Diversity in primary school textbooks

V magistrskem delu sem raziskovala, kako izbrani učbeniki od 1. do 9. razreda slovenskih osnovnih šol odsevajo različnost ter na kakšen način in kako pogosto jo predstavljajo. Pri tem sem se osredotočila na manjšinsko kulturno pripadnost, različnost družinskih oblik, v tem kontekstu tudi na spolno usmerjenost ter na način obravnavanja otrok s posebnimi potrebami. Različni avtorji poudarjajo funkcijo šole kot institucije, ki reproducirajo že obstoječe družbene odnose, za katere je značilen neenakovreden odnos med večino in manjšinskimi družbenimi skupinami, ki temelji na vzpostavljanju »drugosti«. Raziskave, ki so že bile narejene na tem področju, kažejo na to, da so določene družbene skupine v vsebinah učbenikov še vedno spregledane oziroma se pojavljajo manj pogosto ali pa uporabljeni govor prispeva k njihovi družbeni izključenosti. Za svojo analizo izbranih učbenikov sem uporabila deskriptivno metodo empiričnega raziskovanja in pri tem uporabila kvalitativno tehniko – analizo dokumentov, pridobljene podatke pa obdelala na nivoju deskriptivne statistike (frekvenčne distribucije). Analizirala sem tako tekstovno kot slikovno gradivo ter na ta način ugotavljala, ali so v primerjavi z ugotovitvami prejšnjih raziskav še prisotne možne vsebinske izboljšave. Ugotovila sem, da so učbeniki v glavnem še vedno enokulturni, kar se kaže predvsem v tem, da v izbranih učbenikih ni prezentacij mavričnih družin, malo je tudi prezentacij posvojitvenih družin in istospolne usmerjenosti, pri kateri se v glavnem utrjuje že obstoječi diskurz o tem, da je to deviantna oblika spolne usmerjenosti. V kontekstu narodnostne, rasne in etnične pripadnosti se prezentacije v glavnem osredotočajo na prikaz globalne kulturne raznolikosti, manj pa v kontekstu Slovenije, otroci s posebnimi potrebami pa so načeloma še vedno prikazani kot gibalno ovirani, kot taki pa v vlogi pasivnih posameznikov, ki jim je treba pomagati. Analizirani učbeniki torej v večini še vedno ne prikazujejo celostne podobe družbene različnosti, zato so spremembe iz vidika učbeniških vsebin še vedno potrebne. Te so predvsem potrebne na področju vključevanja različnih oblik družin, istospolne usmerjenosti, vključevanja reprezentacij, ki bodo otroke s posebnimi potrebami prikazale kot aktivne posameznike, z močmi, interesi in željami, pa tudi vključevanja kulturnih značilnosti oziroma navad ter običajev priseljencev in Romov.In the master\u27s thesis I did the research on how the selected textbooks published for the 1st - 9th grade of Slovenian primary schools, reflect the diversity, in what way and with what frequency. In doing so, I focused on minority cultural affiliation, the diversity of family forms, the sexual orientation in this context, and the way children with special needs are treated. Various authors emphasize the function of the school as an institution that reproduces already existing social relations, which are characterized by an unequal relationship between the majority and minority social groups, based on the establishment of "otherness". The studies that have already been done in this area show that certain social groups are still overlooked in textbook content or appear less frequently, or that the speech used contributes to their social exclusion. For the analysis of the selected textbooks, I used the descriptive method of empirical research with the qualitative approach - document analysis, and I processed the obtained data at the level of descriptive statistics (frequency distribution). I analyzed both textual and pictorial materials and in this way determined whether any content improvements, in comparison with the findings of previous studies, are still possible. I found that the selected textbooks are still mostly monocultural, which is reflected in the fact that there are no presentations of rainbow families, there are few presentations of adoptive families and same-sex orientation families with the existing discourse stating that it is a deviant form of sexual orientation. In the context of national, racial and ethnic affiliation, the presentations mainly focus on the global cultural diversity, but less in the context of Slovenia, and children with special needs still portrayed as physically handicapped and as passive individuals who need help. Thus, the analyzed textbooks still do not show a holistic picture of social diversity, so changes in terms of textbook content are still necessary. They are especially needed in the field of inclusion of different forms of families, same-sex orientation families, the inclusion of presentations showing children with special needs as active individuals, with their strengths, interests and desires, as well as inclusion of cultural characteristics or habits and customs of immigrants and the Romani