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PreliminarycommunicationUDC91:37.091.64(045)

THE EUROPEAN DIMENSION IN EDUCATION IN GEOGRAPHY TEXTBOOKS FOR CROATIAN PRIMARY SCHOOLS: LESSONS LEARNED AND FUTURE EXPECTATIONS

BojanaVignjevićKorotaj,JasminkaLedić,IvanaMiočićFilozofskifakultet, SveučilišteuRijeci,[email protected];[email protected];[email protected]

Received:20January2020

Croatia’s�accession�to�the�EU�brought�changes�in�educational�policies�by�introducing�the�concept�of�the�European�Dimension�in�Education�(EDE).�EDE�has�successfully�found�its�way�into�the�new�Croatian�na-tional�curriculum,�however,�there�has�been�no�comprehensive�analysis�of�whether�it�has�been�introduced�into�teaching�materials�(textbooks).�Therefore,� the�aim�of� this�paper� is� to�determine� if� the�European�Di-mension�in�Education�is�present�in�geography�textbooks�for�primary�schools,�as�well�as�to�explore�how�it�is�represented�in�them.�The�results�of�research�show�that�the�idea�of�the�European�Dimension�in�Educa-tion� is�most� commonly� present� in� terms� of� factual� knowledge� about�Europe,�which�does�not�motivate�teachers�and�pupils�to�actively�and�critically�discuss�issues�related�to�Europe�and�the�European�Union.

Key words:��European�Dimension�in�Education,�geography�textbooks,�comparative�analysis�of�textbooks,�primary�school

1. Introduction

TheprocessofEuropeanintegrationposesachallengeforschools–howtopreparepupilsforlifeintheEuropeanmultinationalandmul-tilingualcontext?Accordingly,therehasbeenconsiderabledebateastowhethertheEuropeanDimensioninEducation(EDE)couldserveasaresponse to thechallengesofEuropean integration(EuropeanParlia-ment,2016).

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METODIČKI OGLEDI, 27 (2020) 2, 171–192B. Vignjević Korotaj, J. Ledić, I. Miočić, The...

The EuropeanDimension in Education is founded in the docu-mentsofEuropeanUnioninstitutionsandtheCouncilofEurope;itismostcommonlyperceivedasavalueconstructanddefinedasanaddedvaluetoeducationalcontent.Schmeinch(2013)describesEDEthroughthe categories of knowledge (basic and interdisciplinary knowledge,culture,history,geography,politics),understanding(understandingtheinterdependenceofrelationshipswithinEuropeandtheworld,under-standing theconsequencesofone’sownactions related to the futuredevelopmentoftheEuropeanUnionaswellasone’spersonallifeandthelivesoftheEuropeanpeopleingeneral),attitudes(clear,construc-tive,andcriticalattitudestowardsEuropeanideas),andskills(practicalskills for lifelong learning such as languages, communication, socialand geographical skills). On the other hand, Diestro Fernández andValleLopez(2015)highlightthreeimportantelementsoftheEuropeandimension:theEuropeanidentityaseuro-globalandopentotheworld;culturalinteraction–interculturalismamongpeopleandEuropeanre-gions;Europeancitizenship–inthepoliticalandlegalcontext,inthecontextofactivedemocracy,Europeanizationandsustainabledevelop-ment.Itisapparentthatdifferentauthorstakedifferentapproachesindefiningtheconcept,whichcanbeattributedtotheinherentelusivenessoftheconceptaswellasitstendencytocontinuouslyevolve(LedićandTurk,2012).Inthispaper,theEuropeanDimensioninEducationisde-finedasspecificknowledge,skills,andvaluesonwhichpupilsshouldbeeducatedinordertobecomeawareofandaccepttheadvantagesandchallengesoflifeinEurope.Fromourstandpoint,theconceptofEDEshouldbeintegratedintonationaleducationalpoliciesandcurriculaduetoitspotentialtopreparepupilsforanactiveandcriticalroleinady-namicandever-changingcontext.

Apple(1993)claimsthatcurriculaareunderthecontextualinflu-ence of political, economic, and ideological changes,which presup-posesthattheprocessofEuropeanintegrationwillbereflectedinna-tionalcurricula(andconsequentlyintextbooks).Inspiredbythisidea,wehaveestablishedthatnationalcurriculahaveactuallychangedundertheinfluenceofsocialandpoliticalchanges(specificallyinthecontextof changes thatoccurredafter theEuropean integrationprocess);wethereforewantedtoexplorewhetherchangestocurriculaareaccord-inglyreflectedintextbooks.Inthecontextofspecificschoolsubjects,

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weexpectgeographytextbookstoincludetheconceptofEDEbecausewebelievethathistory�and�geography�textbooks�attempt�to�explain�our�roots,�how�and�why�we�happen�to�be�living�in�a�certain�place,�and�how�that�place�can�be�described�and�characterised�–�in�other�words,�who�we�really�are(Pingel,2010,7).Additionally,geographyisperceivedintheliterature(Savvides,2008;ResnikPlaninc,2012;Schmeinck,2013;BanjacandPušnik,2014)andthereportsofEuropeaninstitutionsasoneofthoseschoolsubjectswithinwhichEDEcanbebestpromoted.

Therefore,thispaperaimstodetermineiftheEuropeanDimensioninEducationispresentingeographytextbooksforprimaryschoolsandinwhichway.Takingintoaccountthattherehasbeenalackofsimilarresearchinthenationalandinternationalcontext,thispapermayserveasacontributiontotheprocessofunderstandingandimplementingtheEDEconceptinCroatianschools;itmayalsoberelevantintheinterna-tionalresearchcontextasacontributiontodiscussionsaboutthechal-lengesofEDEimplementationintheeducationalpolicyagenda.

