Nataša Pantić
Dados Biográficos
| ID | 4152159 |
|---|---|
| NOME | Nataša Pantić |
| PRENOMES | Nataša |
| SOBRENOME | Pantić |
| ASSINATURA | PANTIĆ N |
| AFILIAÇÕES | University of Edinburgh |
| ORCID | 0000-0002-9261-2500 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 19 |
| TOTAL DE CITAÇÕES | 49 |
| TOTAL COMO AUTOR | 19 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2009 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Critical Pedagogy of Multicultural Incorporation
This article brings cultural sociology, civil sphere theory, and critical theory into dialogue to examine the empirical-cum-political stakes of education in multicultural societies. Using a mixed-methods approach, it analyzes school cultures in Finland, Scotland, and Sweden, focusing on how the symbolic and interactional life of schools extends beyond academic performance. Schools are understood as moral environments where ideals of solidarity an…
Exploring students’ school engagement in relation to migration status and parents’ educational level across diverse school contexts in Finland, Scotland and Sweden
This study examined students’ school engagement in relation to their migration status and their parents’ educational level across diverse school contexts with different density levels of migrant students. Altogether 1146 students (Mean age = 13.65 years old) from seven schools in Finland, Scotland, and Sweden participated in the study. We obtained information about students’ school engagement and their demographics through a self-report survey. R…
Agency in networks
While there is an increasing interest in studying communities as network structures, the relationship between individual agency and these structures remains underexplored. This study examines online teacher forums as informal Communities of Practice (CoPs), where participation produces patterns of knowledge sharing. Drawing on relational agency, this study combines Social Network Analysis (SNA) and Epistemic Network Analysis (ENA) to show how mut…
An illustrated tutorial on mixed-method social network analysis of embedded network agency
This paper presents an illustrated tutorial for conducting an embedded Mixed-Method Social Network Analysis (MMSNA) to examine the dynamic interplay between human agency and social networks. We draw on an empirical study in education that investigated how teachers enact relational agency within their school networks to support the integration of migrant students. We propose a replicable method and stepwise procedure for designing, implementing an…
Turning crisis into opportunities
This study explored how practising and pre-service teachers exercised their individual and collective agency in response to the school closures in Scotland and Australia during the COVID-19 pandemic. Seven practising and nine pre-service teachers completed an online log and participated in interviews on the challenges they faced working individually and collectively during COVID-19. Our findings indicate that previous experience, existing profess…
Exercising Teacher Agency for Inclusion in Challenging Times
Teacher agency has been recognised as a relevant concept for understanding the role of teachers in the current uncertain and changing contexts. However, its study about inclusive education is recent, especially in the Global South. This study analysed how teachers exercised agency for inclusive education during the COVID-19 crisis and the conditions that enabled or inhibited agency. This article explores Chilean schools, where neoliberal policies…
A matrix of educational policies to support migrant students across Europe
Increase in immigration in Europe, including many migrants of school age, has highlighted the need to understand how best to support migrant students’ integration. Integration strategies vary significantly between countries, resulting in a complex mosaic of approaches that is difficult to analyze. Educational policies are shaped by a range of policy choices made by local and national governments regarding the economy, welfare, and foreign policy.…
Exploring integration in schools by using the lens of cultural diversity and multilingualism in policy documents from Finland, Scotland and Sweden
Education policies are legally and societally significant for framing how schools are expected to promote the integration of pupils with migration backgrounds into school communities. Approaches to integration in education are embedded in policies that reflect wider general understandings of diversity and specific arrangements that aim to accommodate the increasing cultural and linguistic diversity of school populations. This article explores how…
School staff members’ professional agency in Finland, Scotland and Sweden – A comparative study
Professional agency has been comprehensively investigated in educational contexts, but there have been few quantitative or comparative studies. This quantitative study explored school staff members’ professional agency in Finland, Scotland, and Sweden, addressing three dimensions of agency: influencing at work , participation at work , and negotiating professional identity . The questionnaire data indicated fairly strong agency among lower second…
How do teachers exercise relational agency for supporting migrant students within social networks in schools from Scotland, Finland, and Sweden
This study examines how teachers exercise relational agency - working flexibly with other actors in their social networks to support migrant students. Teachers and other staff members from 7 schools in Scotland, Finland and Sweden participated in social network surveys (n = 1116), online logs (n = 275) and interviews (n = 82). A mixed-method social network analysis shows how networks facilitate relational agency as teachers reach out to others to…
The development of inclusive practice under a policy of integration
In 2015, South Korea hosted the World Education Forum as it considered issues of education for all and improving inclusion worldwide. Yet, as is the case in many countries, pupils with special educational needs in South Korea are often included by way of ‘special or additional’ support as ‘compensation’ for disability, raising questions about the extent to which support is a tool for inclusion or a reproduction of exclusion in the classroom. This…
An exploratory study of teacher agency for social justice
A model for study of teacher agency for social justice
