read and write and involved comprehension of content while today literacy is using of contemporary media and skills to seek and select information. The role of library in developing a new literacy lies upon its transformation from traditional to information centar which offers e books, all kinds of information and also free points to use internet.","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":"71022061","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}
Milica Stelkić, V. Milankov, Jelena Kerkez, L. Simić, Ivana Matić
Reading consists of processing written data which are transmitted by text and thus reading is seen as a complex language skill. A prerequisite for the development of reading skills is developing phonological awareness and forming verbal representations. Success in solving tasks of phonological awareness is a predictor of reading abilities. For those reasons, this research attempts to determine the connection and mutual influence between these abilities. The research is designed as a cross-sectional study and it was conducted at Primary School "Dušan Radović" in Novi Sad from February to March 2020. The research sample consisted of 31 students (19 boys and 12 girls) whose average age was 8 years and 8 month. The included assessment instruments were the Three-dimensional Reading Test - "Samo jedan snežni dan" and the "FONT" test used for assessing phonological awareness. The findings of this research confirm the correlation between phonological awareness and reading errors in second-grade students. On the basis of this research, it can be concluded that there is a significant correlation between phonological awareness and reading ability and that their mutual influence is reciprocal, i.e. the development of one ability is a prerequisite for the development of the second one.
阅读包括处理通过文本传递的书面数据，因此阅读被视为一种复杂的语言技能。发展阅读技能的先决条件是发展语音意识和形成言语表征。成功解决语音意识任务是阅读能力的一个预测指标。基于这些原因，本研究试图确定这些能力之间的联系和相互影响。该研究是一项横断面研究，于2020年2月至3月在诺维萨德的“Dušan radoviki”小学进行。研究样本包括31名学生(19名男生，12名女生)，平均年龄8岁零8个月。包括的评估工具是三维阅读测试-“Samo jedan snežni dan”和用于评估语音意识的“FONT”测试。本研究结果证实了二年级学生语音意识与阅读错误之间的相关性。在本研究的基础上，我们可以得出结论，语音意识与阅读能力之间存在着显著的相关性，它们之间的相互影响是相互的，即一种能力的发展是另一种能力发展的前提。
{"title":"The relationship between phonological awareness and reading errors of the second-graders","authors":"Milica Stelkić, V. Milankov, Jelena Kerkez, L. Simić, Ivana Matić","doi":"10.5937/norma2202199s","DOIUrl":"https://doi.org/10.5937/norma2202199s","url":null,"abstract":"Reading consists of processing written data which are transmitted by text and thus reading is seen as a complex language skill. A prerequisite for the development of reading skills is developing phonological awareness and forming verbal representations. Success in solving tasks of phonological awareness is a predictor of reading abilities. For those reasons, this research attempts to determine the connection and mutual influence between these abilities. The research is designed as a cross-sectional study and it was conducted at Primary School \"Dušan Radović\" in Novi Sad from February to March 2020. The research sample consisted of 31 students (19 boys and 12 girls) whose average age was 8 years and 8 month. The included assessment instruments were the Three-dimensional Reading Test - \"Samo jedan snežni dan\" and the \"FONT\" test used for assessing phonological awareness. The findings of this research confirm the correlation between phonological awareness and reading errors in second-grade students. On the basis of this research, it can be concluded that there is a significant correlation between phonological awareness and reading ability and that their mutual influence is reciprocal, i.e. the development of one ability is a prerequisite for the development of the second one.","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":"71021618","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 text introduces the somewhat forgotten ideologue of the so-called "knowledge society", produced by the so-called Bologna Declaration on Higher Education. From the perspective of the most lucid criticism of the same, which at one time was "enlightened" by Konrad Paul Liessmann, opens the horizon of re-examination of the so-called "crisis of the humanities". Liesmann's Theory of Uneducatedness is only a peculiar introduction to the possible re-affirmation of the role of philosophy in resolving such a "crisis". For this purpose, a dialogue/polylogue is established with three contemporary French philosophers. Alain Badiou, Gilles Deleuze and J. F. Lyotard offer us discourses of openness and "new beginnings", with the possibly revolutionary potential of renewing the meaningfulness of the discipline called - philosophy. Concepts of the metaphysics of real happiness (Badiou), "becoming revolutionary" (Deleuze), and testing "playful freedom" (Lyotard), plead for the renewal of philosophical THINKING. Finally, in the detection of Deleuze's kind of "non-fascist" existence, a new picture is revealed in which the so-called "crisis of the humanities" is noticed. Philosophy thus becomes an engaged RESISTANCE to the real existence of the "society of non-knowledge".