2. The European Dimension in Education in (national) curricula

Inlinewiththeaimofthispaper,itisimportanttoaddressprocess-esandchangesinnationaleducationpoliciessincetheearly1990sthathaveinfluencedthecontentofschooltextbooks.The�Framework�Cur-riculum�for�Primary�Schools�in�the�Republic�of�Croatia�of�June�1993�wascreatedjustafterCroatiagainedindependencefromtheSocialistFederalRepublicofYugoslavia.ThispoliticalandsocialchangeiswelldocumentedintheFrameworkCurriculum,wherebytheaimofgeogra-phy(whichwasofinteresttoouranalysis)isforstudentstogettoknowandlovetheircountry,gainbasicknowledgeabouttheEarth,familia-risethemselveswiththeeconomic,social,andculturalcharacteristicsofthemodernworld,andtonoticetheneedformutualcooperationandhumansolidarityintheworld.NoticeablechangesinthiscurriculumascomparedtoformeronesincludeafocusonthenationalidentityandrelinquishingalltopicsrelatedtoYugoslaviaandtheSSSR,aswellastheappearanceofthetopicofEuropeanintegration.

In2005,adocumentcalledA�Guide�to�the�Croatian�National�Edu-cational�Standard�gavewaytoanotherimportantdocumentcalledthe

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Teaching�Plan�and�Programme� for�Primary�Education� in 2006.Theplanandprogramme,amongotherthings,introducedcontent,aims,andeducationalachievementsforallprimaryschoolsubjects.Inprinciple,thisdocumentpromotes the ideaofEuropeancoexistenceaswell asinterculturalunderstandingandEuropeancitizenship.However,whentakingacloserlookatgeography,itisevidentthatthefocusisstillmoreonpromotingnationalprideandidentity.

The� National� Curriculum� Framework� for� Pre-School� Education�and�General�Compulsory�and�Secondary�Education�of�July�2010(NCF)isanotherdocumentpresentedbytheMinistrythatmarkedatransitionintothecompetence-basedsystem,thusaimingtokeeppacewiththecurricularpoliciesofothermoderneducationsystems.TheaimoftheNational�Curriculum�Frameworkwastoprovideasteppingstoneforcreatingsubjectcurricula.TheNCF didnot preciselydefineteachingcontentforeachsubject,butinsteadprovidedtheoutcomespupilshadtoachieveindifferentfieldsofstudy.TheNCF wascreatedduringCro-atia’sEUaccessionprocess,whichresultedinvisibleaffiliationstothedocuments and ideas ofEuropean educational policies.Additionally,CroatiawasstronglypositionedontheEuropeancontinentasapoten-tialmemberoftheEuropeanUnion.Inlinewiththis,thetermEuropeanDimensioninEducationwasusedforthefirsttimeasoneoftheun-derlyingprinciplesoftheNationalCurriculumFramework.GeographytopicswithintheNCFcanbefoundwithinthenaturalsciences,aswellasthesocialsciencesandhumanities.Thelatterentailstopicssuchassocial systemsandstructures,European integrationandglobalisationprocesses,EuropeandtheEuropeanUnion,andthepositionofCroatiainthecontextofEuropeanintegration.However,eventhoughNCFwasintendedasasteppingstonefor thecreationofsubjectcurricula, theaforementionedTeaching�Plan�and�Programme�for�Primary�Education�of2006hasremainedtheformallyrelevantdocument.

Still,therelevanceoftheNCFisevidentintheStrategy�of�Educa-tion�and�Technology,whichwaspublished in2014 inorder to intro-ducetheComprehensive�Curricular�Reform�for�Early�and�Pre-School,�Primary,�and�Secondary�Education.Specifically,theStrategysuggeststhatcomprehensivecurricularreformbeginswithmodernisingandin-novatingtheNCF,aswellasharmonisingdifferentpolicydocuments(Strategy�of�Education�and�Technology,2014,38).TheStrategyutilises

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thedefinitionofvalues,goals,andprinciplesfromtheNCF,withtheEuropeandimensionofeducationbeingoneofthevaluesmentioned.Moreover, the importance of the NCF is further emphasized by theNationalCurriculumFramework(February2016,draftedduringworkontheComprehensiveCurriculumReform)andtheNationalCurricu-lumFramework(adraftcreatedafterpublicconsultationinDecember2017),wherebybothdocumentsarebasedonthecharacteristicsoftheeducationsystemdeterminedbytheEducationAct(2010),theNationalFrameworkCurriculum(2011),andtheEducation,�Science,�and�Tech-nology Strategy (2014).However,at theformal level, thefact is thatthecurriculumhasnotchangedfor13years,andthatCroatiabecameamemberoftheEuropeanUnionduringthisperiod(in2013).

Onlyrecently, inearly2019, theTeaching�Plan�and�Programme�for�Primary�School�of�2006�wasreplacedwithnewsubjectcurricula.ThenewCurriculum�for�the�Subject�of�Geography�for�Primary�Schools�and�Secondary�(Grammar)�Schools�in�the�Republic�of�Croatia(2019)emphasisesthatteachinggeographymeanspromotingspaceasaniden-tityfoundation.Morespecifically,itdevelopspersonal,local,regional,national,andalsosupranationalandglobalidentity. Fromtheperspec-tiveoftheEuropeanDimensioninEducation,itissomewhatsurprisingthattheEuropeanidentityisnotmentionedinthedocumentexplicitly;however,itisstatedthatthefundamentalvalueoflearningandteach-inggeography is todevelopcuriosityabout theworldand to inspirechildren tobuildabetterpresentandfuture forCroatia,Europe,andtheworld. BycomparingtheTeaching�Plan�and�Programme�for�Pri-mary�School�of�2006andtheDecision�adopting�the�Curriculum�for�the�Subject�of�Geography�for�Primary�Schools�and�Secondary�(Grammar)�Schools� in� the�Republic�of�Croatia�of�2019, it canbeconcluded thatsignificantchangesarevisiblebothinthelearningandteachingcontentandindefiningandachievingeducationaloutcomes.

