TY  - CHAP
AU  - Sekulović, Milica
AU  - Ilić Rajković, Aleksandra
PY  - 2024
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/3790
AB  - This chapter tackled the reception of Dewey’s work in different political eras of an other-than-Western context, namely, that of former Yugoslavia and Serbia. The chapter shows how different ideological positioning of the state politics in different eras, within a relatively short time line, informed the reading, interpretation and application of Dewey’s work. The lessons for an emancipatory classroom practice is the consideration of how ideological and political positioning of any country/state informs the reception of any ideas, whether they are deemed emancipatory or not.
PB  - Palgrave Macmillan
T2  - Nataša Lacković, Igor Cvejic, Predrag Krstić, Olga Nikolić (Ed.): Rethinking Education and Emancipation: Diverse Perspectives on Contemporary Challenges
T1  - Ways and Sideways of Emancipation: Dewey’s Reception in Different Political Eras of an Other-Than-Western Context
SP  - 65
EP  - 84
DO  - 10.1007/978-3-031-47044-8
ER  - 

@inbook{
author = "Sekulović, Milica and Ilić Rajković, Aleksandra",
year = "2024",
abstract = "This chapter tackled the reception of Dewey’s work in different political eras of an other-than-Western context, namely, that of former Yugoslavia and Serbia. The chapter shows how different ideological positioning of the state politics in different eras, within a relatively short time line, informed the reading, interpretation and application of Dewey’s work. The lessons for an emancipatory classroom practice is the consideration of how ideological and political positioning of any country/state informs the reception of any ideas, whether they are deemed emancipatory or not.",
publisher = "Palgrave Macmillan",
journal = "Nataša Lacković, Igor Cvejic, Predrag Krstić, Olga Nikolić (Ed.): Rethinking Education and Emancipation: Diverse Perspectives on Contemporary Challenges",
booktitle = "Ways and Sideways of Emancipation: Dewey’s Reception in Different Political Eras of an Other-Than-Western Context",
pages = "65-84",
doi = "10.1007/978-3-031-47044-8"
}

Sekulović, M.,& Ilić Rajković, A.. (2024). Ways and Sideways of Emancipation: Dewey’s Reception in Different Political Eras of an Other-Than-Western Context. in Nataša Lacković, Igor Cvejic, Predrag Krstić, Olga Nikolić (Ed.): Rethinking Education and Emancipation: Diverse Perspectives on Contemporary Challenges
Palgrave Macmillan., 65-84.
https://doi.org/10.1007/978-3-031-47044-8

Sekulović M, Ilić Rajković A. Ways and Sideways of Emancipation: Dewey’s Reception in Different Political Eras of an Other-Than-Western Context. in Nataša Lacković, Igor Cvejic, Predrag Krstić, Olga Nikolić (Ed.): Rethinking Education and Emancipation: Diverse Perspectives on Contemporary Challenges. 2024;:65-84.
doi:10.1007/978-3-031-47044-8 .

Sekulović, Milica, Ilić Rajković, Aleksandra, "Ways and Sideways of Emancipation: Dewey’s Reception in Different Political Eras of an Other-Than-Western Context" in Nataša Lacković, Igor Cvejic, Predrag Krstić, Olga Nikolić (Ed.): Rethinking Education and Emancipation: Diverse Perspectives on Contemporary Challenges (2024):65-84,
https://doi.org/10.1007/978-3-031-47044-8 . .

TY  - CHAP
AU  - Pavlović, Aleksandar
AU  - Ilić Rajković, Aleksandra
PY  - 2021
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/2510
AB  - This paper investigates the influence of a neo-romantic national model of education and the extent to which it resurfaced in Serbia after the breakup of communism as the official Yugoslav ideology and the rise of nationalism from the 1990s onwards. 
In the first part of this paper, we will outline a Romantic-national concept of education as it has been in use in Serbia. Even though the education of students in the spirit of nationalism has a long history, nation-oriented educational policy – which already proved productive in Italy and Germany – started being systematically employed in Serbia only after the full international recognition of its independence in 1878 and the process of modernization that followed it. The reform of the educational system that followed in 1882 saw the introduction of mandatory education and was an integral part of that process. Given that according to contemporary Serbian pedagogues, such as Stojan Novaković, education in the age of nations should likewise be national, school as a vital social institution has become one of the key factors of this form of education, as elsewhere in Europe at the time. In addition, reports from discussions and debates regarding curriculums and school programmes exemplify that Serbian teachers and their associations held similar views. In the pre-WWI Serbian textbooks, the pupils were thereby taught that language is the basic and obvious proof of common origin and past, that the nation is a natural form of grouping of people, and that all those speaking the same language wish to – and should – live in their national state. These tendencies will be examined and illustrated by the History Reader of Mihailo Јоvić, which occupies a privileged place in Serbian pedagogy as one of the most lasting textbooks in the Serbian educational history overall. Written in 1882 during the aforementioned educational reform, Jović’s textbook served as the absolutely dominant history schoolbook prior to WWI, remained in use throughout the interwar years and even during WWII, and had dozens of editions. 
In the second part of the paper, we compare these Romantic-national ideas of education with the current Serbian history readers for primary and secondary schools. In particular, we compare how historical events that promoted fixed national identity in the Romantic textbooks are presented in the contemporary ones. Do the current ones advance critical or celebratory views towards the tradition? Does the selection of events and their depiction employed in the current textbooks advance critical and international spirit or still (implicitly) promote Romantic values, and what does it tell us about (former and current) Serbian educational system?
PB  - Beograd : Institut za filozofiju i društvenu teoriju
T2  - Liberating Education: What From, What For?
T1  - Neo-National Romanticism in Serbian Education: Comparing Romantic- -National and Recent Serbian History Textbooks
SP  - 223
EP  - 243
UR  - https://hdl.handle.net/21.15107/rcub_rifdt_2510
ER  - 

