Problematiziranje razdeljenosti skozi izobraževanje učiteljev in poučevanje zgodovine: primer Bosne in Hercegovine
Povzetek
Izobraževanje učiteljev za poučevanje jezika, kulture in zgodovine v postkonfliktni državi, kot je Bosna in Hercegovina, ki je še vedno globoko razdeljena in razdrobljena, pomeni ogromno družbeno in moralno odgovornost. Ta prizadevanja predstavljajo stalne izzive, pri katerih se o procesih celjenja tako globokih in nepopravljivih ran v tako ranljivih razmerah razpravlja in jih umešča v kontekst dolgoročne družbene obnove,
v kateri vzgoja in izobraževanje otrok in mladih prevzema primarno transformativno vlogo. Ta članek raziskuje vzgojno-izobraževalne politike in razdeljenosti v Bosni in Hercegovini v zadnjih dvajsetih letih, ki odražajo segregacijo, politizacijo in razdrobljenost v povojni družbi. Osredinja se tudi na vlogo učiteljev pri poučevanju za mir, nediskriminacijo in medkulturno razumevanje z obravnavo vprašanj družbene izključenosti, nepravičnosti, predsodkov, privilegijev in nasilja pri vseh predmetih. Problematizira oblikovanje in predstavljanje zgodovinskega in kulturnega znanja, ki je običajno etnocentrično usmerjeno. Poseben poudarek je na vlogi univerz, tj. visokošolskih učiteljev, tudi tistih, ki poučujejo na pedagoških programih, pri spodbujanju kritičnega mišljenja in univerzalnih humanističnih vrednot med študenti v Bosni in Hercegovini na splošno, še posebej pa med študenti, ki študirajo na Oddelku za angleščino Univerze v Sarajevu. Na podlagi teorij in virov s področja kritične in medkulturne pedagogike ter vzgoje za mir članek raziskuje možnosti razpravljanja o stereotipih in predsodkih s študenti prvega letnika dodiplomskega študija na Oddelku za angleščino v okviru predmeta Uvod v britanske študije in z magistrskimi študenti, bodočimi učitelji, v okviru predmeta Medkulturnost v jezikovnem izobraževanju, ki obravnava vzpostavljanje miru in medkulturno občutljivost pri poučevanju angleščine s kulturnega vidika.
Prenosi
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