Itisevidentthatthenewgeographycurriculumrepresentsnumer-ouschangescomparedtothePlanandProgrammeof2006.GiventhatthenewcurriculumhasbeenimplementedinYear5inthe2019/2020schoolyear,futureresearchwillshowwhethergeographytextbookau-thorshaveimplementedtheaforementionedchanges,especiallyinYear7textbooksintermsoftheEuropeanDimensioninEducation.

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Apple’snotion (1993) thatacurriculumisnot simplya“neutralassemblageofknowledge,somehowappearinginthetextsandclass-roomsofanation”(Apple,1993,222),butisratherheavilyinfluencedbythecurrentideologyandderivedfrom“cultural,politicalandeco-nomicconflicts,tensionsandcompromises”(Apple,1993,222)provesaccurate in theCroatian national context. Specifically, changes afterCroatia’s independence fromYugoslavia, aswell as during and aftertheprocessofCroatia’saccessiontotheEuropeanUnion,leftavisiblemarkontherestructuringandredefinitionoftheprinciplesandobjec-tivesoftheeducationalsystem,aswellasonthecurricularcontentofvarioussubjects.Itcanbeconcludedthattextbooksarebearers�of cur-ricular�content�(Ivić,Pešikan,Antić,2013), anditisthustobeexpectedthatchangesinthenationalcurriculaarereflectedintextbooks.

2.2. The European Dimension in Education in textbook research

Issitt(2004)considerstextbookstobesignificantempiricalmateri-althatoftenreflectsthecurrent(ideological,value,political)orientationofagivensociety.Theauthorstatesthattextbookshaveepistemologi-calrelevanceintermsofprovidingtherightandwrongunderstandingoftheworld,andthattheyareusedtorecordnationalhistoryandthecultureofremembrance,aswellastoconcealnationalsinsandcreateanimosity towards others. In linewith this,Malatesta andSquarcina(2011)conductedaqualitativegeographytextbookanalysisinItalianschools,theresultsofwhichindicatesthepolarisationofcountriesinto‘us’–Europe,and‘them’–othercountries,referredtoasthe‘Othering’process.TheyconcludethatEuropeisoften(visually)representedasawell-definedgeographicalareawithacommonculture,history,andpoliticalinstitutions.Ontheotherhand,countriesoutsidetheEUareoftenrepresentedaspooranddangerous,andareleftunnamedongeo-politicalmaps.Furthermore,whilelistingchallengesregardingcontentingeographytextbooks,Biilman(1997)highlightsthefactthatsomesmallerEuropeancountriesareoftenomittedfromtextbooks,andwhentheyarerepresented,itisusuallyduetogeographicalparticularitiesortouristattractions.BanjacandPušnik(2014)analysedtherepresenta-tionofEuropean symbols in civic education and ethics textbooks in

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Slovenia.Europeansymbols (suchas theEuropeanflagandanthem)contributetoformingbehaviourandidentities,andareusedtoinstigatepublicsupportforEuropeanintegrationaswellasasenseofEuropean-ism,Europeanculture,space,andidentity.TheanalysisindicatesthatthetopicandsymbolismoftheEuropeanUnionhavebeengraduallyand successfully introduced into textbooks in the Slovenian nationalcontext(BanjacandPušnik,2014).

NocomprehensivetextbookanalyseshavebeenconductedintheCroatiannationalcontextregardingtheEuropeanDimensioninEdu-cation, however, several authors have taken a noteworthy interest ingeographytextbookanalysis.Pajtak(2018)indicatesthatthecontentofhistoryandgeographytextbookscanrelatetothebroadersocialcon-text.Sheconcludes that thehistoryandgeographytextbooksusedinthemid- and late 1990s inCroatia served to strengthen the nationalidentityinthecontextofnationalistideology,andwereoftenbiasedandexpressednegativeattitudestowardsOthers(includingnationalandre-ligiousminorities).Koren(2001)analysedhistoryandgeographytext-booksinprimaryschoolsinordertoestablishhownationalminoritiesinCroatiaareportrayed(especiallyin thecontextofpost-wareventsandattitudestowardstheSerbianminority).Heranalysisdemonstratesthattextbooksmoreoftenthannotfocuspupils’opinionsinaparticulardirectionratherthanencouragingthemtodeveloptheirownattitudesandtocriticallyreflectonthepeopleandeventsaroundthem.

3. Research aims and methodology

ThisstudyaimstodetermineiftheEuropeanDimensioninEduca-tionispresentingeographytextbooksforprimaryschools,1aswellastoexplorehowitisrepresentedinthem.Wedecidedtoanalysechangesrelated to thepresenceand representationofEDE indicators ina se-

1 TheCroatianeducationsystemincludespre-school(ISCED0),basic(ISCED1&2),secondary(ISCED3),andtertiary(ISCED5&6)education.ThelevelsofeducationintheCroatianeducationsystemare:pre-schooleducation,correspondingtoISCED0;primaryeducation(firstfouryearsofbasiceducation),correspondingtoISCED1;lowersecondaryeducation(lastfouryearsofbasiceducation),correspondingtoISCED2(CroatianBureauofStatistics, 2003). InCroatia, primary and lower secondary education consists of eightyearsofcompulsoryschooling;thisstructurehasnotchangedsinceCroatia’sindependence.

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lectionofgeographytextbooksfromthe1997/98schoolyearandthe2014/15schoolyear.

