As we belong to a host of groups, we have a multitude of social identities that are interdependent. Social identity complexity refers to the degree of overlap between cross-cutting group memberships while social identity inclusiveness to the range of people a person identifies with through shared group membership. In this paper, we explored the relationship between the complexity and inclusiveness of social identity, and feelings toward ethnic/religious in-groups, as well as feelings toward outgroup members. The research was conducted in two cities in Serbia: Belgrade and Novi Pazar (N = 178; average age 23), allowing for comparisons between young Serbs and Bosniaks, who belonged to the groups with a recent history of conflict. We found that social identity complexity was unrelated, whilst social identity inclusiveness was systematically and positively related to more positive feelings toward religious and ethnic out-groups. This effect was significant across different ethnic groups (Serbs and Bosniaks) and local contexts (Belgrade and Novi Pazar). Both social identity complexity and inclusiveness were unrelated to emotions toward members of the own group. We related these results with the existing data on the social identity structure and intergroup relations, and discussed the importance of inclusive identities for building tolerant societies.
This paper consolidates data gathered through four recently conducted
research studies on inclusive education in Serbia, all of them based on
multiple-perspective design and mixed method approach. The main purpose is to
explore achievements and unresolved contradictions in the implementation of
individual education plan as a critical tool in the schooling of students who
need additional support. The results suggest that the introduction of
individual education plans has produced multiple contradictions between ?old
habits? of schools and teachers and new tasks required by inclusive
educational policy. Different attempts to resolve these contradictions are
evident in the school practice, changing the use of individual education
plans, the understanding of inclusive education of all involved actors and at
the same time transforming the everyday education practice. Findings are
discussed in the light of activity theory. [Projekat Ministarstva nauke
Republike Srbije, br. 179018]
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