Internationally teachers are called upon to act as agents of change. However, there is little clarity about the kind of change teachers are expected to contribute to and even less empirical evidence about the ways teacher agency operates in schools and beyond. Empirical analyses of teacher agency require a clear articulation of the purpose and content of such agency in relation to a particular aspect of change, which could then help us specify ap…
Developing teachers as agents of inclusion and social justice
Policies worldwide increasingly call for teachers to become ‘agents of change’, often linked to social justice agendas. However, there is little clarity about the kind of competences such agency involves or how it can be developed in teacher education. This paper draws on theories of teacher agency and inclusive pedagogy to clarify the meaning of teachers as agents of change in the context of inclusion and social justice. Inclusive practice requi…
The Governance of Citizenship Practices in the Post-Yugoslav States
Published online: 09 July 2015
Citizenship and Education in the Post-Yugoslav States
This paper explores interactions between citizenship and education in six post-Yugoslav contexts. The aim is to map out policies shaping the intended young citizens' identities, which might differ from their lived experiences of citizenship. Focusing on the ethnocentric, multicultural, and civic dimensions of citizenship, the paper looks at how education governance structures and policies promote inclusive and exclusive citizenship by adopting an…
The role of teachers in inculcating moral values
Dealing with values and moral issues is recognised as an integral part of teachers’ roles. Especially in culturally heterogeneous societies teachers face multiple values that students and their families may hold. The study reported in this article explores different conceptions of teachers’ moral roles aiming to develop an instrument for assessing teacher beliefs about those roles that could be used in teacher development. Paternalist, liberal an…
Teachers’ moral values and their interpersonal relationships with students and cultural competence
Teacher competencies as a basis for teacher education – Views of Serbian teachers and teacher educators
An exploratory study of teacher agency for social justice
Teacher competencies as a basis for teacher education – Views of Serbian teachers and teacher educators
Developing teachers as agents of inclusion and social justice
Policies worldwide increasingly call for teachers to become ‘agents of change’, often linked to social justice agendas. However, there is little clarity about the kind of competences such agency involves or how it can be developed in teacher education. This paper draws on theories of teacher agency and inclusive pedagogy to clarify the meaning of teachers as agents of change in the context of inclusion and social justice. Inclusive practice requi…
The Governance of Citizenship Practices in the Post-Yugoslav States
Published online: 09 July 2015
How do teachers exercise relational agency for supporting migrant students within social networks in schools from Scotland, Finland, and Sweden
This study examines how teachers exercise relational agency - working flexibly with other actors in their social networks to support migrant students. Teachers and other staff members from 7 schools in Scotland, Finland and Sweden participated in social network surveys (n = 1116), online logs (n = 275) and interviews (n = 82). A mixed-method social network analysis shows how networks facilitate relational agency as teachers reach out to others to…
The development of inclusive practice under a policy of integration
In 2015, South Korea hosted the World Education Forum as it considered issues of education for all and improving inclusion worldwide. Yet, as is the case in many countries, pupils with special educational needs in South Korea are often included by way of ‘special or additional’ support as ‘compensation’ for disability, raising questions about the extent to which support is a tool for inclusion or a reproduction of exclusion in the classroom. This…
Citizenship and Education in the Post-Yugoslav States
This paper explores interactions between citizenship and education in six post-Yugoslav contexts. The aim is to map out policies shaping the intended young citizens' identities, which might differ from their lived experiences of citizenship. Focusing on the ethnocentric, multicultural, and civic dimensions of citizenship, the paper looks at how education governance structures and policies promote inclusive and exclusive citizenship by adopting an…
Teachers’ moral values and their interpersonal relationships with students and cultural competence
Teacher competencies as a basis for teacher education – Views of Serbian teachers and teacher educators
The role of teachers in inculcating moral values
Dealing with values and moral issues is recognised as an integral part of teachers’ roles. Especially in culturally heterogeneous societies teachers face multiple values that students and their families may hold. The study reported in this article explores different conceptions of teachers’ moral roles aiming to develop an instrument for assessing teacher beliefs about those roles that could be used in teacher development. Paternalist, liberal an…
Teachers’ moral values and their interpersonal relationships with students and cultural competence
A model for study of teacher agency for social justice
Internationally teachers are called upon to act as agents of change. However, there is little clarity about the kind of change teachers are expected to contribute to and even less empirical evidence about the ways teacher agency operates in schools and beyond. Empirical analyses of teacher agency require a clear articulation of the purpose and content of such agency in relation to a particular aspect of change, which could then help us specify ap…
Developing teachers as agents of inclusion and social justice
Policies worldwide increasingly call for teachers to become ‘agents of change’, often linked to social justice agendas. However, there is little clarity about the kind of competences such agency involves or how it can be developed in teacher education. This paper draws on theories of teacher agency and inclusive pedagogy to clarify the meaning of teachers as agents of change in the context of inclusion and social justice. Inclusive practice requi…
The Governance of Citizenship Practices in the Post-Yugoslav States
Published online: 09 July 2015
Citizenship and Education in the Post-Yugoslav States
