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Nastanek Slovenije je zaznamovan z dejanjem izbrisa, ki je pogosto spregledan del njene zgodovine. Etnonacionalizem je spremljal razpad Jugoslavije. Slovenska osamosvojitev je povezana s spodbujanjem razvoja nacionalne zavesti. Potreba po poenotenju je hkrati ustvarila stigmatizirane “Druge”. Nacionalne identitete se namreč vzpostavljajo ravno v razmerju z drugimi. Posledica tega je bilo vedno močnejše razlikovanje med “Nami” – Slovenci in “Drugimi” – Balkanci. Javni in medijski diskurz je te razlike reproduciral in utrjeval. Posledice izbrisa so kompleksne in daljnosežne. Izbris enega člana je vplival na celotno družino. Soočali so se s socialno izključenostjo, socialno in finančno stisko, zdravstvenimi posledicami itn. Kako je izbris vplival na otroka izbrisanega starša je do sedaj še neraziskano področje. Ker je od izbrisa minilo skoraj 30 let so otroci sedaj odrasli posamezniki, ki lahko ubesedijo svojo izkušnjo in predstavljajo populacijo moje raziskave. V socialnem delu sledim postmoderni paradigmi, zato za raziskavo izberem narativno metodo. Ta omogoča, da preidem strogo in umetno razločevanje med mikro, mezzo in makro nivojem, ki so v resničnem življenju med seboj prepleteni in ne strogo ločeni. Narativni pristop omogoča poglobljen uvid v razumevanje posameznikovega doživljanja, ki je umeščeno tudi v širši kulturni kontekst. Izvedem narativne intervjuje s tremi odraslimi posamezniki, katerih oče je bil izbrisan. S kombinacijo različnih tehnik narativne analize poskusim transformirati intervjuje v zgodbe. Doživljanje posameznika je edinstveno, zato posploševanje ni ustrezno. Vse tri zgodbe lahko umestim v širši družbeni narativ, ki priča o neenakovrednem razmerju moči med posameznikom in državo ter njenimi institucijami. Rezultati raziskave so pomemben prispevek k odpiranju polja razumevanja medgeneracijskih posledic birokratskega genocida. Namenjeni so izbrisanim in njihovim otrokom. Uporabni pa so tudi za večje razumevanje pri strokovnem delu z omenjeno populacijo. The founding of the Republic of Slovenia is marked by the erasure, which is often an overlooked part of the country's history. Ethnical nationalism has accompanied the downfall of Yugoslavia. The independence of the Republic of Slovenia is connected to promotion of the development of the national consciousness. The side effect of the urge to be united is the creation of stigmatised “Others”. National identities are established in the relationships with others. The consequence of this fact was the growing differentiation between “Us” – Slovenes, and “Others” – the Balkans. The public and media discourse was reproducing and fortifying these differences amongst people. The consequences of the erasure are extensive. Erasure of one family member also affects all of the other family members. These people have had to face social exclusion, social and financial difficulties, health issues etc. The area of how exactly did the erasure impact the children of The Erased is still very unresearched. Because nearly 30 years have already passed since the erasure, the children of The Erased are now fully grown adults that can verbalise their experience and play the role of the population for my research. Social work follows the postmodern paradigm, therefore I have chosen to use the narrative method to perform my research. This method allows me to see past the strict and artificial differentiation between micro, mezzo and macro levels, who are in fact intertwined amongst themselves. The narrative approach allow us to emerge deeper into the comprehension of the world as seen by the individual, and also allows us to place it in a wider cultural context. I perform narrative interviews with three adults, whose fathers had been erased. With the combination of different techniques of the narrative analysis I try to transform the interviews into stories. The experiences of the individuals are diverse and unique. That is why it is not suitable to generalize the research findings. The three stories can be placed in the wider social narrative, which testifies about the inequal proportion between power of the individual and the power of the state and its institutions. The results of the research are an important contribution to understanding the area of intergenerational consequences of the bureaucratic genocide. The results are intended for The Erased and their children, but they can also be used to provide greater understanding of these people when they are in need of professional help.

