NATIONAL IDENTITY IN THE BOLOGNA PROCESS
; Faculty of Teacher Education, Leposavić, Serbia
Ana Anđelković ; Faculty of Teacher Education, Leposavić, Serbia
APA 6th Edition
Bazić, J. i Anđelković, A. (2011). NATIONAL IDENTITY IN THE BOLOGNA PROCESS. Informatologia, 44 (3), 207-213. Preuzeto s https://hrcak.srce.hr/72602
MLA 8th Edition
Bazić, Jovan i Ana Anđelković. "NATIONAL IDENTITY IN THE BOLOGNA PROCESS." Informatologia, vol. 44, br. 3, 2011, str. 207-213. https://hrcak.srce.hr/72602. Citirano 04.10.2022.
Chicago 17th Edition
Bazić, Jovan i Ana Anđelković. "NATIONAL IDENTITY IN THE BOLOGNA PROCESS." Informatologia 44, br. 3 (2011): 207-213. https://hrcak.srce.hr/72602
Bazić, J., i Anđelković, A. (2011). 'NATIONAL IDENTITY IN THE BOLOGNA PROCESS', Informatologia, 44(3), str. 207-213. Preuzeto s: https://hrcak.srce.hr/72602 (Datum pristupa: 04.10.2022.)
Bazić J, Anđelković A. NATIONAL IDENTITY IN THE BOLOGNA PROCESS. Informatologia [Internet]. 2011 [pristupljeno 04.10.2022.];44(3):207-213. Dostupno na: https://hrcak.srce.hr/72602
J. Bazić i A. Anđelković, "NATIONAL IDENTITY IN THE BOLOGNA PROCESS", Informatologia, vol.44, br. 3, str. 207-213, 2011. [Online]. Dostupno na: https://hrcak.srce.hr/72602. [Citirano: 04.10.2022.]
The aim of this paper is to consider national identity as a form of collective self-awareness and an important element of the general and humanistic education, in the educational reform based on the standards of the Bologna Process. This consideration starts from the Bologna Declaration which states that the educational reform will respect different cultures, languages and national educational systems. The question arises whether this is truly possible, knowing that the causes of this reform concept are related to the adjustment of education to the neoliberal development strategies in the world, and to the processes of globalization and European integration. Education is subjugated to the market needs and educational institutions are required to subject themselves to strict rationalization and narrow specialist professionalization. Thus, teaching is separated from the process of education and the field of culture; it diverges from the humanistic values and contents, which are crucial for the development of the individual and collective identity and the progressive role culture has in society. This paper illustrates the level of presence of relevant content in the reformed curricula of the faculties of teacher education in Belgrade and Zagreb.
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