avtorji ■ authors
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Srečo Dragoš
Srečo Dragoš, PhD in sociology, is a social worker and a professor of soci-
ology at the Faculty for Social Work (University of Ljubljana, Slovenia). 
His main areas of interest are the general sociology, sociology of religion, 
social politics and social work. In the recent published work he has writ-
ten about social inequality and social capital (in Slovenia), multicultural-
ism and social policy. 
Dr. Srečo Dragoš, sociolog in socialni delavec, je predavatelj Fakultete za 
socialno delo na Univerzi v Ljubljani. Raziskovalno se ukvarja predvsem 
s področji splošne sociologije, sociologije religije, s socialno politiko in 
s socialnim delom. V zadnjem času se ukvarja predvsem z družbenimi 
neenakostmi, socialnim kapitalom (v Sloveniji), multikulturalizmom in 
socialno politiko. 
Dianne Gereluk
Dianne Gereluk is professor in Educational Leadership, Policy and 
Governance at the Werklund School of Education, University of Calgary. 
Her research examines normative aspects of educational policy and practice 
specifically related to politically contested and controversial issues in edu-
cation.  An overarching philosophical focus examines how educators can 
create the conditions for more robust political deliberation in an increas-
ingly polarized civil society. She is author of Education and Community 
(Continuum, 2006), Symbolic Clothing in Schools (Bloomsbury, 2008), 
Education, Extremism and Terrorism (Bloomsbury, 2012), Questioning 
the Classroom: Perspectives on Canadian Education (Oxford University 
Press, 2016 co-authored with Christopher Martin, Bruce Maxwell, and 
Trevor Norris), and Understanding School Choice in Canada (University 
of Toronto Press, 2016, co-authored with Lynn Bosetti). Her edited book 
with Michael Corbett, Rural teacher education in Canada: connecting 
land and people (Springer) will be published in 2019. 
Dianne Gereluk je profesorica na področju vodenja v vzgoji in izobraževan-
ju, izobraževalnih politik in upravljanja na W erklund School of Education 
Univerze v Calgaryju. Njeno raziskovalno delo obravnava normativne vid-
ike izobraževalne politike in prakse, posebej povezane s politično sporni-
mi in protislovnimi vprašanji v izobraževanju. Krovna filozofska usmer-
itev proučuje, kako lahko pedagoški delavci ustvarijo pogoje za močnejšo 
politično razpravo v vse bolj polarizirani civilni družbi. Je avtorica kn-
jig Education and Community (Continuum, 2006), Symbolic Clothing 
in Schools (Bloomsbury, 2008), Education, Extremism and Terrorism 
(Bloomsbury, 2012), Questioning the Classroom: Perspectives on Canadian 
Education (Oxford University Press, 2016 [soavtorji Christopher Martin,