@inbook{
author = "Pavlović, Aleksandar and Ilić Rajković, Aleksandra",
year = "2021",
abstract = "This paper investigates the influence of a neo-romantic national model of education and the extent to which it resurfaced in Serbia after the breakup of communism as the official Yugoslav ideology and the rise of nationalism from the 1990s onwards. 
In the first part of this paper, we will outline a Romantic-national concept of education as it has been in use in Serbia. Even though the education of students in the spirit of nationalism has a long history, nation-oriented educational policy – which already proved productive in Italy and Germany – started being systematically employed in Serbia only after the full international recognition of its independence in 1878 and the process of modernization that followed it. The reform of the educational system that followed in 1882 saw the introduction of mandatory education and was an integral part of that process. Given that according to contemporary Serbian pedagogues, such as Stojan Novaković, education in the age of nations should likewise be national, school as a vital social institution has become one of the key factors of this form of education, as elsewhere in Europe at the time. In addition, reports from discussions and debates regarding curriculums and school programmes exemplify that Serbian teachers and their associations held similar views. In the pre-WWI Serbian textbooks, the pupils were thereby taught that language is the basic and obvious proof of common origin and past, that the nation is a natural form of grouping of people, and that all those speaking the same language wish to – and should – live in their national state. These tendencies will be examined and illustrated by the History Reader of Mihailo Јоvić, which occupies a privileged place in Serbian pedagogy as one of the most lasting textbooks in the Serbian educational history overall. Written in 1882 during the aforementioned educational reform, Jović’s textbook served as the absolutely dominant history schoolbook prior to WWI, remained in use throughout the interwar years and even during WWII, and had dozens of editions. 
In the second part of the paper, we compare these Romantic-national ideas of education with the current Serbian history readers for primary and secondary schools. In particular, we compare how historical events that promoted fixed national identity in the Romantic textbooks are presented in the contemporary ones. Do the current ones advance critical or celebratory views towards the tradition? Does the selection of events and their depiction employed in the current textbooks advance critical and international spirit or still (implicitly) promote Romantic values, and what does it tell us about (former and current) Serbian educational system?",
publisher = "Beograd : Institut za filozofiju i društvenu teoriju",
journal = "Liberating Education: What From, What For?",
booktitle = "Neo-National Romanticism in Serbian Education: Comparing Romantic- -National and Recent Serbian History Textbooks",
pages = "223-243",
url = "https://hdl.handle.net/21.15107/rcub_rifdt_2510"
}

Pavlović, A.,& Ilić Rajković, A.. (2021). Neo-National Romanticism in Serbian Education: Comparing Romantic- -National and Recent Serbian History Textbooks. in Liberating Education: What From, What For?
Beograd : Institut za filozofiju i društvenu teoriju., 223-243.
https://hdl.handle.net/21.15107/rcub_rifdt_2510

Pavlović A, Ilić Rajković A. Neo-National Romanticism in Serbian Education: Comparing Romantic- -National and Recent Serbian History Textbooks. in Liberating Education: What From, What For?. 2021;:223-243.
https://hdl.handle.net/21.15107/rcub_rifdt_2510 .

Pavlović, Aleksandar, Ilić Rajković, Aleksandra, "Neo-National Romanticism in Serbian Education: Comparing Romantic- -National and Recent Serbian History Textbooks" in Liberating Education: What From, What For? (2021):223-243,
https://hdl.handle.net/21.15107/rcub_rifdt_2510 .

