Prethodno priopćenje
https://doi.org/10.32903/zs.72.1.4
VLADIMIR NAZOR IN THE CONTEMPORARY CURRICULUM: THE NEED FOR GREATER RECOGNITION
Kristina Dilica
; Osnovna škola Ivana Meštrovića, Zagreb
Sažetak
This paper analyzes the representation of the works of Vladimir Nazor in contemporary Croatian language teaching in primary schools. Starting from the assumption that Nazor’s literary opus is insufficiently and unevenly represented in the current curriculum and textbook practice, the aim of this study is to examine the extent to which his works are included in readers and in the list of works for integral reading, as well as to analyze teachers’ attitudes toward their use in teaching. Methodologically, the paper is based on a combination of document analysis and survey research. The analysis included readers published by three publishing houses for the Croatian language subject from the fifth to the eighth grade of primary school, as well as an analysis of the current curriculum. The empirical part of the research included a survey conducted among 150 Croatian language teachers from the City of Zagreb and Zagreb County. The research results show that Nazor’s works are represented in teaching materials to a limited extent, most often through a small number of canonical texts, while his broader opus is rarely included in teaching practice. Although teachers recognize the literary and educational value of Nazor’s works, they cite the extensive curriculum, lack of time, and insufficient methodological guidelines as the main obstacles to their more systematic use. The paper points to the need for a more thoughtful inclusion of Nazor’s works in Croatian language teaching and highlights the possibilities of their interdisciplinary and methodologically elaborated use for the development of students’ reading competencies, cultural identity, and ethical values.
Ključne riječi
Vladimir Nazor, Croatian language teaching, curriculum, readers, literature teaching
Hrčak ID:
349828
URI
Datum izdavanja:
3.7.2026.
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