Hana E. Sejfović, State University of Novi Pazar, Novi Pazar Serbia, e-mail: hana.sejfovic@np.ac.rs
Nataša M. Simić, University of Belgrade, Faculty of Philosophy, Institute of Psychology, Belgrade, Serbia
Milena D. Belić, State University of Novi Pazar, Novi Pazar Serbia
Иновације у настави, XXXVII, 2024/2, стр. 55–72

| PDF | | Extended summary PDF |
DOI: 10.5937/inovacije2402055S

Abstract: In today’s multicultural societies, schools play a vital role in nurturing multicultural values and fostering students’ positive interethnic relations. This paper contributes to discussions about the ways of building positive school climate, interethnic relations and multicultural practices by exploring the potential of practicing mindfulness in schools. Mindfulness is defined as the process of paying attention in the present moment and non-judgmentally that can, when practiced regularly, become a state and finally, an individual’s trait. In the last two decades the effects of the mindfulness-based interventions (MBIs) on students’ cognitive and socioemotional outcomes, as well as on school climate and interethnic relationships have been studied. Although the results are not unambiguous and depend on the research design, duration and comprehensiveness of the intervention and characteristics of students, one can conclude that MBIs can have a positive impact on students’ cognitive and socioemotional functioning. Studies indicate positive effects of the MBIs on school climate, prejudice reduction, and willingness to engage in social contact with the youth of other ethnic backgrounds. Despite the potential of mindfulness, one should not overlook that we need to adopt a whole-school approach and to advocate for structural system changes to ensure positive interethnic relations in society.

Keywords: multicultural education, school, students, mindfulness, interethnic relations

Хана Е. Сејфовић, Државни универзитет у Новом Пазару,Нови Пазар, Србија
Наташа М. Симић, Универзитет у Београду, Филозофски факултет, Институт за психологију, Београд, Србија
Милена Д. Белић, Државни универзитет у Новом Пазару, Нови Пазар, Србија

КА МУЛТИКУЛТУРАЛНИМ ШКОЛАМА:
ИСТРАЖИВАЊЕ ПОТЕНЦИЈАЛА МАЈНДФУЛНЕСА

Резиме: У савременим мултикултурним друштвима истиче се значај мултикултуралног (или интеркултуралног) образовања, те креирања културно релевантних наставних пракси и неговања позитивних интеретничких односа. Иако школске политике и вршњачки односи имају важну улогу, наставници се опажају као кључни агенси промовисања мултикултуралних вредности и пракси у школи. Овај прегледни рад има за циљ да допринесе дискусији о начинима унапређивања школске климе, интеретничких односа и мултикултуралних пракси, и то испитивањем потенцијала практиковања мајндфулнеса у школи. Мајндфулнес, или пуна свесност, дефинише се као процес усмереног обраћања пажње на садашњи тренутак са отвореним и непроцењујућим ставом. Ако се редовно практикује, може постати стање и најзад црта појединца. Неки истраживачи мајндфулнес чак
сматрају димензијом интеркултуралне компетенције. Практиковање мајндфулнеса може бити формално, када укључује вежбање техника попут скенирања тела, медитације, свесног дисања или јоге, и неформално, као што су свесно ходање или једење. У последње две деценије проучавани су ефекти интервенција заснованих на мајндфулнесу на когнитивне и социоемоционалне исходе, као и на школску климу и интеретничке односе. Већина студија приказивала је ефекте интервенција код наставника, а мањи број истраживања тицао се ефеката практиковања мајндфулнеса код ученика. Премда резултати нису једнозначни и зависе од дизајна истраживања, трајања и обухватности интервенције и карактеристика ученика, као што су узраст и почетни ниво менталног функционисања, може се закључити да практиковање мајндфулнеса може позитивно утицати на пажњу и контролу инхибиције, као и на вештине саморегулације, емоционалну контролу и емпатију. Иако малобројне, студије су показале позитивне ефекте интервенција заснованих на мајндфулнесу на школску климу, смањење предрасуда и социјалне дистанце и на спремност за улазак у друштвени контакт са младима из других етничких група са којима у датом контексту иначе постоје тензије. Ефекти на креирање уважавајуће школске климе били су већи када су интервенције трајале дуже и биле интегрисане у свакодневне активности школе, када су их реализовали ученицима познати наставници који су и сами прошли кроз тренинг пуне свесности, те када су ученици подстицани да практикују мајндфулнес и ван школе и, најзад, када су били укључени и родитељи. Закључујемо да није довољно само унапређивати интеркултуралне компетенције наставника и ученика као појединаца, већ је неопходно мењати визију и мисију школе у правцу веће мултикултуралности, те и подстицати реализацију разноврсних пракси кроз које ће се ове вредности промовисати међу ученицима и родитељима. У складу са приниципима критичке педагогије, неопходно је и улагати напоре за подстицању структуралних промена у систему како би се осигурали уважавање различитости и бољи интеретнички односи у друштву.

Кључне речи: мултикултурално образовање, школа, ученици, мајндфулнес, интеретнички односи

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