Thetextbooksfromthe1997/98schoolyeararebasedonthe1993FrameworkCurriculum,writtenshortlyafterCroatiawonitsindepen-dence,whilethetextbooksfrom2014/15schoolyeararebasedontheTeaching�Plan�and�Programmeforprimaryschoolsfrom2006.Asno-tedearlier,eventhoughthe2010NationalFrameworkCurriculumdidnothaveformalstrength,itsinfluenceontextbooksshouldnotbedis-missedduetothefactthatthe2010School�Textbook�Actprescribesthattextbooksshouldbebasedonbothnationalandsubjectcurricula.ItisalsoimportanttonotethatthisperiodmarkedtheendoftheCroatianEUintegrationprocess.2GiventhedifferenceinCroatia’spoliticalsta-tuswithregardtotheEUacrossthespanof17yearsbetweentheanaly-sedtextbooks,weworkedundertheassumptionthattheanalysiswoulddisplaydifferences in therepresentationofelementsof theEDE.Wealsotookintoaccountthecomplexityandpotentialtimespannecessarytoimplementnewtextbooksinschools.Thisiswhyweselectedtextbo-oksthatwereusedfouryearsafteragivencurriculumcameintoforce.In1993,Croatiadidnothavealegalactregulatingschooltextbooks;in2010,theSchoolTextbookActenteredintoforceandprescribedthatnewtextbooksaregenerallyselectedforadurationof4years.Asnotedpreviously,anewsubjectcurriculumisnowinforce,however,duetothefactthatithasnotyetbeenimplementedforallyearsofprimaryschool(EuropeasatopicappearsintheYear7),weoptedtoleavetheanalysisofthenewgeographytextbooksforfutureresearch.

Wedecidedtoconducttextbookanalysissinceitoffersthepossibi-lityofexploringinformation,meanings,andvaluesthatarebeingpro-motedthroughnationaleducationalpolicy.Thetextbookanalysiswasconductedbyemployingcontent�analysisasapointofview(exploringwhatthetexttellsusabouttheEDE),thequalitative�method(condu-ctingananalysisthataimstorevealthecontentandmodeofpresenta-

2 RelationsbetweenCroatiaandtheEUintensifiedin2000,whentheOfficeforEu-ropeanIntegrationtransformedintotheMinistryofEuropeanIntegration.CroatiasubmitteditsapplicationformembershipintheEuropeanUnionon21February2003.Accessionnego-tiationsformallyopenedon3October2005.Croatia’snegotiationsendedon30June2011,followedbythesigningofaTreatyofAccessionon9December2011andaccessiontotheEuropeanUnionon1July2013.

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tionofEDE,aswellastheunderlyingassumptionsandmessages),andthedeductive�approach�(usinganestablishedgridofexternalcategories/EDEindicatorstowhichthetextbookisexpectedtorespond)(Pingel,2010).TheaforementionedEDEindicatorsweredevelopedbyLedić,Miočić, andTurk (2016); they have been adopted as the conceptualframeworkforthisanalysis(Table1).

Table 1. IndicatorsoftheEDE(source:Ledić,MiočićandTurk,2016)

Basic content of the EDE(What?)

Implementation mechanisms/processes(How?)

Europeanvalues

• promoting(European)valuesineducation:tolerance,pluralism,democracy,equality,pacifism,solidarity,freedom,andhumanrights

Europeancitizenship

• raisingawarenessabouttherole,rights,responsibilities,andpossibilitiesofEuropeancitizens

• promotingtheconceptofactivecitizenship

Europeanidentity

• raisingawarenessaboutthelocal,national,andEuropeanidentity,andtheconnectionsbetweenthem

• respectingdifferentculturalandethnicidentities(interculturalunderstanding)

• developingasenseofpolitical,social,andculturalaffiliationwithEurope

Multilingualismandmobility

• learning(European)languagesinthecontextofdevelopinglinguisticcompetenciesaswellasinterculturalcompetenciesandunderstanding

• developingtheabilitytolearnandworkinamultinationalenvironment

• fosteringthemobilityofpupils,students,andteachers

• providingthepossibilityofinternationalinteraction

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Developmentofknowledge,skills,andattitudes“aboutEurope,inEurope,andforEurope”

• reinforcinghistory,geography,andforeignlanguageteaching(“wherever�possible”)

• promotingknowledgeofEuropeinageographical,historical,andsocialcontext(characteristicsofcountries,similaritiesanddifferencesbetweencountries)

• promotingtheknowledgeandunderstandingofEUpolicyanditsrelationshipwiththeworldatlarge

• creatingpublicawarenessofEurope(itshistory,thedevelopmentalcourseofitspoliticalandculturalbeliefs,economicsystems,differences,andtheroleoftheindividual)

RegardlessofthetendencyforEDEindicatorstobeaspreciselycategorisedanddefinedaspossible, theydo in factoverlapandmu-tuallycomplementeachother,meaningtheyarenotinseparablecon-structs.Furthermore,EDEindicatorsintextbooksarerarelystatedinan explicit, directmanner, therefore the indirect occurrence of theseindicatorsmustalsobetakenintoaccount.

Thetextbookanalysisinthisstudywasconductedinthefollowingmanner.Inthefirstphase,allmembersoftheresearchteamindepen-dently/individually reviewed the textbooks and conducted a prelimi-narycontentanalysisofgeographytextbooksforYears5,6,7,and8ofprimaryschoolintheselectedschoolyears(8differenttextbooks).TheresultsofthefirstphaseofanalysisshowthattheEuropeanDimensionindicatorsarerareorabsententirelyfromtextbooksforYears5and6;itwasthusdecidedtoeliminatethesetextbooksfromfurtheranalysis.WedecidedtotakeacloserlookatthegeographytextbooksforYear7andYear8inthechosentimespan(fourdifferenttextbooksintotal).Thecontent forYear7 focuseson theEuropeancontinent,while thecontentforYear8referstothegeographyofCroatiaanditsrelationshipto therestof theworld. In thesecondphaseof theresearchprocess,eachmemberoftheresearchteamindividuallyconductedaqualitativecontentanalysisandemployedthedeductiveapproachbycodingtext-bookcontentthatcouldbeplacedunderoneormoreofthefiveEDEindicators.Afterthis,throughaseriesofdiscussions,theresearchteam

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tookaconsensualdecisionontheoccurrenceofEDEindicatorsinthechosentextbooks.