本文介绍了所谓的博洛尼亚高等教育宣言所产生的所谓“知识社会”的意识形态。从康拉德·保罗·利斯曼(Konrad Paul Liessmann)曾经“启蒙”过的对人文学科最清晰的批评的角度出发，打开了重新审视所谓“人文危机”的视野。利斯曼的“未受教育理论”只是对哲学在解决这种“危机”中可能发挥的作用进行重新肯定的一种独特的介绍。为此目的，我与三位当代法国哲学家建立了对话/多语对话。阿兰·巴迪欧、吉尔·德勒兹和j·f·利奥塔为我们提供了开放和“新开端”的话语，它们可能具有革新哲学学科意义的革命性潜力。关于真正幸福的形而上学概念(巴迪欧)，“成为革命性的”(德勒兹)，以及测试“好玩的自由”(利奥塔)，呼吁哲学思维的更新。最后，在对德勒兹那种“非法西斯”存在的发现中，揭示了一幅新的图景，即所谓的“人文危机”。因此，哲学成为对“无知识社会”真实存在的积极抵抗。
{"title":"Philosophy and society of (non)knowledge with the \"crisis of the humanities\"","authors":"M. Ivanović, Marijan Krivak","doi":"10.5937/norma2202175i","DOIUrl":"https://doi.org/10.5937/norma2202175i","url":null,"abstract":"The text introduces the somewhat forgotten ideologue of the so-called \"knowledge society\", produced by the so-called Bologna Declaration on Higher Education. From the perspective of the most lucid criticism of the same, which at one time was \"enlightened\" by Konrad Paul Liessmann, opens the horizon of re-examination of the so-called \"crisis of the humanities\". Liesmann's Theory of Uneducatedness is only a peculiar introduction to the possible re-affirmation of the role of philosophy in resolving such a \"crisis\". For this purpose, a dialogue/polylogue is established with three contemporary French philosophers. Alain Badiou, Gilles Deleuze and J. F. Lyotard offer us discourses of openness and \"new beginnings\", with the possibly revolutionary potential of renewing the meaningfulness of the discipline called - philosophy. Concepts of the metaphysics of real happiness (Badiou), \"becoming revolutionary\" (Deleuze), and testing \"playful freedom\" (Lyotard), plead for the renewal of philosophical THINKING. Finally, in the detection of Deleuze's kind of \"non-fascist\" existence, a new picture is revealed in which the so-called \"crisis of the humanities\" is noticed. Philosophy thus becomes an engaged RESISTANCE to the real existence of the \"society of non-knowledge\".","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":"71021967","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 : 2021-12-23DOI: 10.1080/18902138.2021.2017724
M. Bauer, A. Giles
ABSTRACT There is a scarcity of scholarly attention to women’s perspectives of militarized masculinities in the home. As a result, we used semi-structured interviews to examine the perspectives of 16 women partnered with members in combat arms occupations in the Canadian Armed Forces on militarized masculinities in the home. We used poststructural feminist theory and feminist methodologies to inform our approach. Through a critical discourse analysis of the interviews, we identified that displays of militarized masculinities are discursively positioned as problematic in the home and around family. Our findings suggest that the home is a space where militarized masculinities are contested.