TY  - CHAP
AU  - Pavlović, Aleksandar
AU  - Ilić Rajković, Aleksandra
PY  - 2017
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/1417
AB  - This article analyses Serbian elementary school textbooks from 1882 to 1941 in order to determine the two main phases or modes of representing Albanians in the Serbian educational system during this period: the rise of hostility towards them in the 1882-1918 period and the ambivalence of the interwar years (1918-1941) when many Albanians became incorporated in the new Kingdom of Yugoslavia.
In distinction to the earlier Serbian perceptions of Albanians as „fierce warriors“ and occasional allies against the Turks, the late nineteenth and early twentieth century textbooks are marked by actual hostility towards the Albanians. The analysis focuses on a popular history textbook of the time by Mihajlo Jović, which saw some 56 editions and three major revisions from 1882 onwards and is thus particularly suitable for the analysis of the dominant discourse and its shifts during this period. The ambivalences towards the Albanians in the interwar period are investigated by looking at their contested presentation as either Serb-hating and treacherous, or as heroic and brave, in the two fourth-year reading books published by Miloš Matović and Milorad Vujanac in 1938.
In conclusion, the authors claim that the presentation of the Albanians in Serbian textbooks throughout this period - while no doubt being biased and prejudiced – is anything but simple and contains ambivalences that witness to the shifting status and attitudes between the two nations. It is therefore important to emphasize those inherently positive attitudes stemming from centuries of shared traditions and coexistence in the Balkans, such as those found in the aforementioned literary texts, or ruptures between the literary-fictional and historico-factual textbook content.
PB  - Göttingen : V&R unipress GmbH
T2  - Myths and Mythical Spaces Conditions and Challenges for History Textbooks in Albania and South-Eastern Europe
T1  - ‘Fierce Warriors’ or ‘Bloodthirsty Savages’: Albanians in Serbian Textbooks (1882–1941)
SP  - 225
EP  - 236
DO  - 10.14220/9783737008112.225
ER  - 

@inbook{
author = "Pavlović, Aleksandar and Ilić Rajković, Aleksandra",
year = "2017",
abstract = "This article analyses Serbian elementary school textbooks from 1882 to 1941 in order to determine the two main phases or modes of representing Albanians in the Serbian educational system during this period: the rise of hostility towards them in the 1882-1918 period and the ambivalence of the interwar years (1918-1941) when many Albanians became incorporated in the new Kingdom of Yugoslavia.
In distinction to the earlier Serbian perceptions of Albanians as „fierce warriors“ and occasional allies against the Turks, the late nineteenth and early twentieth century textbooks are marked by actual hostility towards the Albanians. The analysis focuses on a popular history textbook of the time by Mihajlo Jović, which saw some 56 editions and three major revisions from 1882 onwards and is thus particularly suitable for the analysis of the dominant discourse and its shifts during this period. The ambivalences towards the Albanians in the interwar period are investigated by looking at their contested presentation as either Serb-hating and treacherous, or as heroic and brave, in the two fourth-year reading books published by Miloš Matović and Milorad Vujanac in 1938.
In conclusion, the authors claim that the presentation of the Albanians in Serbian textbooks throughout this period - while no doubt being biased and prejudiced – is anything but simple and contains ambivalences that witness to the shifting status and attitudes between the two nations. It is therefore important to emphasize those inherently positive attitudes stemming from centuries of shared traditions and coexistence in the Balkans, such as those found in the aforementioned literary texts, or ruptures between the literary-fictional and historico-factual textbook content.",
publisher = "Göttingen : V&R unipress GmbH",
journal = "Myths and Mythical Spaces Conditions and Challenges for History Textbooks in Albania and South-Eastern Europe",
booktitle = "‘Fierce Warriors’ or ‘Bloodthirsty Savages’: Albanians in Serbian Textbooks (1882–1941)",
pages = "225-236",
doi = "10.14220/9783737008112.225"
}

Pavlović, A.,& Ilić Rajković, A.. (2017). ‘Fierce Warriors’ or ‘Bloodthirsty Savages’: Albanians in Serbian Textbooks (1882–1941). in Myths and Mythical Spaces Conditions and Challenges for History Textbooks in Albania and South-Eastern Europe
Göttingen : V&R unipress GmbH., 225-236.
https://doi.org/10.14220/9783737008112.225

Pavlović A, Ilić Rajković A. ‘Fierce Warriors’ or ‘Bloodthirsty Savages’: Albanians in Serbian Textbooks (1882–1941). in Myths and Mythical Spaces Conditions and Challenges for History Textbooks in Albania and South-Eastern Europe. 2017;:225-236.
doi:10.14220/9783737008112.225 .

Pavlović, Aleksandar, Ilić Rajković, Aleksandra, "‘Fierce Warriors’ or ‘Bloodthirsty Savages’: Albanians in Serbian Textbooks (1882–1941)" in Myths and Mythical Spaces Conditions and Challenges for History Textbooks in Albania and South-Eastern Europe (2017):225-236,
https://doi.org/10.14220/9783737008112.225 . .