4. Research results – geography textbook analysis in primary school

Asanintroductiontotheresearchresults,thetablebelow(Table2)showsdescriptivecharacteristicsofthetextbookschosenandanal-ysed.3BothYear7textbookssharetwoauthors(outofthree),andthetopicsthetwotextbookscoverarealmostidentical.Theonlycleardif-ferencebetweenthetwoeditionsisthenumberofpages.ItisinterestingtonotethattheearliereditionofthetextbookentailsaspecialchapteronthetopicofEuropeanintegration,whichthemorerecenteditionnolongercontains.ThetwoYear8textbookswerewrittenbydifferentau-thors.EventhoughbotheditionscoverthegeographicalcharacteristicsofCroatia,themorerecenteditionalsocontainsaspecificchapteronCroatia’srelationswiththerestoftheworld(thepoliticaldimension).

4.1. Comparison of geography textbooks for Year 7

The main topic of the geography textbook for Year 7 used in1997/1998 is Europe, i.e. the European continent. Generally speak-ing, the authors adopt averypositive attitudewith regard toEuropethroughoutdifferentsubchapters.

Thethemeofthistextbookasawholesignificantlycontributestothe ideaof implementing theEuropeanDimension inEducation intogeographyclasses,particularlyreferringtotheindicatorDevelopment of� knowledge,� skills�and�attitudes� ‘about�Europe,� in�Europe,�and� for�Europe’.�However,itshouldbenotedthatthetextbookmainlyserves

3 The textbookschosenwerecommonlyused inschoolsduring the2014/15schoolyear.Therewerefourofficiallyapprovedgeographytextbooksinthe2014/15schoolyear,bothforYear7andYear8;ofthese,wechoseGea�3andGea�4,whichwereusedinmorethan50%ofschools.Nodataisavailableontheextenttowhichthetextbookschosenforthe1997/98schoolyearwereusedinschools,sowedecidedtochoosetextbooksfromthesamepublisher–Školskaknjiga,theCroatianpublisherwiththelongesttraditionofpublishingschooltextbooks.

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thepurposeoftransmittingknowledge(facts,information,andstatisti-caldata),andnotdevelopingspecificskillsandattitudesaboutEurope.

Table 2.Descriptivecharacteristicsofthetextbookschosenandanalysed

Textbook specification 1997/98 school year 2014/15 school year

Year

7

Textbook

Ilić,M.,Orešić,D.iČečura,Ž.(1997),Geography�3:�textbook�for�Year�7�of�primary�school, Zagreb:Školskaknjiga.

Ilić,M.,Orešić,D.(2014),Gea�3:�geography�textbook�for�Year�7�of�primary�school, Zagreb:Školskaknjiga.

The main units of the

textbook

GeneralcharacteristicsofEurope;WesternEurope;NorthernEurope;CentralEurope;SouthernEurope;SouthEasternEurope;EasternEurope;Europeanintegrationprocesses;GeographicalproblemsofthecontemporarydevelopmentofEurope.

GeneralcharacteristicsofEurope;CountriesofWesternEurope;CountriesofNorthernEurope;CountriesofCentralEurope;CountriesofSouthernEurope;CountriesofSouthEasternEurope;CountriesofEasternEurope;ContemporaryEurope.

Number of pages 153 201

Year

8

Textbook

Curić,B.,Curić,Z.(1997),Geography�4�–�textbook�for�Year�8�of�primary�school,Zagreb:Školskaknjiga.

Tišma,I.(2014),Gea�4:�geography�textbook�for�Year�8�of�primary�school,Zagreb:Školskaknjiga.

The main units of the

textbook

GeographicalcharacteristicsofCroatia,Topographicmaps;CoastalCroatia;MountainousCroatiaandLowlandCroatia

Geographicalmapsandorientation;GeneralcharacteristicsofCroatia;Relief;climate;vegetationandwatersofCroatia;Population;Croatiaandtheworld;CoastalCroatia;MountainousCroatiaandLowlandCroatia.

Number of pages 112 178

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TheunitentitledEuropeanIntegrationProcesses,whichconsistsofthreechapters(Uniting�Europe,�the�European�Union and�its�role�in�the�world,andThe�transport�system�and�connecting�Europe)isofparticu-larsignificanceintermsofcontributingtoknowledgeacquisitionabouttheEuropeanUnion.ItincludesadetaileddescriptionofthehistoricalcourseoftheEuropeanUnion’sdevelopment,alistofEUinstitutions,andadescriptionoftheeconomicimportanceofEuropeanunification.RelationsbetweenCroatiaand theEUarenotspecificallydescribed,whichisunderstandableasCroatiahadnotyetbegunitsEUaccessionprocess.DescriptionsoftheEuropeanUnionselectedfromthisunitareasfollows:

“…Itcanbeseen, fromeverythingstatedabove, that theEUis themostsuccessfulintergovernmentalsysteminEurope.(…)ThemajorityofotherEuropeancountrieswanttojoinsuchapowerfulalliance,however,itisnoteasytoobtainmembershipintheEU.”(p.139)

TheEuropeanDimensioninEducationindicatorrelatedtoEuro-pean citizenship is apparent in the textbook’s content, although to alesserextent.ThisagainrelatestobasicinformationabouttheconceptofEuropeancitizenship;noincentivesfordeeperreflectionontheop-portunities,rights,andresponsibilitiesofEuropeancitizensareappar-ent.TheEuropeancitizenshipindicatorwasidentifiedinthefollowingstatements:

“…inmostEuropeancountriesonenationprevails.However,ethnicitysho-uldbedistinguishedfromcitizenshipinagivencountry.NoEuropeanco-untryhasonlyonenationality.Thiswouldbecontrarytofundamentalfree-doms,humanrights,andthefreedomofmovement.Regardlessofaffiliationtotheprevailingorothernation,everyindividualcitizenexercisestheircivilrightsintheircountry.”(p.17)

“…TheEUstrivestocreateaunionofcountrieswithasingleforeignpolicy,defence, currency (i.e.ECU), and laws.Thus, the citizensof thememberstateswouldalsobecomeEuropeancitizens.”(p.139)

TopicspromotingtheideasofculturaldiversityandtheEuropeanidentityarepresentinthetextbookcontent.TheypointtotheindicatoroftheEuropeanidentityandmutualunderstandingamongthenationsof Europe, albeit implicitly. This is especially visible in the chapterentitledEuropean�nations�and�countries, whichfocusesonEuropeanculturalandlinguisticdiversity,theuseofdifferentscripts,andthere-

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ligiousdiversityofEurope’snations.ThevarietyanddiversityoftheEuropeancontinent isevident throughotherchaptersof the textbookaswell.

