1.01 Izvirni znanstveni članek
UDK 323.15(497.4=511.141):37"1945/1952"

Jure Maček: Šolstvo v lendavskem okraju v letih 1945–1952 in začetki izobraževanja
za madžarsko manjšino. Časopis za zgodovino in narodopisje, Maribor 88=53(2017),
1, str. 61–115

Avtor v svojem prispevku prikaže razvoj obveznega šolstva v lendavskem okraju po
drugi svetovni vojni do začetka petdesetih let. Obnova šolstva na narodnostno mešanem
območju je bila še težavnejša kot na drugih območjih Slovenije, saj je bilo treba
najti ustrezen model izobraževanja za otroke madžarske narodnosti. Sprva so na
osnovnih šolah delovali ločeni slovenski in madžarski oddelki. Pri tem so bile lokalne
oblasti bolj ali manj prepuščene same sebi in svoji iznajdljivosti. Manjkal je zlasti
ustrezen kader za poučevanje v madžarskih oddelkih. Tudi s strokovno problematiko
šolstva za madžarsko manjšino se v obravnavanem obdobju pedagoški delavci še niso
ukvarjali. Zavedanje oblasti ponuditi otrokom madžarske narodnosti kakovostno
izobraževanje v maternem jeziku je rastlo postopoma in tudi ideološko zakoreninjeni
predsodki proti madžarski manjšini so počasi izginjali.

1.01 Original Scientific Article
UDC 323.15(497.4=511.141):37"1945/1952"

Jure Maček: The Educational System in Lendava District between 1945 and 1952 and
the Beginnings of Education for the Hungarian Minority. Review for History and Ethnography,
Maribor 88=53(2017), 1, pp. 61–115

In this article, the author presents the development of compulsory education in Lendava
district between the end of World War II and the beginning of 1950s. The restoration
of the educational system was in ethnically mixed region even more difficult than in
other parts of Slovenia, for a suitable educational system for children of Hungarian nationality
had to be found. In the beginning, the primary schools had separate Slovene
and Hungarian classes. The local authorities were more or less left alone and to their
own inventiveness. There was also a shortage of staff for teaching in Hungarian classes.
In the discussed period the pedagogical staff has not been dealing with the pedagogical
issues regarding the Hungarian minority. The awareness to provide quality education
for the children of the Hungarian minority in their mother tongue gradually developed
through the years and the ideologically rooted prejudices against the Hungarian
minority slowly vanished.