World War I in Secondary School Literature Textbooks during the Interwar PeriodZoran Božič
, 2018, izvirni znanstveni članek
Opis: The paper deals with responses to World War I in Slovenian secondary school literature textbooks in the interwar period. Among other texts, these textbooks in the 1920s feature writings about the Isonzo front, expressing the pain due to the loss of the Littoral region. The textbook published within the frames of fascist Italy is a special case, since its compiler had to express his national awareness and the condemnation of war atrocities in a concealed way. In the 1930s, only texts describing the retreat of the Serbian army to Corfu or to the Macedonian front are published, since the Kingdom of Yugoslavia could not build national awareness with texts depicting suffering or heroism of the defeated soldiers.
Ključne besede: World War I, Slovenia, Yugoslavia, Isonzo front, Thessaloniki front, secondary school, literature textbook, didactics
Objavljeno v RUNG: 31.01.2019; Ogledov: 3841; Prenosov: 0
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The Topic of Mining in Secondary School Literature Textbooks from 1850 to 1950Zoran Božič
, 2018, izvirni znanstveni članek
Opis: During the first century of secondary school literature textbook publishing (from the introduction of Slovenian language as a school subject after the March Revolution in the Austrian Empire to the first Five-Year Plan after World War II) over a hundred texts featuring the topic of mining and related activities were included. The first writings have a clearly affirmative attitude towards mining, perceived and presented as a way of promoting general prosperity. The first mentions of the negative aspects of mining and the deceptive folly of coveting precious mineral resources appear towards the end of the 19th century. Only during the interwar period, however, were there various texts which presented mining as an inhumane and dangerous activity. After World War II the approach was again optimistic: in central literature textbooks mining was depicted as the glorification of socialist progress. Relevant texts were published in eight series of textbooks, the first as early as in the Bleiweis series for lower secondary schools in 1850 and the last in the ethnic Slovenian Beličič series of textbooks in 1947. The discovery of mercury in the Idrija mine was described by Valvazor, Kastelic, Hrovat and Oblak.
Ključne besede: natural science, didactics, mineral resources, Idrija mine, mercury
Objavljeno v RUNG: 30.08.2018; Ogledov: 3466; Prenosov: 158
Celotno besedilo (361,27 KB)
The Learning Chain of Excerpts Didactic Model : The Example of the Novella “Tantadruj” by Ciril KosmačZoran Božič
, 2017, izvirni znanstveni članek
Opis: The paper presents a case study of the interpretation of a medium-length narrative text in pre-college settings based on a learning chain of excerpts model supplemented with questions for close reading. This didactic approach had already become widespread in Slovenia prior to WW II, and achieved a more systematic realization with the publication of two workbooks for home reading: Zlati poljub (The golden kiss; Božič 1998) and Poljub zlata (The kiss of gold; Božič 1998) in 1998. After almost two decades of its application in schools, it is time for a more detailed assessment of the approach and its usefulness, which has been carried out by also comparing two learning chains that were created for the well-known novella “Tantadruj” by Kosmač. The paper concludes with a learning chain that connects Tantadruj’s search for happiness with the narrator’s search for creative inspiration.
Ključne besede: Ciril Kosmač, learning chain, close reading, home reading, literature didactics
Objavljeno v RUNG: 13.02.2017; Ogledov: 3869; Prenosov: 268
Celotno besedilo (271,08 KB)
The Problem of the Representation of Women Authors in Slovenian Secondary School Literature TextbooksZoran Božič
, 2016, izvirni znanstveni članek
Opis: This paper is based on empirical research on the share of women authors in Slovenian secondary school literature textbooks between 1850 and 2000. The highest share (about 15%) of women
authors was achieved after the Second World War and in contemporary textbooks. However, this share occurred in only one of three competing books, one which offers a considerably larger
selection of authors than that required by the curriculum. The research showed that the share of
women authors depends on the scope of the approach: the fewer authors that are included, the smaller is the likelihood of women authors being represented. With a very strict selection of
nationally representative authors, the female gender is not represented at all. The gender of the selector(s) may influence the inclusion of women authors, but not necessarily: a textbookʼs editor may be a woman, yet still fail to include a single woman author. A comparison between textbooks and literary-historical selections shows that women authors in textbooks are less represented (due to limitations of the scope as determined by the included literary texts), and the selection criteria may also differ.
Ključne besede: Canonization, Didactics, Women authors, Literary history, Slovenian secondary school textbooks
Objavljeno v RUNG: 17.11.2016; Ogledov: 4256; Prenosov: 211
Celotno besedilo (506,38 KB)