ItcanbeassertedthatthespecificsubjectmatteroftheanalysedgeographytextbookforYear7fromthe1997/98schoolyearcontrib-utestothedevelopmentofknowledgeaboutEuropeandtheEuropeanUnion,whilepromotingtheimportanceofunderstandingthenotionofcitizenshipandEuropeandiversitytoalesserextent.Otherindicatorsof theEDE(Europeanvalues,multilingualism,andmobility)arenotapparentinthetextbookcontent.

The main topic of the Year 7 geography textbook used in the2014/2015schoolyearisalsoEurope.Comparedwiththepreviouslyanalysed textbook, this textbook features fewer descriptions of Eu-rope’sspecificitiesandthewritingstyleismorefactual.

Itisinterestingtonotethat,regardlessofrapidsocial,economic,andtechnologicalprogress,Europeisdescribedinthesamemannerasalmost17yearsearlier;thisisevidentinthefollowingstatement,whichisidenticaltotheoneinthetextbookfrom1997/98:

“...Today,whendevelopedworldeconomiesarebasedonthecirculationofpeople,capital,andgoods,Europe’sfavourablepositionfostersasuccessfuleconomyandmakesitoneofthemostdevelopedpartsoftheworld.”(p.14)

TheContemporary�Europe�chaptersubstantiallycoincideswiththecontentoftheEuropean�integration�processes�chapter fromtheearliereditionofthetextbook.Thesubchaptertitlesinbothtextbooksmostlycorrespond,howevertheamountoftextinthenewereditionisreduced.The newer edition contains an added chapter about Croatia and theEuropeanUnion,whichincludesabriefdescriptionofthesituationinCroatiaaftertheCroatianWarofIndependence,followedbyCroatia’sinclusioninotherEuropeanorganisations(suchasNATO,TheCoun-cil of Europe) and theEU accession process.The presented contentcontributesonlytothelevelofknowledgeabouttheEuropeanUnion,whileotheraspects(developingskillsandattitudes)arecompletelyne-glected.TheimportanceoftheEuropeanUnionforCroatiaisportrayedasfollows:

“...TheprogressofCroatia iscloselyrelated to inclusion inglobalizationprocesses,wherebyinclusionintheEuropeanandglobalmarketunderfa-vourableconditionsisextremelyimportant.Thus,since its independence,

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despite numerous difficulties, Croatia has striven to be included in Eu-ropean integration as quickly as possible.”(p.180)

“...The EU is Croatia’s most important foreign trade partner,4andthatiswhyEUmembershipisalogicalforCroatiatoenterinternationaleconomicflowsasitsnaturalorientation.”(p.183)

Furthermore,partofthetextreferstoEuropeanvaluesasanindi-catoroftheEuropeanDimensioninEducation,whichwasnotexplicitinthepreviouslyanalysedtextbook.Itisstatedthat:

“...Democratisation,ruleoflaw,andfreedomarethemainprerequisitesforEUmembership.”(p.181)

The similarity in content between the two textbooks is apparentintheanalysisofthechapterentitledNumerous�nations�and�countries which,intermsofcontent,correspondstotheEuropean�peoples�and�countries�chapterfromthepreviousedition.Thechapterdescribesthediversityofnations,languages,religion,andscripts,whichimplicitlysuggeststheideaofthediversityofEuropeanidentities.Inthiscontext,thesubchapterPeople�want�to�come�to�Europemustbenoted,asitde-scribesmigrationprocessesproposingthatEuropeisadesirableplacetolive.

Theanalysisandcomparisonofthesetwotextbooksindicatesthatthemainpurposeof both textbooks is to transfer facts and informa-tionaboutEuropetopupils.ThetextbookcontentdoesnotexplicitlycontributetothedevelopmentofEuropeanvalues,identity,activeciti-zenship,multilingualism,ormobility.Themaindifferencebetweenthetwoeditions isprimarilyrelatedto theamountofcontent, theearliereditionbeingmorecomprehensive.TheissueofCroatiaandtheEuro-peanUnionisincludedinthenewereditionofthetextbook,howevertheinformationprovidedisscarce.Itcanbeconcludedthatthediffer-encesbetweenthetextbooksdonotsufficientlyportraydifferencesinCroatia’srelationshipwiththeEuropeanUnion.

4 Thehighlightedwordsareindicatedinthesamemannerasinthetextbooks.

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4.2. Comparison of geography textbooks for Year 8

ThegeographytextbookusedinYear8inthe1997/98schoolyearcovers the topicofCroatia. Itscontentdisplaysnoticeable ideaspro-moting awareness of the national identity, whereas topics related totheEuropeanUnionareimplicitinmeaning.InthesubchapterentitledCroatia�and�international�integration,CroatiaisregardedasamemberoftheUN,theOrganizationforSecurityandCo-operationinEurope,theCouncilofEurope, theInternationalMonetaryFund, theInterna-tionalOlympicCommittee, and the regionalAlpe-Adria community.TheEuropeanUnionisdescribedas:

“...undoubtedlytheleadingeconomicandpoliticalassociationandthehe-adquartersofEuropeanunity.ItaimstobringlifetotheideaofunitingthecountriesofEuropethroughacommonforeignpolicy,defence,money(whi-chcurrency?),laws...”(p.27)

This is followed by additional information about the EuropeanUnion,�however,thefocusisexclusivelyoncommunicatingknowledgeabouttheEuropeanUnionand,toacertainextent,encouragingpositiveattitudes regarding thepossibilityofCroatia’saccession to theEuro-peanUnion.Nonetheless, the textbookprovidesa limitedamountofinformationwithoutanytopicsreferringtoraisingawarenessaboutEu-ropeandtheunderstandingofthepoliticsbehindtheEuropeanUnion.