Magistrsko delo obravnava temo identitete v povezavi z vsakdanjim življenjem ljudi po 65. letu v izbranem lokalnem okolju. Pri tem izhaja iz teoretičnih izhodišč queer teorije, integrativnega terapevtskega pristopa, koncepta življenjskega sveta uporabnika in narativne paradigme, natančneje metode zgodbe ali pripovedi. Namen empiričnega dela je pridobiti poglobljen vpogled v doživljanje identitete in vsakdanjega življenja ljudi po 65. letu. Uporabljen je kvalitativni pristop pri raziskovanju in znotraj omenjenega metoda odprtega intervjuja na vzorcu petih oseb. Podatki so analizirani z vsebinsko kvalitativno analizo. Na podlagi ugotovitev iz kvalitativno pridobljenih in analiziranih podatkov so podane smernice in predlogi za socialnopedagoške intervencije in morebitna nadaljnja raziskovanja. S tem pričujoče magistrsko delo daje doprinos stroki, udeležencem raziskave, odnosu med stroko in udeleženci ter posledično družbi kot celoti. The master's thesis deals with the theme of identity in connection with the everyday life of the people after the age of 65 in the chosen local environment. It stems from the theoretical starting points of the queer theory, the integrative therapeutic approach, the concept of the life-world user and the narrative paradigm, more precisely the method of story or narration. The purpose of the empirical work is to gain a deep insight into the experience of identity and the everyday life of the people after the age of 65. The research is based on qualitative approach and open interview method on the sample of five people. Data are analysed with substantive qualitative analysis. Based on the findings from qualitatively obtained and analysed data, guidelines and proposals for social pedagogical interventions and possible further researches are given. With this the existent master's thesis contributes to the profession, to the participants in the research, to the relationship between the profession and the participants, and consequently to the society as a whole.

Članek izpostavlja pomembnost veščin postavljanja podpore staršev pri usmerjanju matematičnega razvoja njihovega otroka. Ko starši svojemu otroku pomagajo pri učenju matematike, se postavljanja podpore običajno ne zavedajo, niti niso seznanjeni s tehnikami postavljanja podpore. V kvalitativni raziskavi, pri kateri smo uporabili narativni pristop, smo raziskovali spretnosti postavljanja podpore staršev matematikov pri matematičnem razvoju njihovih otrok. Rezultati nudijo poglobljen vpogled v vključevanje staršev, v tem primeru staršev matematikov, s poudarkom na njihovih spretnostih postavljanja podpore. Ugotovitve kažejo, da se starši matematiki zavedajo kognitivne ravni razvoja svojega otroka, da matematične dejavnosti prilagajajo otrokovi razvojni stopnji in spodbujajo otrokovo matematično razumevanje. This article discusses the importance of parents' scaffolding skills in supporting and guiding their children's mathematical development. Usually, parents are not aware of scaffolding when helping their children learn mathematics, and they are not much acquainted with scaffolding techniques. In our qualitative research where narrative approach has been used, we investigated how parents who are mathematicians scaffold their children's mathematical development. The results provide an in-depth insight into parental involvement of this special group of parents, focusing on their scaffolding practices. Our findings suggest that mathematicians are aware of their child's level of cognitive development. Furthermore, mathematicians accommodate their mathematical activities to the child's developmental level in order to encourage his or her mathematical reasoning.

