TY  - JOUR
AU  - Petrušić, Nevena
AU  - Vujadinović, Dragica
PY  - 2018
UR  - https://ralf.ius.bg.ac.rs/handle/123456789/1012
AB  - Subject of this analysis is the higher education in Serbia, in which the dialectic of patriarchy and emancipation exists in a specific manner. The mentioned dialectic has represented a general locus of gender relations in contemporary time, but, however, has had different manifestations in different societies and various spheres of societal life in each society and globally. The background presupposition is that this dialectic has also been on agenda generally in contemporary higher education, but, again, with significant differences depending on historical-political-cultural specificities of particular educational modalities. Focus will be on the higher education in Serbia, which still has been significantly determined within all its dimensions with a patriarchal matrix. In spite of vivid emancipatory shifts in Serbian higher education, there has obviously still existed horizontal and vertical gender segregation, gender imbalance in governmental structures, gender blind curricula and textbooks for knowledge production. Strategic aims and paths of gender mainstreaming in Serbian higher education are considered in this article. Starting from the statement that this process presuppose all-encompassing structural changes, these authors offer the model of gender action plan (GEP), which could serve as the basis for creating policies of the higher education gender mainstreaming in Serbia. This model is based on action plans which have been developed in projects of European Commission (EC) and European Institute for Gender Equality (EIGE), and which imply - structural changes from "above", which then could initiate changes from "below" for the purposee of gender mainstreaming and essential advancement of the quality of higher education.
PB  - Sociološko udruženje Srbije i Crne Gore, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za sociološka istraživanja, Beograd
T2  - Sociologija
T1  - From Gender Blind to Gender Inclusive Higher Education in Serbia: Gender Mainstreaming Action Plans
EP  - 329
IS  - 1
SP  - 313
VL  - 60
DO  - 10.2298/SOC1801313P
UR  - conv_2990
ER  - 

@article{
author = "Petrušić, Nevena and Vujadinović, Dragica",
year = "2018",
abstract = "Subject of this analysis is the higher education in Serbia, in which the dialectic of patriarchy and emancipation exists in a specific manner. The mentioned dialectic has represented a general locus of gender relations in contemporary time, but, however, has had different manifestations in different societies and various spheres of societal life in each society and globally. The background presupposition is that this dialectic has also been on agenda generally in contemporary higher education, but, again, with significant differences depending on historical-political-cultural specificities of particular educational modalities. Focus will be on the higher education in Serbia, which still has been significantly determined within all its dimensions with a patriarchal matrix. In spite of vivid emancipatory shifts in Serbian higher education, there has obviously still existed horizontal and vertical gender segregation, gender imbalance in governmental structures, gender blind curricula and textbooks for knowledge production. Strategic aims and paths of gender mainstreaming in Serbian higher education are considered in this article. Starting from the statement that this process presuppose all-encompassing structural changes, these authors offer the model of gender action plan (GEP), which could serve as the basis for creating policies of the higher education gender mainstreaming in Serbia. This model is based on action plans which have been developed in projects of European Commission (EC) and European Institute for Gender Equality (EIGE), and which imply - structural changes from "above", which then could initiate changes from "below" for the purposee of gender mainstreaming and essential advancement of the quality of higher education.",
publisher = "Sociološko udruženje Srbije i Crne Gore, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za sociološka istraživanja, Beograd",
journal = "Sociologija",
title = "From Gender Blind to Gender Inclusive Higher Education in Serbia: Gender Mainstreaming Action Plans",
pages = "329-313",
number = "1",
volume = "60",
doi = "10.2298/SOC1801313P",
url = "conv_2990"
}

Petrušić, N.,& Vujadinović, D.. (2018). From Gender Blind to Gender Inclusive Higher Education in Serbia: Gender Mainstreaming Action Plans. in Sociologija
Sociološko udruženje Srbije i Crne Gore, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za sociološka istraživanja, Beograd., 60(1), 313-329.
https://doi.org/10.2298/SOC1801313P
conv_2990

Petrušić N, Vujadinović D. From Gender Blind to Gender Inclusive Higher Education in Serbia: Gender Mainstreaming Action Plans. in Sociologija. 2018;60(1):313-329.
doi:10.2298/SOC1801313P
conv_2990 .

Petrušić, Nevena, Vujadinović, Dragica, "From Gender Blind to Gender Inclusive Higher Education in Serbia: Gender Mainstreaming Action Plans" in Sociologija, 60, no. 1 (2018):313-329,
https://doi.org/10.2298/SOC1801313P .,
conv_2990 .

