Social closeness and features that Roma school children assign to Serbs
Socijalna bliskost i opis osobina Srba koje im pripisuju deca Roma intergrisana u redovne škole
Abstract
The results that we present here represent a part of the results of a repeated research, originally performed in one school and then extended to 23 schools in Belgrade, including a larger sample and a greater number of students-researchers. The subject of the research was: the quality of relations, the level of social closeness, and features that Rom children assign to children of the majority nation. Half the children gave neutral, a bit less of them somewhat less positive, and a very small percentage of children gave negative descriptions of the majority nation. All children included personality traits in their descriptions; almost all included behavior patterns; less than a half physical appearance; while only about ten children included material possessions. The frequency of particular features did not show any gender differences, although girls seem to have somewhat more positive views of the majority nation. Rom children demonstrated a high level of readiness to engage in relatio...nships of various degrees with children of the majority nation. The results of re-examination were in accordance with the results of the original research. Rom children who are integrated in regular schools with children of the majority nation develop greater social closeness with them than the children who gain their education in segregated conditions (the first research). The results bear significant implications for work and education of different profiles of practitioners and call for application of positive strategies in Rom education at all educational levels.
Rezultati koje ovde saopštavamo deo su rezultata ponovljenog istraživanja koje je prvobitno izvedeno u jednoj školi, a potom prošireno na 23 škole na teritoriji Beograda, na većem uzorku ispitanika i sa većim brojem studenata-istraživača. Predmet ispitivanja bili su kvalitet druženja i osobine koje deca Roma pripisuju deci većinskog naroda, i socijalna bliskost s njima. Polovina dece daje neutralan, nešto manje pozitivan, a veoma mali procenat negativan opis većinskog naroda. Sva deca su u opis uvrstila osobine ličnosti, skoro sva odlike ponašanja, manje od polovine odlike fizičkog izgleda, dok desetina u opis uključuje posedovanje neke imovine. U učestalosti navođenja određenih osobina nisu utvrđene značajne polne razlike, iako devojčice češće daju pozitivan opis većinskog naroda. Deca Roma pokazala su visoku spremnost za stupanje u odnose različitog stepena bliskosti sa decom većinskog naroda. Rezultati ponovljenog slažu se sa nalazima prvobitnog istraživanja. Razlika je u većoj soci...jalnoj bliskosti dece Roma integrisane u redovni školski sistem sa decom većinskog naroda, u odnosu na učenike koji se školuju u segregiranim uslovima (prvo istraživanje). Rezultati imaju značajne implikacije za rad i obrazovanje različitih profila stručnjaka i sugerišu primenu pozitivnih strategija u obrazovanju Roma na svim nivoima školovanja.
Keywords:
social closeness (distance) / Rom children / professional knowledge / initial pre-service education / socijalna bliskost (distanca) / deca Roma / profesionalno znanje / inicijalno obrazovanje studenataSource:
Nastava i vaspitanje, 2008, 57, 2, 165-174Publisher:
- Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
Collections
Institution/Community
rFASPERTY - JOUR AU - Arsenović-Pavlović, Marina AU - Jolić, Zorana AU - Buha-Đurović, Nataša PY - 2008 UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/174 AB - The results that we present here represent a part of the results of a repeated research, originally performed in one school and then extended to 23 schools in Belgrade, including a larger sample and a greater number of students-researchers. The subject of the research was: the quality of relations, the level of social closeness, and features that Rom children assign to children of the majority nation. Half the children gave neutral, a bit less of them somewhat less positive, and a very small percentage of children gave negative descriptions of the majority nation. All children included personality traits in their descriptions; almost all included behavior patterns; less than a half physical appearance; while only about ten children included material possessions. The frequency of particular features did not show any gender differences, although girls seem to have somewhat more positive views of the majority nation. Rom children demonstrated a high level of readiness to engage in relationships of various degrees with children of the majority nation. The results of re-examination were in accordance with the results of the original research. Rom children who are integrated in regular schools with children of the majority nation develop greater social closeness with them than the children who gain their education in segregated conditions (the first research). The results bear significant implications for work and education of different profiles of practitioners and call for application of positive strategies in Rom education at all educational levels. AB - Rezultati koje ovde saopštavamo deo su rezultata ponovljenog istraživanja koje je prvobitno izvedeno u jednoj školi, a potom prošireno na 23 škole na teritoriji Beograda, na većem uzorku ispitanika i sa većim brojem studenata-istraživača. Predmet ispitivanja bili su kvalitet druženja i osobine koje deca Roma pripisuju deci