THE ROLE OF TEACHERS IN THE PROMOTION AND PRESERVATION OF GORANI CULTURAL IDENTITY IN KOSOVO AND METOHIJA

Abstract

This paper examines the impact of teaching staff on promoting and preserving Gorani identity in Gorani schools in Kosovo within the Serbian educational system. The researchers employ a mixed-methods approach, combining surveys and semi-structured interviews. Seventh and eighth-grade students from five primary schools and third and fourth-year high school students were surveyed. Interviews were conducted with the principals of each school and one teacher per school, except for one school where communication could not be established. The structured survey includes 16 questions (one open-ended), based on a 5-point scale, aiming to assess the effectiveness of teachers in promoting Gorani culture, students’ knowledge of the culture, students’ participation in cultural activities, and students’ interest in preserving Gorani heritage. Our findings indicate that schools play a significant role in cultural preservation and promotion. However, the full potential of the school system in this regard has yet to be realized, as cultural knowledge transfer largely depends on the enthusiasm and self-initiative of the teaching staff. The main challenges are not solely curricular, as teachers often use certain lessons to promote Gorani culture but are also influenced by Kosovo’s complex political and social landscape. While financial support from Belgrade is available, there is a lack of initiative from both authorities and schools. This study also suggests two key areas for future research: first, a comparative study including Albanian- and Bosnian-language schools could enhance understanding of parallel educational systems in post-conflict settings. Second, an exploration of the Gorani community’s position within the broader political landscape of the Belgrade-Pristina dialogue and the Brussels process could provide further insight.