20.500.12556/RUL-149831 Stališča vzgojiteljic/vzgojiteljev do rase in rasizma ter do obravnave z njima povezanih tem v predšolskem obdobju diplomsko delo Pre-school Teachers' Attitudes Towards Race and Racism and the Treatment of Corresponding Topics in Pre-school V diplomskem delu sem raziskovala stališča vzgojiteljic/vzgojiteljev do rase in rasizma ter do obravnave z njima povezanih tem v predšolskem obdobju. V teoretičnem delu sem najprej opredelila raso in rasizem. Opisala sem kritično rasno teorijo, terminološke zagate in predstavila dve najbolj razširjeni obliki rasizma, tj. kričavi in subtilni rasizem. Nadalje sem se osredinila na raso in rasizem v vzgojno-izobraževalnem sistemu, kjer sem izpostavila odnos vzgojno-izobraževalnega sistema do temnopoltih otrok, rasizem pri otrocih in vlogo vzgojitelja pri oblikovanju otrokovih stališč. Izpostavila sem pomembnost poučevanja otrok o rasah in rasizmu ter potencialne ovire, ki to otežujejo. Na koncu teoretičnega dela sem predstavila enega najbolj razširjenih in hkrati problematičnih pristopov k obravnavi razlik v vzgojno-izobraževalnem sistemu, tj. barvno slepi pristop. Kot alternativo temu pristopu sem natančneje predstavila prostipristranski pristop, njegove temeljne cilje in načela. V tujini, predvsem v ZDA, je bilo opravljenih kar nekaj raziskav s tega področja, njihovi izsledki pa so zaskrbljujoči. V Sloveniji tovrstnih raziskav, sploh za področje predšolske vzgoje, po moji vednosti ni najti. Iz tega razloga sem sama izvedla raziskavo med slovenskimi vzgojitelji, da bi ugotovila, ali izražajo slovenski vzgojitelji slepoto za razlike (barvo kože); ali so vzgojitelji pri svojem delu z otroki slepi za razlike (barvo kože); ali se vzgojitelji zavedajo rasizma kot problema v slovenski družbi; ali vzgojitelje skrbi, da bi otroci mislili, da so rasisti; ali vzgojitelje skrbi, da bi starši mislili, da so rasisti; ali so se vzgojitelji pripravljeni pogovarjati o temah, povezanih z raso in rasizmom; ali so vzgojitelji strokovno opolnomočeni pri pogovoru o temah, povezanih z raso in rasizmom; kateri dejavniki predstavljajo za vzgojitelje oviro pri pogovoru o temah, povezanih z raso in rasizmom. Raziskava je pokazala, da vzgojitelji močno izražajo slepoto za razlike oz. barvo kože ter to prenašajo tudi v svoje delo z otroki. Rasizma v slovenski družbi anketirani vzgojitelji ne zaznavajo kot velikega problema. Te rezultate označujem kot problematične. Obenem pa rezultati kažejo, da vzgojitelje ne skrbi, da bi izpadli rasisti pred otroki, prav tako tudi ne pred starši. Zanimiva je ugotovitev, da se o temah, povezanih z raso in rasizmom, vzgojitelji z otroki večinoma pogovarjajo le včasih, hkrati pa izražajo visoko pripravljenost na pogovor in samozavest o tovrstnih temah. Številne, v tujini opravljene raziskave so pokazale mnoge ovire, ki vzgojiteljem preprečujejo ali otežujejo pogovor o tovrstnih temah, moja raziskava pa je pokazala, da nobeden od teh dejavnikov za slovenske vzgojitelje ne predstavlja izrazite ovire. Izpostaviti velja zgolj pomanjkanje usposabljanja in izobraževanj o temah, povezanih z raso in rasizmom, in pomanjkanje znanja o temah, povezanih z raso in rasizmom, ki so ju vzgojitelji ocenili kot največji oviri v primerjavi z ostalimi ovirami. In my thesis, I investigated the attitudes of teachers towards race and racism and the treatment of related topics in pre-school. In the theoretical part I first defined race and racism. I described critical race theory, terminological conundrums and presented the two most widespread forms of racism, i.e. blatant racism and subtle racism. I further focused on race and racism in the educational system, highlighting the attitude of the educational system towards black children, racism in children and the role of the educator in shaping children's attitudes. I highlighted the importance of teaching children about race and racism and the potential barriers that make this difficult. Finally, I presented one of the most widespread and problematic approaches to addressing disparities in the education system, the colourblind approach. As an alternative to this approach, I have presented in more detail the pro-bias approach, its basic aims and principles. There have been several studies carried out abroad, particularly in the USA, in this field, and the results are worrying. For this reason, I conducted a survey among Slovenian educators to find out whether Slovenian educators express blindness to differences (skin colour); whether educators are blind to differences (skin colour) in their work with children; whether educators are aware of racism as a problem in Slovenian society; whether educators are concerned about children thinking that they are racist; whether educators are worried about parents thinking they are racist; whether educators are willing to talk about topics related to race and racism; whether educators are professionally empowered to talk about topics related to race and racism; which factors are barriers for educators when talking about topics related to race and racism. The survey showed that educators strongly express blindness to differences or skin colour and carry this over into their work with children. Racism is not perceived as a major problem in Slovenian society by the educators surveyed. I consider these results to be problematic. At the same time, the results show that educators are not worried about appearing racist in front of children, nor are they worried about appearing racist in front of parents. It is interesting to note that educators mostly discuss race and racism with children only sometimes, but at the same time they express a high level of willingness and confidence to talk about such topics. A number of studies conducted abroad have shown many barriers that prevent or make it difficult for educators to talk about such topics, but my research has shown that none of these factors represent a distinct barrier for Slovenian educators. Only the lack of training and education on topics related to race and racism and the lack of knowledge on topics related to race and racism, which were rated by educators as the biggest barriers compared to the other barriers, should be highlighted. rasa rasizem stališča vzgojiteljev barvno slepi pristop protipristranski pristop race racism preschool teacher attitudes colorblind approach anti-bias approach true false false N. Vinčec Slovenski jezik Angleški jezik Diplomsko delo/naloga 2023-09-10 08:30:07 2023-09-10 08:30:10 2023-09-14 07:52:19 0000-00-00 00:00:00 2023 0 Ljubljana 0 62 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.2(043.2) 154005 20.500.12556/RUL-149831 164366083 26047.pdf 26047.pdf 1 5DE2322023531256619C5CCCB2748591 dda4f0c2974a5b09995a5408feb1a345a235e70ac0ff2757268c40b2ce5cd4d0 7d9fb2d3-4fa3-11ee-a2ce-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=174335 Pedagoška fakulteta 0 0 0