SAŽETAK Članak se bavi odnosom tijela i osobnog identiteta te problematizira utjecaj strukturalnih faktora (kapitalizma i globalizacije) na pozicioniranje tijela u modernim društvima. Nalazimo da tijelo sve više postaje osobni projekt, predmet kreacije ali je istovremeno podložan unificirajućim i multikulturalnim tendencijama mijenjanja. Kreće se od pretpostavke kako globalna tržišta potiču standardizaciju potrošačkih navika i vrijednosti što se očituje i u načinima modifikacije tijela. Naglasak je stavljen na ekstenzivne metode modifikacije (estetska kirurgija) koji rezultiraju na dobnim, obiteljskim i rasno/etničkim distanciranjem.Trendovi mijenjanja tjelesnog izgleda rukovode se izgledom tjelesnih ideala koji kroz produkte kulturnih industrija vrše globalni utjecaj. Tako su uz "standardizaciju" i "vesternizaciju" tjelesnog izgleda prisutni i drugi, nehomogeni tipovi "standardizacija" tijela kao i postupci namjerne "groteskizacije".U radu se pokazuje kako se ekstenzivne modifikacije tijela ne mogu promatrati izvan matrice rodne moći. Kako je ovaj problem česta tema (post)feminističkih teorija tako ovdje, kroz to gledište i njegovu kritiku, analiziraju i problematiziraju ekstremne modifikacije tijela prisutne u radovima francuske umjetnice Orlan koji pokazuju potencijal prema subverziji patrijarhalnih očekivanja spram žena.Ključne riječi: tijelo, identitet, globalizacija, žene, tjelesne modifikacije, estetska kirurgija. UvodCilj ovoga rada je objasniti ulogu tijela u izgradnji identiteta i utjecaje koje na osobni identitet a onda i tijelo kao važnu i vidljivu odrednicu toga identiteta imaju razvoj kapitalizma i prevladavajući globalizacijski procesi. Prihvatit ćemo tezu Anthony Giddensa prema kojoj sebstvo nije pasivan entitet u potpunosti determiniran 50 S o c i o l o g i j a i p r o s t o rSociologija i prostor, 49 (2011) 189 (1): 49-70 vanjskim utjecajima te da u stvaranju osobnih identiteta individue pridonose i direktno unapređuju društvene fenomene koji su globalni u svojim implikacijama i konzekvencama. Osobni identitet shvaćamo kao proces kojim se produciraju i reproduciraju jedinstveni narativi o sebi (Giddens, 1991.:54); on je refleksivni projekt i objekt individualne odgovornosti. U središtu ovog rada je pojam tijela kao integralni dio osobnog identiteta čije (namjerne) promjene imaju značajan utjecaj na njegovo oblikovanje.Utjecaj globalizacijskih procesa na vrste i značenja tjelesnih promjena je dvojak: prvo, unatoč dojmu o postojanju "beskrajnih" mogućnosti preoblikovanja tijela ovdje nastojimo pokazati kako postoje dominantni (zapadni) trendovi u prihvaćanju slič-nih intervencija na ili u tijelo, čiji je krajnji rezultat naglašeno unificirajuće prirode po tjelesni izgled; i drugo globalizacijski procesi otvaraju vrata utjecaju nepoznatih i egzotičnih kultura na prakse odnošenja prema tijelu (kultivacija i estetika) koje bivaju prerađene i nanovo reinterpretirane.Unatoč mnoštvu vrsta tjelesnih modifikacija u ovom je radu naglasak stavljen na one čiji je krajnji cilj estetske prirode. Lijepo t...

In line with the theory of planned behaviour, different factors influencing the formation of attitudes and beliefs indirectly affect the intentions that determine an individual’s behaviour. Hence, it is important to examine the factors affecting the attitudes of preschool teachers towards children’s gender roles considering that their own understanding of gender roles influences their behaviour towards children in kindergarten (which can be in agreement with the egalitarian or stereotypical attitudes of preschool teachers). Therefore, a quantitative research was conducted in Zagreb (Croatia) on a sample of 481 preschool teachers. The research was aimed at determining the effects of socio-demographic characteristics, religious (non)affiliation and personal experiences of gender discrimination during childhood on the attitudes of preschool teachers towards children’s gender roles and on the frequency of noticing unequal treatment of boys and girls in kindergarten by other preschool teachers. The findings revealed that preschool teachers who have identified themselves as non-religious or religiously non-affiliated who were brought up in larger cities, with a personal experience of gender discrimination in childhood, more frequently notice unequal treatment of boys and girls in kindergarten (by other preschool teachers). Among the mentioned variables, the strongest effect on noticing unequal treatment of boys and girls in kindergarten has the variable experience of gender discrimination during childhood which confirms greater awareness of gender discrimination among persons who experienced such discrimination. Keywords: children’s gender roles, gender equality, preschool education, preschool teachers’ attitudes.

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The position of education in society depends to a certain degree on the public opinion about what education should provide to an individual and the social community.1 In fact, in addition to the humanistic aim of education implying a versatile (complete, harmonious) or self-actualising development of an individual,2 the scientists often emphasise the social, political, and economic purpose of education. Thus, education, for example, has a very important role in ensuring economic and social progress and improving the distribution of income.3 In addition, the educational system is also viewed as a social agent that transfers the norms and values important for the preservation of a stable political system.4 Although there is abundant theoretical literature exploring these approaches and analysing them in detail, there is a lack of empirical research on how individuals perceive the importance of certain educational roles and what factors determine their points of view. It is particularly important to examine the opinion of preschool teachers and teachers on educational roles because they have an impact on the shaping of educational policies and pedagogical practices. Therefore, quantitative research was conducted on a sample of preschool teachers in the City of Zagreb (N = 481). The aim of this research is to examine which educational goals are prioritised by preschool teachers in terms of the main purpose of education and to provide empirical insights into the correlation of certain characteristics of the respondents (socio-demographic characteristics and religious affiliation) and their perception of the purpose of education. Thefindings show that the majority of respondents agree that education should primarily serve the development of a free and independent individual. Apart from the mentioned purpose of education, the respondents believe that the achievement of other goals through education (e.g., ensuring a healthy and stable family) is also important, while the meeting of economic and political interests (e.g. interests pertaining to capital and the European Union) is a less important educational goal. The results of the ANOVA test show that the respondents from smaller towns believe to a greater extent that education should serve the development of human resources of the local community and labour market interests, whereas the nonreligious and religiously unaffiliated respondents emphasise the role of education in the development of a free and independent individual and the emancipation of individuals from discriminated social groups slightly more than the religious respondents. Older respondents believe, to a greater extent than the younger ones, that education should primarily serve the interests of capital.

The aim of this study was to explore gender differences in motivation for choosing teaching as a profession and perceptions of men’s demotivation for the choice of this profession. 279 preservice subject teachers from the University of Zagreb, Croatia, filled in the FIT-Choice Scale (Watt & Richardson, 2007) and the Demotivation of Men for Teaching Career Choice Scale. Results revealed that, regardless of their gender, preservice subject teachers were primarily motivated by the intrinsic and social utility values of teaching, while specific gender differences imply the importance of the role of social factors in men’s choice of this career. Low status of the teaching profession was perceived as the dominant reason for demotivation of men to choose it. Women were more likely than men to assume that men are demotivated to choose teaching because it is a “women’s profession”. Policy implications of findings on men’s (de)motivation for teaching are discussed.