Summary

Gender, Women and Anti-Fascism in the Social Network, „Women`s Business"

Summary 12 December 2020

It is our goal to show to what degree it is possible to find the link between theory and practice among the female members in social media and in virtual space, as an informational educational and at the same time motivational process for actual activities in the public.

We have analyzed electronic messages during the course of the last year (2017 and 2018) of the female members (individuals and/or organizations) who are pro-active against all forms of multidimensional discrimination and marginalization (especially women) with a special focus on anti-fascistic (anti-militant) activities. The messages have been written by the female members in gender sensitive language in the Serbian-Croatian region.

The results of the analysis show that this closed feminist social network is at the same time a workshop for acquiring knowledge and expressing one’s own opinion and for planning and maintaining various real actions. The network is at the same time a virtual and actual space for action.

Bašaragin, Margareta; Savić, Svenka (2019). „Rod žene i antifašizam na društvenoj mreži Ženska posla“, u: Gruhonjić, Dinko i Dubravka Valić Nedeljković (ur.) (2019). Zbornik radova sa Međunarodne naučne konferencija Mediji civilnog društva kao alternativa medijskom populizmu, senzacionalizmu i lažnim vestima, 25. maj 2018, Odsek za medijske studije, Filozofski fakultet, Univerzitet u Novom Sadu, uz podršku Medijskog odeljenja Misije OEBS-a u Srbiji, Novi Sad, 185-197.

UDK 004.738.5:316.472.4]-055.2

Ph.D. Margareta Bašaragin and Ph. D. emerita Svenka Savić

Gender Perspective on Teacher-Pupil Classroom Interaction: Feedback and Evaluation

Summary 12 December 2020

Various studies confirm the existence of gender bias in classroom interaction and the unequal treatment of boys and girls. The aim of this paper is to determine the differences in the type of teacher feedback after female and male pupils’ speech contribution and explore whether the varied reactions contribute to the development of different linguistic, gender and cultural identities of pupils in Serbian and Hungarian classes. The corpus was collected during the final year of a bilingual primary school in Subotica (Vojvodina) in 2015, and consists of the fine transcripts of two audio and video recordings of mother tongue lessons in Serbian and Hungarian classes. The results confirm the differences in feedback distribution and type in both classes regarding the pupils’ gender. The teachers’ feedback supports the higher status of male pupils in the group (class) and in relation to the teachers.

Keywords: classroom interaction, feedback, gender, Hungarian language, Serbian language

Bašaragin, M., Savić, S. (2019). Gender perspective on teacher-pupil classroom interaction: Feedback and evaluation. Slovenščina 2.0, 7(2): 172–196.

DOI: https://doi.org/10.4312/slo2.0.2019.2.172-196

Ph. D. Margareta Bašaragin and Ph. D. emerita Svenka Savić