većinskog naroda, i socijalna bliskost s njima. Polovina dece daje neutralan, nešto manje pozitivan, a veoma mali procenat negativan opis većinskog naroda. Sva deca su u opis uvrstila osobine ličnosti, skoro sva odlike ponašanja, manje od polovine odlike fizičkog izgleda, dok desetina u opis uključuje posedovanje neke imovine. U učestalosti navođenja određenih osobina nisu utvrđene značajne polne razlike, iako devojčice češće daju pozitivan opis većinskog naroda. Deca Roma pokazala su visoku spremnost za stupanje u odnose različitog stepena bliskosti sa decom većinskog naroda. Rezultati ponovljenog slažu se sa nalazima prvobitnog istraživanja. Razlika je u većoj socijalnoj bliskosti dece Roma integrisane u redovni školski sistem sa decom većinskog naroda, u odnosu na učenike koji se školuju u segregiranim uslovima (prvo istraživanje). Rezultati imaju značajne implikacije za rad i obrazovanje različitih profila stručnjaka i sugerišu primenu pozitivnih strategija u obrazovanju Roma na svim nivoima školovanja. PB - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd T2 - Nastava i vaspitanje T1 - Social closeness and features that Roma school children assign to Serbs T1 - Socijalna bliskost i opis osobina Srba koje im pripisuju deca Roma intergrisana u redovne škole EP - 174 IS - 2 SP - 165 VL - 57 UR - https://hdl.handle.net/21.15107/rcub_rfasper_174 ER -
@article{ author = "Arsenović-Pavlović, Marina and Jolić, Zorana and Buha-Đurović, Nataša", year = "2008", abstract = "The results that we present here represent a part of the results of a repeated research, originally performed in one school and then extended to 23 schools in Belgrade, including a larger sample and a greater number of students-researchers. The subject of the research was: the quality of relations, the level of social closeness, and features that Rom children assign to children of the majority nation. Half the children gave neutral, a bit less of them somewhat less positive, and a very small percentage of children gave negative descriptions of the majority nation. All children included personality traits in their descriptions; almost all included behavior patterns; less than a half physical appearance; while only about ten children included material possessions. The frequency of particular features did not show any gender differences, although girls seem to have somewhat more positive views of the majority nation. Rom children demonstrated a high level of readiness to engage in relationships of various degrees with children of the majority nation. The results of re-examination were in accordance with the results of the original research. Rom children who are integrated in regular schools with children of the majority nation develop greater social closeness with them than the children who gain their education in segregated conditions (the first research). The results bear significant implications for work and education of different profiles of practitioners and call for application of positive strategies in Rom education at all educational levels., Rezultati koje ovde saopštavamo deo su rezultata ponovljenog istraživanja koje je prvobitno izvedeno u jednoj školi, a potom prošireno na 23 škole na teritoriji Beograda, na većem uzorku ispitanika i sa većim brojem studenata-istraživača. Predmet ispitivanja bili su kvalitet druženja i osobine koje deca Roma pripisuju deci većinskog naroda, i socijalna bliskost s njima. Polovina dece daje neutralan, nešto manje pozitivan, a veoma mali procenat negativan opis većinskog naroda. Sva deca su u opis uvrstila osobine ličnosti, skoro sva odlike ponašanja, manje od polovine odlike fizičkog izgleda, dok desetina u opis uključuje posedovanje neke imovine. U učestalosti navođenja određenih osobina nisu utvrđene značajne polne razlike, iako devojčice češće daju pozitivan opis većinskog naroda. Deca Roma pokazala su visoku spremnost za stupanje u odnose različitog stepena bliskosti sa decom većinskog naroda. Rezultati ponovljenog slažu se sa nalazima prvobitnog istraživanja. Razlika je u većoj socijalnoj bliskosti dece Roma integrisane u redovni školski sistem sa decom većinskog naroda, u odnosu na učenike koji se školuju u segregiranim uslovima (prvo istraživanje). Rezultati imaju značajne implikacije za rad i obrazovanje različitih profila stručnjaka i sugerišu primenu pozitivnih strategija u obrazovanju Roma na svim nivoima školovanja.", publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd", journal = "Nastava i vaspitanje", title = "Social closeness and features that Roma school children assign to Serbs, Socijalna bliskost i opis osobina Srba koje im pripisuju deca Roma intergrisana u redovne škole", pages = "174-165", number = "2", volume = "57", url = "https://hdl.handle.net/21.15107/rcub_rfasper_174" }
Arsenović-Pavlović, M., Jolić, Z.,& Buha-Đurović, N.. (2008). Social closeness and features that Roma school children assign to Serbs. in Nastava i vaspitanje Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 57(2), 165-174. https://hdl.handle.net/21.15107/rcub_rfasper_174
Arsenović-Pavlović M, Jolić Z, Buha-Đurović N. Social closeness and features that Roma school children assign to Serbs. in Nastava i vaspitanje. 2008;57(2):165-174. https://hdl.handle.net/21.15107/rcub_rfasper_174 .
Arsenović-Pavlović, Marina, Jolić, Zorana, Buha-Đurović, Nataša, "Social closeness and features that Roma school children assign to Serbs" in Nastava i vaspitanje, 57, no. 2 (2008):165-174, https://hdl.handle.net/21.15107/rcub_rfasper_174 .