APA 6th Edition Bazić, J. & Anđelković, A. (2011). NATIONAL IDENTITY IN THE BOLOGNA PROCESS. Informatologia, 44 (3), 207-213. Retrieved from https://hrcak.srce.hr/72602
MLA 8th Edition Bazić, Jovan and Ana Anđelković. "NATIONAL IDENTITY IN THE BOLOGNA PROCESS." Informatologia, vol. 44, no. 3, 2011, pp. 207-213. https://hrcak.srce.hr/72602. Accessed 21 Apr. 2021.
Chicago 17th Edition Bazić, Jovan and Ana Anđelković. "NATIONAL IDENTITY IN THE BOLOGNA PROCESS." Informatologia 44, no. 3 (2011): 207-213. https://hrcak.srce.hr/72602
Harvard Bazić, J., and Anđelković, A. (2011). 'NATIONAL IDENTITY IN THE BOLOGNA PROCESS', Informatologia, 44(3), pp. 207-213. Available at: https://hrcak.srce.hr/72602 (Accessed 21 April 2021)
Vancouver Bazić J, Anđelković A. NATIONAL IDENTITY IN THE BOLOGNA PROCESS. Informatologia [Internet]. 2011 [cited 2021 April 21];44(3):207-213. Available from: https://hrcak.srce.hr/72602
IEEE J. Bazić and A. Anđelković, "NATIONAL IDENTITY IN THE BOLOGNA PROCESS", Informatologia, vol.44, no. 3, pp. 207-213, 2011. [Online]. Available: https://hrcak.srce.hr/72602. [Accessed: 21 April 2021]
Abstracts 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.