TY  - JOUR
AU  - Vujadinović, Dragica
AU  - Petrušić, Nevena
PY  - 2017
UR  - https://ralf.ius.bg.ac.rs/handle/123456789/1002
AB  - The general aim of this paper is to initiate a long-lasting systemic process of reviewing higher education in Serbia from a gender-sensitive point of view, and to offer initial input for building action plans and policies oriented towards this goal. The main focus is on analyzing legal studies from a gender-sensitive point of view and on initiating gender mainstreaming within law schools. However, this paper can aspire only to modest achievements, dealing solely with preliminary research of legal studies, with a limited but a representative sample. Namely, only two accredited study programs at two public university faculties of law in Serbia - at the Faculty of Law in Belgrade and the Faculty of Law in Niš - were taken into consideration. This pilot analysis is based on an established methodology for gender-sensitive analysis of curricula as well as of syllabi and textbooks for certain legal courses. The mentioned methodology introduces specific gender-sensitive indicators as well as three categories for assessing learning outcomes of study programs, syllabi and textbooks: gender-negative, gender-neutral, and gender-sensitive. The focus of the investigation was on of the following courses: Sociology of Law, Constitutional Law, Family Law, Labor Law, and Criminal Law. The meaning and importance of gender mainstreaming in law schools is explained in the Introduction. The normative and strategic framework for gender mainstreaming in higher education in Serbia is presented in the second chapter. The main focus of analysis - the reconsideration of curricula and textbooks from a gender perspective - is elaborated through the following three chapters: the third chapter explores the main indicators of the gender-sensitive analysis of legal education; the fourth is devoted to the analytical framework and methodology of investigation; chapter five presents the research results and their interpretation. The concluding notes clarify discrepancies between the normative and strategic international and national framework for gender mainstreaming of higher education, on the one hand, and the given state of affairs in Serbian legal education, on the other. The text includes recommendations for gender action plans, which could contribute to the improvement of legal and higher education in general.
PB  - Univerzitet u Beogradu - Pravni fakultet, Beograd
T2  - Anali Pravnog fakulteta u Beogradu
T1  - Gender mainstreaming in legal education in Serbia: A pilot analysis of curricula and textbooks
EP  - 74
IS  - 4
SP  - 53
VL  - 65
DO  - 10.5937/AnaliPFB1704053V
UR  - conv_439
ER  - 

@article{
author = "Vujadinović, Dragica and Petrušić, Nevena",
year = "2017",
abstract = "The general aim of this paper is to initiate a long-lasting systemic process of reviewing higher education in Serbia from a gender-sensitive point of view, and to offer initial input for building action plans and policies oriented towards this goal. The main focus is on analyzing legal studies from a gender-sensitive point of view and on initiating gender mainstreaming within law schools. However, this paper can aspire only to modest achievements, dealing solely with preliminary research of legal studies, with a limited but a representative sample. Namely, only two accredited study programs at two public university faculties of law in Serbia - at the Faculty of Law in Belgrade and the Faculty of Law in Niš - were taken into consideration. This pilot analysis is based on an established methodology for gender-sensitive analysis of curricula as well as of syllabi and textbooks for certain legal courses. The mentioned methodology introduces specific gender-sensitive indicators as well as three categories for assessing learning outcomes of study programs, syllabi and textbooks: gender-negative, gender-neutral, and gender-sensitive. The focus of the investigation was on of the following courses: Sociology of Law, Constitutional Law, Family Law, Labor Law, and Criminal Law. The meaning and importance of gender mainstreaming in law schools is explained in the Introduction. The normative and strategic framework for gender mainstreaming in higher education in Serbia is presented in the second chapter. The main focus of analysis - the reconsideration of curricula and textbooks from a gender perspective - is elaborated through the following three chapters: the third chapter explores the main indicators of the gender-sensitive analysis of legal education; the fourth is devoted to the analytical framework and methodology of investigation; chapter five presents the research results and their interpretation. The concluding notes clarify discrepancies between the normative and strategic international and national framework for gender mainstreaming of higher education, on the one hand, and the given state of affairs in Serbian legal education, on the other. The text includes recommendations for gender action plans, which could contribute to the improvement of legal and higher education in general.",
publisher = "Univerzitet u Beogradu - Pravni fakultet, Beograd",
journal = "Anali Pravnog fakulteta u Beogradu",
title = "Gender mainstreaming in legal education in Serbia: A pilot analysis of curricula and textbooks",
pages = "74-53",
number = "4",
volume = "65",
doi = "10.5937/AnaliPFB1704053V",
url = "conv_439"
}

Vujadinović, D.,& Petrušić, N.. (2017). Gender mainstreaming in legal education in Serbia: A pilot analysis of curricula and textbooks. in Anali Pravnog fakulteta u Beogradu
Univerzitet u Beogradu - Pravni fakultet, Beograd., 65(4), 53-74.
https://doi.org/10.5937/AnaliPFB1704053V
conv_439

Vujadinović D, Petrušić N. Gender mainstreaming in legal education in Serbia: A pilot analysis of curricula and textbooks. in Anali Pravnog fakulteta u Beogradu. 2017;65(4):53-74.
doi:10.5937/AnaliPFB1704053V
conv_439 .

Vujadinović, Dragica, Petrušić, Nevena, "Gender mainstreaming in legal education in Serbia: A pilot analysis of curricula and textbooks" in Anali Pravnog fakulteta u Beogradu, 65, no. 4 (2017):53-74,
https://doi.org/10.5937/AnaliPFB1704053V .,
conv_439 .