Naslovnu temu motrit ću s nekoliko međusobno prožetih razina. Prva se može iznaći u sljedećem: znanstvena je ostavština Darka Gašparovića opus umnogome kompleksniji i raznovrsniji od njegove kamovijane, ali ne valja se dati zavarati. Od disertacije (1986.), pa sve do posljednjih Gašparovićevih akademskih pregnuća (priređivanje druge knjige Polićevih „Izabranih djela“ 2016.), Kamov o(p)staje trajnom temom, jednom od neprekinutih niti Gašparovićeva znanstvenog pisma. Ta je višedesetljetna okupiranost djelom „ukletoga pjesnika“ drugi plato s kojega se motri, ali i pravda sentimentalno imenovanje ovoga priloga. Predanost i temeljitost Gašparovićeva pristupa Polićevim spisateljskim ostvarajima oblikovana je kako u najrelevantniju monografsku produkciju o riječkome piscu, tako i u pronicljive članke, eseje, predavanja, u priređivačku brigu oko Kamovljevih sabranih djela, osvrte na teatarske i/ili performerske inačice proizašle iz „hodačeva“ opusa. Treća je, pak, ravan ona koja, za pretpostaviti je, čini temeljno kohezivno tkivo prvih dviju razina, a ta je ravan strastvenog zagovarača, ljubitelja i čitatelja riječkoga „psovača“.

"Anchored in a qualitative approach, yet informed by the constructivist theoretical perspective, this paper addresses a research issue related to the transformative potential and biographical legacy and impact of community-engaged learning model (service-learning) on twelve students who participated in the Gender, Sexuality, Identities - From Oppression to Equality course. This course is the first such in Croatian universities that, integrating the community-engaged learning model, covered the thematic areas of human rights, gender equality, gender-based violence and gender theory. For students who participated in this research, all of it represents the first such educational experience - so far they have not been exposed to the mentioned contents, they have not participated in a course of such specific didactic and methodological features, they have never collaborated with civil society organisations, they have never written reflective diaries, nor were they previously engaged in tasks similar to those that awaited them in this course. This paper therefore intends to contribute to the current academic debate on the positive outcomes of community-engaged learning for students in the context of its transformative potential viewed from the perspective of contributing to changes in student biographies. In addition, the paper seeks to answer the (research) question of whether the narratives of students who participated in such a course for the first time are narratives of disappointment or empowerment, continuity or change, and whether they have developed a tendency to modify (their) habitus? The main identified dimensions of the students’ experienced change are classified through new knowledge or competencies, educational and professional paths, intentions of further (civic) engagement and personal development. Drawing on Turner’s concept of “liminality” (1969), Bourdieu’s habitus (1977, 1984) and Mezirow’s Theory of transformative learning (1981), students’ participation in the course with full integration of community-engaged learning model is interpreted in this paper as a liminal phenomenon of the otherwise traditional (higher education) teaching and learning field, which led to the modification of students’ habitus, while indicating their empowerment and propensity for further socially responsible and active contribution within their communities."

U radu se analizira konstrukcija majčinstva u Kumičićevu romanu Olga i Lina. Naglasak je na likovima majki koje su u romanu oblikovane kao “dobra”, odnosno “loša” majka. Osnovnim istraživačkim pitanjima rada istražuje se što je to što Kumičićevu “dobru” majku čini “dobrom”, a koje su osobine njegove “loše” majke. Ispituje se je li riječ o standardnim modelima majčinstva ili o autorovu otklonu od društvenih i literarnih konvencija te zbog čega se majčinstvo pojavljuje kao važna tema u Kumičićevu romanu.

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