This paper explores interactions between citizenship and education in six post-Yugoslav contexts. The aim is to map out policies shaping the intended young citizens' identities, which might differ from their lived experiences of citizenship. Focusing on the ethnocentric, multicultural, and civic dimensions of citizenship, the paper looks at how education governance structures and policies promote inclusive and exclusive citizenship by adopting an…
An exploratory study of teacher agency for social justice
The development of inclusive practice under a policy of integration
In 2015, South Korea hosted the World Education Forum as it considered issues of education for all and improving inclusion worldwide. Yet, as is the case in many countries, pupils with special educational needs in South Korea are often included by way of ‘special or additional’ support as ‘compensation’ for disability, raising questions about the extent to which support is a tool for inclusion or a reproduction of exclusion in the classroom. This…
How do teachers exercise relational agency for supporting migrant students within social networks in schools from Scotland, Finland, and Sweden
This study examines how teachers exercise relational agency - working flexibly with other actors in their social networks to support migrant students. Teachers and other staff members from 7 schools in Scotland, Finland and Sweden participated in social network surveys (n = 1116), online logs (n = 275) and interviews (n = 82). A mixed-method social network analysis shows how networks facilitate relational agency as teachers reach out to others to…
Turning crisis into opportunities
This study explored how practising and pre-service teachers exercised their individual and collective agency in response to the school closures in Scotland and Australia during the COVID-19 pandemic. Seven practising and nine pre-service teachers completed an online log and participated in interviews on the challenges they faced working individually and collectively during COVID-19. Our findings indicate that previous experience, existing profess…
Exercising Teacher Agency for Inclusion in Challenging Times
Teacher agency has been recognised as a relevant concept for understanding the role of teachers in the current uncertain and changing contexts. However, its study about inclusive education is recent, especially in the Global South. This study analysed how teachers exercised agency for inclusive education during the COVID-19 crisis and the conditions that enabled or inhibited agency. This article explores Chilean schools, where neoliberal policies…
A matrix of educational policies to support migrant students across Europe
Increase in immigration in Europe, including many migrants of school age, has highlighted the need to understand how best to support migrant students’ integration. Integration strategies vary significantly between countries, resulting in a complex mosaic of approaches that is difficult to analyze. Educational policies are shaped by a range of policy choices made by local and national governments regarding the economy, welfare, and foreign policy.…
Exploring integration in schools by using the lens of cultural diversity and multilingualism in policy documents from Finland, Scotland and Sweden
Education policies are legally and societally significant for framing how schools are expected to promote the integration of pupils with migration backgrounds into school communities. Approaches to integration in education are embedded in policies that reflect wider general understandings of diversity and specific arrangements that aim to accommodate the increasing cultural and linguistic diversity of school populations. This article explores how…
School staff members’ professional agency in Finland, Scotland and Sweden – A comparative study
Professional agency has been comprehensively investigated in educational contexts, but there have been few quantitative or comparative studies. This quantitative study explored school staff members’ professional agency in Finland, Scotland, and Sweden, addressing three dimensions of agency: influencing at work , participation at work , and negotiating professional identity . The questionnaire data indicated fairly strong agency among lower second…
Critical Pedagogy of Multicultural Incorporation
This article brings cultural sociology, civil sphere theory, and critical theory into dialogue to examine the empirical-cum-political stakes of education in multicultural societies. Using a mixed-methods approach, it analyzes school cultures in Finland, Scotland, and Sweden, focusing on how the symbolic and interactional life of schools extends beyond academic performance. Schools are understood as moral environments where ideals of solidarity an…
Exploring students’ school engagement in relation to migration status and parents’ educational level across diverse school contexts in Finland, Scotland and Sweden
This study examined students’ school engagement in relation to their migration status and their parents’ educational level across diverse school contexts with different density levels of migrant students. Altogether 1146 students (Mean age = 13.65 years old) from seven schools in Finland, Scotland, and Sweden participated in the study. We obtained information about students’ school engagement and their demographics through a self-report survey. R…
Agency in networks
While there is an increasing interest in studying communities as network structures, the relationship between individual agency and these structures remains underexplored. This study examines online teacher forums as informal Communities of Practice (CoPs), where participation produces patterns of knowledge sharing. Drawing on relational agency, this study combines Social Network Analysis (SNA) and Epistemic Network Analysis (ENA) to show how mut…
An illustrated tutorial on mixed-method social network analysis of embedded network agency
This paper presents an illustrated tutorial for conducting an embedded Mixed-Method Social Network Analysis (MMSNA) to examine the dynamic interplay between human agency and social networks. We draw on an empirical study in education that investigated how teachers enact relational agency within their school networks to support the integration of migrant students. We propose a replicable method and stepwise procedure for designing, implementing an…
Political science (14 obras) · Sociology (13 obras) · Pedagogy (12 obras) · Psychology (10 obras) · Social science (10 obras) · Public relations (9 obras) · Teacher Education and Leadership Studies (8 obras) · Collaborative Teaching and Inclusion (5 obras) · Global Education and Multiculturalism (5 obras) · Law (5 obras)