{"title":"The Language of Here","authors":"Špela Drnovšek Zorko","doi":"10.4312/as/10974","DOIUrl":"https://doi.org/10.4312/as/10974","url":null,"abstract":"Tukaj smo/We Are Here (2021) is a collectively authored book written by “a small community of people living in Slovenia” (p. 4), most of them refugees. Its authors hail from countries including Syria, Afghanistan, Iran, Algeria, Eritrea, and Palestine, and the book is written in four languages: Slovenian, English, Arabic, and Farsi. It is a project of care: a “newspaper” that shares first-hand experiences of racism, exclusion, and the fight for recognition, aimed both at “refugees [...] [to] help them see that they are not alone in their struggles” and at “Slovenians, to help them understand the problems we face” (Tukaj smo, 2021, p. 4). In its dedication to the millions suffering at Europe’s borders, as well as to “all the bastards who have contributed their curse to migrants” (p. 4), Tukaj smo is also a statement: a refusal of erasure, and a call to see and name political violence. Its defiant title gains added meaning when we take into account that the publication of these stories was supported by Ambasada Rog, a solidarity initiative which early last year lost its longstanding premises after the forced eviction of Ljubljana’s autonomous social centre Tovarna Rog, and which has since reopened in a new location. To obtain a copy of the book one can contact Ambasada Rog (or else find it in the library of the Department of Educational Sciences at the University of Ljubljana’s Faculty of Arts).","PeriodicalId":385363,"journal":{"name":"Andragoška spoznanja","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130340926","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}
{"title":"»Čigavi študenti smo, če ne vaši«","authors":"Hana Radilovič, Borut Brezar","doi":"10.4312/as/11172","DOIUrl":"https://doi.org/10.4312/as/11172","url":null,"abstract":"Avtorja pojasnjujeta, kako se v slovenskem univerzitetnem prostoru v zvezi s »tujimi« študenti v zadnjem desetletju pojavljajo predsodki, diskriminatorne politične poteze in poskusi njihove legitimacije. V dogajanje sta se vključila prek Gibanja za dostojno delo in socialno družbo. Svoj pristop opredeljujeta v okviru metode participatornega akcijskega raziskovanja. Tako na področju visokega šolstva kot razmerja med delom in kapitalom se kot vztrajni ideološki potezi, ki spremljata ukrepe za krepitev razredne moči kapitala, izkazujeta neokonservatizem (posebej nacionalizem) in neoliberalizem. V študentskem in delavskem gibanju se zato v znamenje odpora proti njima gradijo solidarnostne vezi onkraj narodne pripadnosti, pri čemer je ključnega pomena radikalno izobraževanje navznoter in navzven.","PeriodicalId":385363,"journal":{"name":"Andragoška spoznanja","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126147469","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}
{"title":"Radikalne prakse izobraževanja odraslih v zasedenem hotelu City Plaza","authors":"Katja Lihtenvalner","doi":"10.4312/as/10886","DOIUrl":"https://doi.org/10.4312/as/10886","url":null,"abstract":"Članek izhaja iz političnega, družbenega in gospodarskega konteksta Grčije, v kateri so se od leta 2016 po sporazumu med EU in Turčijo znašli novoprispeli begunci in migranti. Prisilno marginalizirani novoprišleki so se znašli ujeti v tradicionalno sovražnem migracijskem okolju. Grčija se je že spopadala s hudimi neoliberalnimi politikami, ki so jih vsilili tuji posojilodajalci in so jih sprejele domače politične elite ter so drastično prizadele državo blaginje. V politično in gospodarsko razburkanih časih sta institucionalni rasizem in socialna izključenost postala del nacionalnih migracijskih politik. Z izvedbo kvalitativnih intervjujev, opazovanjem z udeležbo in preučevanjem sekundarnih virov članek raziskuje stanovanjski urbani projekt, ki se je razvil kot odgovor na neoliberalne hegemonske politike. Ugotovitve kažejo, da so izobraževalne pobude vodile k izgradnji protihegemonske skupnosti, ponudile prakse solidarnosti in kolektivnega učenja ter pomagale pri izobraževanju splošne javnosti.\u0000 ","PeriodicalId":385363,"journal":{"name":"Andragoška spoznanja","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124454045","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}