Inthecontextofraisingawarenessofthelocal,national,andEu-ropean identity and their interconnectedness (the indicatorEuropean�identity),topicsarepresentrelatedtoraisingawarenessofthenationalidentity,butnotthoseregardingtheEuropeanidentityortheconnec-tionbetweenthetwo.Thisisapparentattheverybeginningofthetext-book,wheretheauthoraddressesthepupilsinatextentitled“Travel-lingthroughourbeautifulCroatia”; theauthoralsostates‘...interestinggraphics and attractive photographswill prove that theCroatian na-tionalanthem‘OurBeautifulHomeland’iscompletelyjustified’ (p.4).

ThetextbookalsocontainscontentrelatedtotheCroatianWarofIndependenceintermsofthecausesandconsequencesofthewar,aswellasthesufferingitcaused:

“SerbianimmigrationintensifiedparticularlyaftertheestablishmentofthecommonYugoslavstatein1918,whichtheCroatianpeopleneveracceptedastheirown.TheseSerbsweremostlymembersofthearmy,police,admini-stration,executives,andpoliticians(officials)withmanyprivileges.”(p.18)

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“UpuntilCroatia’sdeclarationof independence,Croatianemigrantsfacednumerousdifficulties.UndertheinfluenceofAustro-HungarianandthenYu-goslavian(greater-Serbian)politics,therewasnosensitivitytotheproblemsoftheCroats.”(p.24)

Itshouldbenotedthatnationalsymbolssuchasthecoatofarmsandflagarealsopresentinthetextbook(p.5),asisapictureoftheCro-atianflagontheUNbuilding(p.27)inthesubchapterentitledCroatia and international integration.

Topicsportrayingthecausesandconsequencesofthewar,aswellasanemphasisonnationalprideandidentity,arenoticeablethroughoutthetextbook,whiletopicsrelatedtotheEUhaveonlyaninformativerole and are scarcely represented.The aforementioned quotes are inlinewiththetendencythatKoren(2001)andPajtak(2018)havefoundintheirresearch,whichindicatesthatthepurposeoftextbooksusedinthe1990swasmainlytostrengthenthenationalidentityandtofocuspupils’opinionsinacertaindirectionratherthantofostercriticalreflec-tiononthetopicsathand.

ThegeographytextbookusedinYear8ofprimaryschool inthe2014/2015schoolyearalsocoversthetopicofCroatia.Thetopicsrelat-edtotheEuropeanDimensioninEducationarealsoimplicit,althoughsomewhatmorecomprehensive than in thepreviouslyanalysed text-book.ThesubchapterentitledStatehood�and�international�recognition containsinformationaboutthedateswhenCroatiaattainedstatehoodandsovereigntyandsomeimportanteventsafterCroatia’srecognition,including the following: “On 1 July 2013, Croatia became the 28th member of the European Union” (p.25).

The subchapter entitledCroatia� and� European� organisations� isalmostentirelydedicatedtothetopicof theEuropeanUnionandtheprocessofCroatianaccessiontotheEU.TherearebriefexplanationsofCroatia’sEUaccessionprocess;thedateofaccessionisalsore-stated.AlltheaforementionedcontentisrelatedtotheindicatorDevelopment of� knowledge,� skills,� and�attitudes�about�Europe,� in�Europe,� and� for�Europe, butthesolepurposeistheacquisitionofknowledgeabouttheEuropeanUnion.

Apartfromtheaboveindicator,thetextbookalsofeaturescontentassociatedwith theEuropean� citizenship� indicator,which is used toinformpupilsofcertainrightsandprivilegesofEuropeancitizens:

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“BeingaEuropeancitizen(aresidentoftheEuropeanUnion)providescerta-inrightsandprivileges:therighttofreedomofmovementandresidenceontheterritoryofanycountryintheEuropeanUnion;activeandpassivevotingrights(tovoteortostandascandidates)inelectionsfromthelowestlocalle-veltothehighestlevel(electionsforEUparliament);therighttodiplomaticprotectionincountriesoutsidetheEUbyanyEUMemberState;therighttoseekemploymentinanyservicethroughoutEUcountries(jobexceptionsarethoseinthearmedforcesofothermemberstates).”(p.87)

This quote represents a possibility to deepen knowledge on thesubjectof theEuropeancitizenship, toraiseawarenessofactiveciti-zenship,andtodiscusstherightsandprivilegesofEuropeancitizensinmoredetail,however,theextenttowhichteacherswillexploittheprovided content depends on the teachers themselves. It should alsobenotedthattheofficialwebsiteoftheEuropeanUnionislistedasad-ditionalinformationforpupils.Likethepreviouslyanalysedtextbook,thisoneisalsoimbuedwithtopicsrelatedtonationalidentity,althoughtoalesserextent.Raisingawarenessofthelocal,national,andEuro-peanidentityandtheirrelationshipisabsentfromthistextbookaswell.Ingeneral,thereisalargeramountofinformationabouttheEuropeanUnioninthemorerecenteditionsofthesetextbooks.However,thefo-cusisdominantlyonknowledgeacquisitionabouttheEuropeanUnionand not on developing attitudes about the European Union, raisingawarenessofEuropeanvalues,ordevelopingcompetenciesimportantforfunctioningwithintheEuropeanmultinationalenvironment.

