TY  - JOUR
AU  - Jovanović, Rodoljub
AU  - Marić, Dea
PY  - 2020
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/3792
AB  - In the context of legacies of mass violence and political oppression during the recent past in the Western Balkans (Albania, Bosnia and Herzegovina, Kosovo, North Macedonia, Montenegro and Serbia), history teaching is seen as an important factor in building sustainable peace and democracy. Caught between various national and international policy actors, history teaching has been subject to frequently overlapping and inconsistent reforms. Despite prolific research on history education in the Western Balkans teachers’ experiences of history education and its transformation have largely remained unexamined. This paper explores history teachers’ perceptions of and approaches to the topics they find difficult to teach. The paper draws on data gathered through an online survey that yielded 793 responses from history teachers and 14 regional history education expert interviews. The results show which topics teachers consider difficult to teach in six Western Balkan countries, and how certain individual characteristics (e.g. religiousness and level of education) and school characteristics (e.g. urban or rural and a monocultural or multicultural environment) link to the roles teachers assume when teaching controversial topics.
PB  - Taylor & Francis
T2  - Journal of Curriculum Studies
T1  - Controversy in the classroom: how history teachers in the Western Balkans approach difficult topics?
IS  - 5
VL  - 52
SP  - 636
EP  - 653
DO  - 10.1080/00220272.2020.1780326
ER  - 

@article{
author = "Jovanović, Rodoljub and Marić, Dea",
year = "2020",
abstract = "In the context of legacies of mass violence and political oppression during the recent past in the Western Balkans (Albania, Bosnia and Herzegovina, Kosovo, North Macedonia, Montenegro and Serbia), history teaching is seen as an important factor in building sustainable peace and democracy. Caught between various national and international policy actors, history teaching has been subject to frequently overlapping and inconsistent reforms. Despite prolific research on history education in the Western Balkans teachers’ experiences of history education and its transformation have largely remained unexamined. This paper explores history teachers’ perceptions of and approaches to the topics they find difficult to teach. The paper draws on data gathered through an online survey that yielded 793 responses from history teachers and 14 regional history education expert interviews. The results show which topics teachers consider difficult to teach in six Western Balkan countries, and how certain individual characteristics (e.g. religiousness and level of education) and school characteristics (e.g. urban or rural and a monocultural or multicultural environment) link to the roles teachers assume when teaching controversial topics.",
publisher = "Taylor & Francis",
journal = "Journal of Curriculum Studies",
title = "Controversy in the classroom: how history teachers in the Western Balkans approach difficult topics?",
number = "5",
volume = "52",
pages = "636-653",
doi = "10.1080/00220272.2020.1780326"
}

Jovanović, R.,& Marić, D.. (2020). Controversy in the classroom: how history teachers in the Western Balkans approach difficult topics?. in Journal of Curriculum Studies
Taylor & Francis., 52(5), 636-653.
https://doi.org/10.1080/00220272.2020.1780326

Jovanović R, Marić D. Controversy in the classroom: how history teachers in the Western Balkans approach difficult topics?. in Journal of Curriculum Studies. 2020;52(5):636-653.
doi:10.1080/00220272.2020.1780326 .

Jovanović, Rodoljub, Marić, Dea, "Controversy in the classroom: how history teachers in the Western Balkans approach difficult topics?" in Journal of Curriculum Studies, 52, no. 5 (2020):636-653,
https://doi.org/10.1080/00220272.2020.1780326 . .