Education on language of the albanian minority: a case study of one elementary school in Zagreb

Berisha, Lorita. (2019). Education on language of the albanian minority: a case study of one elementary school in Zagreb. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Pedagogy. [mentor Širanović, Ana].

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Abstract

Under the laws of Republic of Croatia, national minorities have a right to education in their native language. The theme of this graduate thesis is education of the Albanian minority group, the fifth largest minority in the Republic of Croatia, on their native tongue. In the theoretical part of the thesis, the critical model of intercultural education is first presented as a theoretical framework for the case study analysis. Secondly, in the theoretical part are also presented the results of the analysis of „Izvješća o provođenju Ustavnoga zakona o pravima nacionalnih manjina“ (Report on regulation and enforcement of the Croatian constitutional law minding national minorities rights, which is required to be presented in the Croatian parliament once a year), as well as the analysis of all available curriculums, school plans and programs regarding schools that provides children with the possibility of education on their native language. The empirical part of the thesis presents the results of a case study one of Zagreb’s Elementary School where members of the Albanian national minority are educated on model C. Semi-structured interviews were used to examine attitudes and opinions of school pedagogue and Albanian language teacher. Analysis of the school web pages was choosen as a second method: all the data that concerned information of education on the Albanian language was collected and analysed. The goal of all this analysis was to determinate how is education in the Albanian language realized in Croatian society and school(s). Based on the interpreted results it can be said that access to education in the language of the Albanian minority is focused only on basic learning of Albanian language and culture, and this kind of approach does not equal to the truthful intercultural education.

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