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Pedagogical destigmatisation of children in modern society: historical and social context / Katarina Dadić ; Ines Perić.

By: Dadić, Katarina.
Contributor(s): Perić, Ines [aut].
Material type: ArticleArticleDescription: str.Other title: Pedagogical destigmatisation of children in modern society: historical and social context [Naslov na engleskom:].Subject(s): 5.07 | children, destigmatisation, modern society, pedagogy, social contex | children, destigmatisation, modern society, pedagogy, social contex In: Journal of the Institute for Educational Research (2017)Summary: In this paper, the authors focus on detailed analysis of two doctoral dissertations in which the status of child, with the particular emphasis on media and consumer environment, is researched in the framework of special historical and social conditions in Croatia and Bosnia and Herzegovina. The paper gives a detailed overview of the media and consumer stigmatisation of children on the basis of which a new thesis, about the pedagogisation of the consumer environment and the media, is set, through which authors, recognizing multiple stigmatisation and negative speech about children, conclude that the present situation directly implies the need for proper care for the status of child and childhood within modern pedagogical science. Child can not be labeled with the dominance of the media nor the dominance of consumption because it is not an object but an active subject that is represented in pedagogy by the fact that it enters into a social context in completely individual and unique way which is not and should not be represented only by consumption and/or the media. This image of the child affects not only the behaviour and attitudes of adults towards children, but also the creation of the child's self-image, that is, perception of their role in society and understanding of expectations that are directed to them. Through these ways of presenting children mechanisms of the creation of child's identity are visible. The essence of pedagogic destigmatisation reflects that the stigmatised way of speaking about a child is not acceptable mainly because the pedagogical image of a child reflects paradigms (which are contrary to the stigmatisation of children) which encourage child's individual thinking strategies, but also the active role and mobilisation of adults in the protection of children. This is also the direction of some of the pedagogical strategies mentioned in this paper.
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In this paper, the authors focus on detailed analysis of two doctoral dissertations in which the status of child, with the particular emphasis on media and consumer environment, is researched in the framework of special historical and social conditions in Croatia and Bosnia and Herzegovina. The paper gives a detailed overview of the media and consumer stigmatisation of children on the basis of which a new thesis, about the pedagogisation of the consumer environment and the media, is set, through which authors, recognizing multiple stigmatisation and negative speech about children, conclude that the present situation directly implies the need for proper care for the status of child and childhood within modern pedagogical science. Child can not be labeled with the dominance of the media nor the dominance of consumption because it is not an object but an active subject that is represented in pedagogy by the fact that it enters into a social context in completely individual and unique way which is not and should not be represented only by consumption and/or the media. This image of the child affects not only the behaviour and attitudes of adults towards children, but also the creation of the child's self-image, that is, perception of their role in society and understanding of expectations that are directed to them. Through these ways of presenting children mechanisms of the creation of child's identity are visible. The essence of pedagogic destigmatisation reflects that the stigmatised way of speaking about a child is not acceptable mainly because the pedagogical image of a child reflects paradigms (which are contrary to the stigmatisation of children) which encourage child's individual thinking strategies, but also the active role and mobilisation of adults in the protection of children. This is also the direction of some of the pedagogical strategies mentioned in this paper.

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