“What about when the majority is excluded?”: A critical eye on language and math classrooms in Serbia

Abstract

Academic discourse on diversity and inclusiveness in Serbia has, over recent years, become rather strong. Yet, apparently, very little professional practice in the actual classroom has changed. Statutes, such as The Strategy of Development of Education in Serbia until 2020,1 laws in force, like the Law on Foundations of Education and its consecutive amendments2 and rulebooks for the teachers (e.g. Rulebook on additional educational, health and social support of children and students)3 have contributed from a legislative perspective towards the concept of student-centred teaching and learning to become embedded in the system.