5. Discussion and conclusions

Theconductedtextbookanalysisleadstoseveralconclusions.Thefirstisthattherehaveevidentlybeennosignificantchangesinthecon-tentofgeographytextbooksacrossa17-yeartimespan,regardlessofthechangesthathaveoccurredinthesocio-politicalcontextinCroatiaandchangestakingplaceinnationaleducationpolicies.Thissuggeststhateducationalpoliciesfind theirwayintopracticeveryslowlyandwithdifficulty,evenasregardsteachingmaterials,whichareintheorycloselyboundtothecurriculum.Theanalysisofchangesineducationpolicieshas shown inconsistencies (for example, the adoptionof theNCFandtherecommendationtorevisetextbooksaccordingly,butthesimultaneous long-term persistence of the unchanged plan and pro-

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gramme).Given that theNCFwas directly connected to the SchoolTextbookAct, the expected stronger influencewasnot attested.Thiscanbeexplainedthroughthefactthattheauthorsofthetextbookswereguidedbythe2006TeachingPlanandProgramme,whichhadbeeninforceuntilrecentlyandwhichplacesmoreemphasisondevelopingna-tionalprideandidentity.Ontheotherhand,itispossibletoassumethat,despitemajorpoliticalchanges(long-termpreparationsforjoiningtheEuropeanUnion),thevaluesofthenationalidentityremaindominantinCroatiansociety,whileEuropeanideasandtheirpromotionaremorerelatedtopoliticaldebatesandhaveneitherbeensuccessfullycommu-nicatedtothepublicnoradequatelyinternalised,whichisapparentintheeducationalsystem.

ThesecondconclusionisthatEuropeanDimensioninEducationindicatorsarenotsignificantlypresentinanyofthetextbooks;wherethey are present, it is mostly for the purpose of transferring factualknowledgeaboutEuropeortheEU.Inaccordancewiththis,itisim-portanttonotetheresultsofarecentqualitativestudyconductedonasampleof25geographyteachersfromCroatianprimaryandsecondaryschools (Miočić,VignjevićKorotaj, 2020),which suggests that geo-graphy teachers also recognise the factual orientation of (sometimesoutdated)geographytextbooks,whichisoneofthemainobstaclesforpromotingEDE in their classes.Additionally, teachers indicate vari-ousotherchallenges,suchasdealingwithpupils’disinterestandalackoftimetodealwiththetopicsofEDEandtheEU,aswellastheis-sueoffindinganappropriateapproachtotackletopicsrelatedtoEDE(Miočić,VignjevićKorotaj,2020).Itcanbeconcludedthattextbooksdonotserveasaresourceforteachersandpupils,butratherasmaterialfortransferringfactualknowledge.InordertoproperlydealwiththetopicofEDE,webelievethattextbooksshouldprovideopportunitiesfor critical assessment, discussion, and formingopinionson the top-icspresented.Additionally,bothtextbooksandtheteachingapproachshouldencourageacriticalstanceandprovidetheopportunitytoreflectonboththeadvantagesanddisadvantagesoftheEuropeanUnion.

ItremainstobeseenhowtheideaofEDEwillbeincludedinfu-turetextbooks,aswellasineverydayteachingpractice.Thenewpro-grammedoesbringchangesintermsofcontent,butevenmoresointheapproachtolearningandteaching,whichisanewchallengeforteach-

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ers. In terms of the teaching approach, the subject curriculum (from2019)hashighexpectations frompupilsandfocuseson the researchapproachtostudyingspace,wherebytheteachernolongeronlytrans-fersknowledgebutactsasamediatorandfacilitator,aswellasaco-operatorandamentor.Itisalsostatedthatpupilsusetextbooks,atlases,andworkbooksaswellasmanyotheranalogueanddigitalresources;thisshouldcontribute toamoresuccessful realisationofeducationaloutcomes,aswellasstimulatingcuriosity.However,itshouldalsobestatedthatteachers’andpupils’expectedfreedomandcreativityalongwiththeirfocusonthelearningoutcomesinthecontextofpromotingtheEDEconcept,willcertainlynotbeaneasytask.

Acknowledgments:ThispaperhasbeenfullysupportedbytheUniversityofRijekawithintheproject:The�European�Dimension�in�Education:�Approaches�and�Challenges(number13.04.1.3.12).

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EUROPSKADIMENZIJAUOBRAZOVANJUUUDŽBENICIMAGEOGRAFIJEUHRVATSKIMOSNOVNIMŠKOLAMA:NAUČENE

LEKCIJEIBUDUĆAOČEKIVANJA

BojanaVignjevićKorotaj,JasminkaLedić,IvanaMiočić

Pristupanje�Republike�Hrvatske�članstvu�u�Europskoj�uniji,�donijelo�je,�izme-đu�ostalog,�promjene�u�obrazovnim�politikama�putem�koncepta�europske�dimenzi-je�u�obrazovanju.�Koncept�europske�dimenzije�u�obrazovanju�uspješno�pronalazi�svoje�mjesto�u�Nacionalnom�okvirnom�kurikulumu,�međutim�ne�postoje�detaljnije�analize�putem�kojih�bi�se�utvrdilo�je�li�ovaj�koncept�prepoznat�i�u�nastavnim�ma-terijalima,�točnije�u�udžbenicima.�Stoga�je�cilj�ovog�istraživanja�utvrditi�je�li�i�na�koji�način�europska�dimenzija�u�obrazovanju�prisutna�u�udžbenicima�geografije�za�osnovnu�školu.�Rezultati� istraživanja�pokazali�su�da� je� ideja�europske�dimenzije�u�obrazovanju�dominantno�prisutna�u�obliku�činjeničnog�znanja�o�Europi�što�na-stavnicima�i�učenicima�ne�pruža�dovoljno�mogućnosti�za�razvoj�stavova�i�kritičkog�osvrta�na�spomenute�teme.

Ključne riječi:��europska�dimenzija�u�obrazovanju,�udžbenici�geografije,�kompara-tivna�analiza�udžbenika,�osnovne�škole�



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https://www.dzs.hr/Hrv_Eng/ljetopis/2003/metodologije/27_436_met.pdf

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