Educational Inequalities in Croatian Schools: A Teacher's Perspective
DOI:
https://doi.org/10.24917/ycee.12779Keywords:
inclusiveness of the educational system, equity of the educational system, positive youth development, teacher perspective, Croatian schoolsAbstract
This paper aims to identify factors that facilitate or hinder inclusiveness and equity in Croatian schools from the perspective of teachers. In education, inclusiveness refers to the process of removing barriers to access, participation, and successful completion of education, while equity refers to the principle of ensuring that all learners are regarded as equally important. Data were collected through 13 semi-structured interviews with subject teachers who teach students in early adolescence. Inductive thematic analysis was applied. Barriers to inclusiveness and equity in Croatian schools are primarily manifested through weaknesses in the quality of pedagogical practice, insufficient and uneven support for teachers, and ineffective forms of professional development. The strengths of the system are identified as examples of quality pedagogical practice and teachers who compensate for structural deficiencies through their own engagement and professionalism. Although less common, such examples demonstrate the potential of existing schools to develop a higher level of inclusiveness and equity. These are important prerequisites for ensuring the positive development of young people, so that through supportive relationships with people and institutions in their environment, they can develop their potential and contribute to themselves, their families, and society with positive outcomes.
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