The paper addresses the issue of gender (in)equality in the academic fi eld in Slovenia and the role of institutions in the reproduction of inequality therein. On the basis of selected statistical data, the article begins by presenting the "state of affairs" in the Slovenian academic field and determins the distribution of its (decision-making) power. We continue with an analysis of the "self-presentation documents" from three Slovene universities, of the special institutes, and of the measures or gender equality policies in this field. Thus, we try to find an answer to the question of how gender is thought of by the selected academic institutions in Slovenia. We then compare the collected data and findings with the situation at selected nearby academic institutions (University of Vienna and the University of Bologna) which understand gender equality as a priority. According to the obtained and compared data, the article concludes that the academic institutions in Slovenia do not think gender.
COBISS.SI-ID: 68537186
In this paper the authors present different incidences of violence in the school environment. Different factors influencing the phenomenon and existence of violence in school are also subject to different conceptualizations and definitions of violence in school. Special attention is paid to school as an institution, which in its essence is not a democratic, but a hierarchically structured organization. Because of the fundamental problems that are associated with the problem of violence in school, most countries require that schools systematically deal with this issue, and the formation of an integrated policy in tackling violence. In the second part of the paper, the authors analyze the policies of various countries (Canada, Sweden, France, Germany, England) to the problems of school violence and link them to the factors that influence the onset of violence in school. Special attention is paid to the analysis of official documents that enable violence in school in Slovenia to be resolved, and thus seek an answer to the question about what can schools do.
COBISS.SI-ID: 12086601
The author addresses the question of why, after more than half a century of feminist heritage in the field of conceptualisation and understanding of violence against women, its importance should be re-established and re-examined within a scientific context. The author starts from the premise that the definition of what actually constitutes violence is no longer at the forefront of public discussions. There is also a lack of contextual examination of violent events through the lens of power relations in the existing gender order. Public discourse, which is characterised by quick and superficial reflections on individual events that are taken out of context is completely devoid of any insight into the problem of violence against women, due to the continued gender inequality in society. Therefore, the main purpose of this article is to highlight the importance of understanding violence against women through the prism of gender or gender inequality, which is the key contribution of feminist structuralist theory. In light of this, a critique of feminist structuralist theory is presented, as it is the one that has laid down the foundation for understanding violence against women, while not providing all the tools needed for a complex understanding of the problem in its entirety. The author uses the example of the Harvey Weinstein scandal and attempt to illuminate the issue.
COBISS.SI-ID: 67893858