{"title":"Freirejeva Pedagogika zatiranih petdeset let pozneje","authors":"Tomaž Grušovnik","doi":"10.4312/as/11440","DOIUrl":"https://doi.org/10.4312/as/11440","url":null,"abstract":"Glavni poudarki Pedagogike zatiranih Paula Freireja vključujejo samouresničenje kot smoter človekovega življenja, opredelitev zatiralskih elit, ki to milijonom zatiranih preprečujejo, ter idejo, da je modus operandi moderne šole prav utrjevanje zatiranja s tem, ko učence pasivizira. Podobno kot Ivan Illich je bil tudi Freire prepričan, da bo urok dominacije odpravljen, če se bodo ljudje aktivno samouresničevali, a nove oblike tržne ekonomije to predpostavko na žalost postavljajo pod vprašaj, saj novi načini kapitalistične produkcije presežne vrednosti temeljijo natanko na samouresničevanju posameznikov. Zdi se tudi, da v razvitih družbah ne potrebujemo toliko pedagogike zatiranih kot prej pedagogiko zatiralcev. Toda rešitve teh problemov gre iskati znotraj Freirejevega okvira in ne mimo njega.","PeriodicalId":385363,"journal":{"name":"Andragoška spoznanja","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123280314","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}
{"title":"Key Predictors of the Implementation of Workplace Learning in Higher Education","authors":"Vanmany Vannasy, Souksakhone Sengsouliya","doi":"10.4312/as/10447","DOIUrl":"https://doi.org/10.4312/as/10447","url":null,"abstract":"This paper employed an integrative review approach to identify the key predictors of the implementation of workplace learning in higher education. The conceptual framework for this review stems mainly from the theoretical and empirical literature on workplace learning. Using the methods of integrative review, the authors of the present paper synthesized and integrated the findings from 38 included papers. The review suggests that there are seven key predictors that make workplace learning in higher education realistic, including individual learning, team learning, the organisational culture of learning, leadership, partnership, the employer-employee relationship, and the national policy system. Future inquiries would benefit from conducting a comparative study of theoretical perspectives and gathering empirical data within a particular context.","PeriodicalId":385363,"journal":{"name":"Andragoška spoznanja","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131799419","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}
{"title":"Vpliv sistemske organiziranosti izobraževanja oseb s posebnimi potrebami na inkluzivno naravnanost učnih skupnosti","authors":"Katja Jeznik","doi":"10.4312/as/10533","DOIUrl":"https://doi.org/10.4312/as/10533","url":null,"abstract":"Čim višja stopnja inkluzivnosti izobraževalnega sistema je cilj, h kateremu stremimo na vseh vzgojno-izobraževalnih ravneh. Inkluzivnost se nanaša na tiste posameznike in skupine, ki so bili skozi zgodovino večkrat izključeni, zaradi odstopanja od pričakovanih norm razvoja pa so bili pogosto tudi stigmatizirani. V članku so predstavljene glavne teoretske opredelitve koncepta inkluzije in sodobne sistemske rešitve vključevanja oseb s posebnimi potrebami v izobraževanje. Osredotočamo se na podobnosti in razlike med izobraževanjem oseb s posebnimi potrebami na različnih ravneh izobraževanja. Zanima nas, ali se identificirane prepreke na poti k inkluzivnosti šolskega sistema prenašajo z nižjih na višje ravni vzgojno-izobraževalnega sistema in kako to vpliva na inkluzivno naravnanost učnih skupnosti. Izhajamo iz analize relevantnih zakonodajnih dokumentov, spletnih strani, teoretske literature in sekundarnih virov o vključevanju oseb s posebnimi potrebami v sistem izobraževanja v Sloveniji. Ugotavljamo, da to, kar velja za izobraževalni sistem na douniverzitetni ravni, v veliki meri velja tudi za terciarno izobraževanje. Bolj kot inkluzivno se na vseh ravneh izobraževanja odraža integracijsko razumevanje vključevanja oseb s posebnimi potrebami. To hkrati pomeni odmik od širšega razumevanja inkluzije kot temelja za vzpostavljanje bolj inkluzivno naravnane učne skupnosti.","PeriodicalId":385363,"journal":{"name":"Andragoška spoznanja","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131513130","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}
