'Pedagogy of Listening' vs. 'Pedagogy of Listening to Educators': Ethnographic Research on Child Autonomy in Kindergartens in Montenegro
| Autor: | Jovana Marojević, Katarina Todorović, Saša Milić |
|---|---|
| Jazyk: | chorvatština |
| Rok vydání: | 2020 |
| Předmět: | |
| Zdroj: | Društvena istraživanja : časopis za opća društvena pitanja Volume 29 Issue 4 |
| ISSN: | 1848-6096 1330-0288 |
| Popis: | U radu se razmatra fenomen autonomije djeteta iz motrišta osobnih epistemologija odgojitelja i odnosa moći u relacijama odrasli : dijete u praksama institucionalnog odgoja u Crnoj Gori. Konstruktu autonomije djeteta pristupa se sa stajališta kritičko-konstruktivističke teorije i teorije o samodeterminaciji kao sociokulturnom produktu oblikovanom etnopedagogijama i osobnim epistemologijama odgojitelja. Osnovni cilj etnografske studije provedene u trima predškolskim odgojnim ustanovama u Crnoj Gori bio je istražiti epistemološke teorije odgojitelja analizom praksi institucionalnog odgoja, s obzirom na to da se "način mišljenja o djetinjstvu udružuje s institucionalnim praksama" (Prout i James, 2005, str. 22). Zaključujemo o postojanju objektivističke epistemološke teorije odgojitelja i o dominaciji normativnih odnosa moći u interakcijama odgojitelj : dijete te raspravljamo o posebnom tipu zabilježene epistemološke "nadmoći". Konstatira se srodnost s rezultatima sličnoga tipa istraživanja u regiji te upućuje na moguću objašnjavajuću vezu kolektivističke kulture te kontrolirajućega motivacijskog stila i autoritarnosti u odgoju. The paper discusses the phenomenon of child autonomy from the perspective of educators' personal epistemologies and power relations in the adult-child interaction in the practices of institutional education in Montenegro. The construct of child autonomy is approached from the standpoint of critical-constructivist theory and the self- -determination theory, as a socio-cultural product shaped by ethnopedagogies and personal epistemologies of educators. The main goal of the ethnographic study conducted in three preschool educational institutions in Montenegro was to explore the epistemological theories of educators through the analysis of institutional educational practices, given that "the ways of thinking about childhood fuse with institutionalized practices" (Prout & James, 2005, p. 22). We conclude about the existence of an objectivist epistemological theory of educators and the dominance of normative power relations in educator-child interactions, and discuss a special type of epistemological "over-power". The comparability with the results of similar research in the region is stated, and it points to a possible explanatory connection between collectivist culture and the controlling motivational style and authoritarianism in education. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|