http://orcid.org/0000-0003-2806-0876
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Abstract
The first part of the article deals with the European and, specifically, Croatian sociopolitical and cultural framework of inclusive pedagogy and presents its basic postulates. The second part contains answers to questions linked to the treatment of differences in religious education in Croatia and characteristics of teachers that can be linked to this theme. It presents and interprets the results of a quantitative study conducted in April 2015 among religious education teachers of various religious communities that teach religion in schools (N = 471).
Notes
1 It should be noted that if this study was conducted after the migrant crisis that affected Europe, including Croatia in 2015, the order of these prejudiced groups would probably be different.
Additional information
Notes on contributors
Ana Thea Filipović
Ana Thea Filipović, Ph.D., is an Associate Professor in the Department of Religious Pedagogy and Catechetics, Faculty of Catholic Theology, at the University of Zagreb, Zagreb, Croatia. E-mail: [email protected]
Stanko Rihtar
Stanko Rihtar, B.Sc., is a Senior Advisor in Science at the Ivo Pilar Institute of Social Sciences, Zagreb, Croatia. E-mail: [email protected]