{"title":"Učenje tujih jezikov na področju poslovnih in ekonomskih ved","authors":"Igor Ivašković","doi":"10.4312/as/10520","DOIUrl":"https://doi.org/10.4312/as/10520","url":null,"abstract":"V prispevku analiziramo, kako študenti ekonomskih in poslovnih študijskih programov zaznavajo potencialno korist učenja tujih jezikov, kakšna je njihova nagnjenost k učenju tujih jezikov in kakšne so njihove izkušnje, dobre in slabe, pri učenju jezikov. Rezultati, pridobljeni med januarjem in aprilom 2021 v spletni anketi na vzorcu 272 študentov ekonomskih in poslovnih ved Ekonomske fakultete v Ljubljani, kažejo, da ta populacija pogosto zaznava potrebo po znanju tujega jezika. Delovno aktivni, med njimi še posebej zaposleni na delovnih mestih, kjer je potrebna vsaj visokošolska izobrazba, to potrebo zaznavajo bolj od delovno neaktivnih ali zaposlenih na delovnih mestih, kjer ni zahtevana visokošolska izobrazba. Prav tako zaznavanje potrebe po znanju tujega jezika narašča s stopnjo študija. Proučevana populacija učenje jezika v največjem delu vidi kot sredstvo, ki enakomerno prispeva k razvoju osebnosti in večji zaposljivosti, obenem tudi v največjem delu meni, da je študijski program treba sestaviti tako, da bo enakomerno vključeval tako individualne kot skupinske oblike dela.","PeriodicalId":385363,"journal":{"name":"Andragoška spoznanja","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127269326","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}
{"title":"Ethnic Minorities’ Dropout Decisions in Higher Education","authors":"Souksakhone Sengsouliya, Vanmany Vannasy","doi":"10.4312/as/10444","DOIUrl":"https://doi.org/10.4312/as/10444","url":null,"abstract":"The objective of this paper is to examine theoretical views on minority dropout decisions in higher education. This integrative review demonstrates that the dropout issue is highly complex and is comprised of different definitions and characteristics. It is required that educators clearly define the term. The review’s findings also show that minority students’ decisions to drop out from higher education involve factors of three different dimensions: psychological, physical, and environmental factors. Institutional support is necessary to assist minority students in their educational attainment. The review concludes that future research will be key in further exploring the issue of minority dropout.","PeriodicalId":385363,"journal":{"name":"Andragoška spoznanja","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127742243","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}
{"title":"Pedagogical Relationships in Digitised Adult Education","authors":"B. Schmidt-Hertha, Marius Bernhardt","doi":"10.4312/as/10558","DOIUrl":"https://doi.org/10.4312/as/10558","url":null,"abstract":"With the COVID-19 pandemic the education sector is facing major new challenges and opportunities, e.g., changes in the pedagogical relationships between teachers and learners. Various publications have already inquired into the importance of pedagogical relationships in primary and secondary education, but not in adult education. Therefore, a closer look should now be taken at pedagogical relationships in adult education and their impact on successful teaching – both in the analogue and the digital realm. The person-centred approach as well as the approach of professional proximity and distance are relevant concepts in this field. From the perspective of person-centred pedagogy, respectful interaction with one another and the facilitation of an equal dialogue between teachers and learners are of great importance. The relevance of relationships between teachers and learners in adult education should not be underestimated – also with regard to enabling successful relationship building in distance learning.","PeriodicalId":385363,"journal":{"name":"Andragoška spoznanja","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122321702","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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