Doktorska disertacija obravnava tematiko starševske vpletenosti v matematično izobraževanje otrok. V teoretičnem delu je predstavljen pregled dosedanjih spoznanj o vplivu staršev na različne vidike matematičnega izobraževanja otrok, pomen zgodnjih matematičnih izkušenj staršev in povezanost teh matematičnih izkušenj z vključevanjem staršev v otrokovo matematično izobraževanje, izpostavljen pa je tudi vidik starševskega postavljanja podpore (ang. scaffolding) v okviru otrokovega razvoja na matematičnem področju. V empiričnem delu je predstavljena kvalitativna raziskava, katere namen je bil s pomočjo narativne metodologije pridobiti vpogled v zgodnje matematične izkušnje in v starševsko vpletenost v matematično izobraževanje otrok specifične skupine staršev, t.j. staršev, ki so matematiki (doktorji matematike). Raziskava je zajela matematike iz Slovenije in Kanade, torej iz dveh, s stališča politike spodbujanja sodelovanja staršev, precej različnih okolij. Znotraj raziskave smo želeli osvetliti pogled na starševsko vpletenost matematikov tudi skozi izkušnje in doživljanje otroka, katerega oba starša sta matematika ter primerjati starševsko vpletenost matematikov in vpletenost staršev, ki niso matematiki. Raziskava je pokazala, da so bile predhodne matematične izkušnje staršev matematikov v glavnem pozitivne, in nakazala dejavnike, ki razlikujejo zgodnje izkušnje matematikov in staršev, ki niso matematiki. V raziskavi je bila starševska vpletenost v matematično izobraževanje otrok zaznana na dveh ravneh, in sicer kot vključevanje v otrokovo šolsko matematiko in vključevanje v aktivnosti, ki niso neposredno povezane z otrokovim poukom matematike. Glavna ugotovitev raziskave nakazuje zadržanost matematikov glede vključevanja v otrokovo šolsko matematiko, kar se odraža predvsem v njihovem redkem vključevanju v proces opravljanja domače naloge in v druge s šolsko matematiko povezane obveznosti otrok. V primerjavi z njimi pa se starši, ki niso matematiki, pogosteje vključujejo v otrokovo izobraževanje na področju šolske matematike. Ugotovitve glede starševske vpletenosti na področju aktivnosti, ki niso neposredno povezane s šolsko matematiko, nakazujejo veliko prednost staršev, ki so matematiki. Raziskava je pokazala, da vključevanje matematikov kot staršev v matematično izobraževanje njihovih otrok ni omejeno z okvirji matematičnega kurikuluma, v njihovem vključevanju se kaže zavedanje pomena nudenja primerne opore pri izgradnji otrokovega znanja (scaffolding), obenem pa preko neposrednih aktivnosti, kakor tudi posredno s samim načinom življenja prenašajo na svoje otroke zavedanje funkcionalnih, logičnih in estetskih vrednot matematike. Del raziskave, ki se je osredotočal na perspektivo otroka, je podkrepil ugotovitve o starševski vpletenosti matematikov v matematično izobraževanje njihovih otrok in obenem nakazal, da lahko otrok, ki odrašča v družini, kjer je matematika integralni del vsakdanjega življenja, to povezanost vseh stvari v okolju z matematiko občasno doživlja kot nadležno. The doctoral dissertation deals with parental involvement in children's mathematics education. The theoretical part provides an overview of previous research findings on the parents' impact on various aspects of children's mathematics education, presents the importance of parents' early mathematical experiences and the connection between parents' mathematical experiences and parental involvement in children's mathematics education. Furthermore, the aspect of parental scaffolding in the context of a child's mathematics development is considered. The empirical part presents qualitative research where narrative aproach was applied to gain an in-depth insight into early mathematical experiences and parental involvement in children's mathematics education of special group of parents, i.e. parents who are mathematicians (have a PhD in mathematics). Research involved mathematicians from countries with different parental involvement encouragement policies: Slovenia and Canada. The research aimed to highlight the view of mathematicians' parental involvement also through experiences of a child whose both parents are mathematicians and to compare parental involvement of mathematicians and parents who are not mathematicians. The study showed that the previous mathematical experiences of mathematicians were mainly positive and indicated factors that distinguish early mathematical experiences of mathematicians and those of parents who are not mathematicians. The study perceived parental involvement in the children’s' mathematics education at two levels: parental involvement in children's school mathematics and parental involvement in activities, which are not directly related to school mathematics. The main finding of the research indicates mathematicians' restrained attitude regarding involvement in their children's school mathematics that is mostly reflected through their rare participation in children's homework and in other children's obligations related to school mathematics. Compared with them, the parents who are not mathematicians appear to be often involved in their children's school mathematics education. Findings regarding parental involvement in activities that are not directly related to school mathematics indicated great advantage of parents who are mathematicians. The research suggests that mathematicians’ parental involvement in their children's mathematics education is not limited with frames of mathematics curriculum. In their involvement awareness of parental scaffolding was perceived. Research findings also suggest that mathematicians, through direct activities as well as indirectly with their lifestyle, appear to transmit to their children awareness of functional, logical and aesthetic values of mathematics. Findings regarding the child's perspective substantiated findings of our research on mathematicians' parental involvement and as well indicated that a child, who grows up in a family where mathematics is an integral part of everyday life, may occasionally perceive connection of all things in the environment with mathematics, as annoying.