{"title":"Militarized masculinities in the home: ‘I’m not your army buddy - I’m your wife'","authors":"M. Bauer, A. Giles","doi":"10.1080/18902138.2021.2017724","DOIUrl":"https://doi.org/10.1080/18902138.2021.2017724","url":null,"abstract":"ABSTRACT There is a scarcity of scholarly attention to women’s perspectives of militarized masculinities in the home. As a result, we used semi-structured interviews to examine the perspectives of 16 women partnered with members in combat arms occupations in the Canadian Armed Forces on militarized masculinities in the home. We used poststructural feminist theory and feminist methodologies to inform our approach. Through a critical discourse analysis of the interviews, we identified that displays of militarized masculinities are discursively positioned as problematic in the home and around family. Our findings suggest that the home is a space where militarized masculinities are contested.","PeriodicalId":37885,"journal":{"name":"NORMA","volume":"17 1","pages":"21 - 34"},"PeriodicalIF":2.1,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48713242","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 : 2021-12-07DOI: 10.1080/18902138.2021.2013671
M. Jackman
{"title":"The seduction of youth: print culture and homosexual rights in the Weimar Republic","authors":"M. Jackman","doi":"10.1080/18902138.2021.2013671","DOIUrl":"https://doi.org/10.1080/18902138.2021.2013671","url":null,"abstract":"","PeriodicalId":37885,"journal":{"name":"NORMA","volume":"18 1","pages":"240 - 242"},"PeriodicalIF":2.1,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44198736","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 : 2021-11-29DOI: 10.1080/18902138.2021.2009274
Nurseli Yeşim Sünbüloğlu
ABSTRACT This article deals with the construction of militarised masculinity of disabled veterans in the interplay of official identity and embodied everyday experience in the context of an ongoing internal armed conflict. It explores a militarised masculinity with shifting meanings and interpretations in response to different phases of the ongoing Kurdish conflict in Turkey, with reference to the everyday, disability, and vulnerability, complicating the boundaries between making and unmaking of militarised masculinity. Drawing on empirical data, this article focuses on two key historical moments to explain the shifting meanings of gendered militarisation – the Kurdish peace process between 2009–2015 and the aftermath of the 15th July 2016 coup attempt. Both moments are significant to explore the militarised masculinity of the disabled veterans as they both appear in veterans’ narratives as moments of loss of masculine privilege, reflecting their shifting relations with the state and broader society. This article explores how instability caused by the transformation of official military identity leads disabled veterans to renegotiate the boundaries along the gender and military-civilian divides in their efforts to reclaim their lost masculine privileges. It also demonstrates how proximity to a particular form of violence becomes significant in reclaiming distinctiveness of their veteran identity.
{"title":"In-between military and civilian: ongoing conflict, disability, and masculinity","authors":"Nurseli Yeşim Sünbüloğlu","doi":"10.1080/18902138.2021.2009274","DOIUrl":"https://doi.org/10.1080/18902138.2021.2009274","url":null,"abstract":"ABSTRACT This article deals with the construction of militarised masculinity of disabled veterans in the interplay of official identity and embodied everyday experience in the context of an ongoing internal armed conflict. It explores a militarised masculinity with shifting meanings and interpretations in response to different phases of the ongoing Kurdish conflict in Turkey, with reference to the everyday, disability, and vulnerability, complicating the boundaries between making and unmaking of militarised masculinity. Drawing on empirical data, this article focuses on two key historical moments to explain the shifting meanings of gendered militarisation – the Kurdish peace process between 2009–2015 and the aftermath of the 15th July 2016 coup attempt. Both moments are significant to explore the militarised masculinity of the disabled veterans as they both appear in veterans’ narratives as moments of loss of masculine privilege, reflecting their shifting relations with the state and broader society. This article explores how instability caused by the transformation of official military identity leads disabled veterans to renegotiate the boundaries along the gender and military-civilian divides in their efforts to reclaim their lost masculine privileges. It also demonstrates how proximity to a particular form of violence becomes significant in reclaiming distinctiveness of their veteran identity.","PeriodicalId":37885,"journal":{"name":"NORMA","volume":"17 1","pages":"35 - 51"},"PeriodicalIF":2.1,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49461821","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}
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