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In this paper the author briefly reviews the sociological research of social inequalities; more precisely, he deals with the research of class/strata structure of society. It is not disputable neither that this research is part of the sociological mainstream, nor that is the area with numerous disputes. It is also worth noticing that the notion of class itself experienced serious challenges. All of this influenced the Yugoslav and Serbian sociology. [ABSTRACT FROM AUTHOR]

The link between socioeconomic status (SES) and ethnocentric worldviews is well established in the literature, with countless studies showing the effect of SES on a variety of attitudes, preferences, lifestyles, and behaviors. This literature has been revisited in recent studies on the resurgence of the Far Right, with claims of the rise of "working-class populism," according to which the working class is more likely to identify with right-wing and populist claims. In the post-Yugoslav context, along with the turbulent socioeconomic and political transformation from socialism, research has also shown that "everyday" people's understandings of themselves and of others are very much stratified by education, occupational status, urban/rural residence, and region, pointing to a marked effect of SES on civic/ethnic identification, attachment to Europe, ethnic exclusivism, and gender/sexual conservatism. Yet, the nature of the link between socioeconomic status and nationalist attitudes is still insufficiently understood. In this article, we go beyond the traditional focus on cultural explanations, instead relying on cross-sectional quantitative survey data to shed light on important class differences in worldviews of people living in Croatia and Serbia. We find that education remains the most robust predictor of nationalist attitudes, while age, gender, income, and religiosity matter to various degrees. We conclude with a discussion on the continuing importance of SES in understanding ethnocentric worldviews, from Brexit and Trump to the former Yugoslavia. [ABSTRACT FROM AUTHOR]

This paper presents the research the goal of which was to gain an insight into teachers' opinions regarding the mistakes they make during classes and the ways to eliminate those mistakes. The sample comprises 300 primary school teachers and 115 vocational school and grammar school teachers in Serbia. Questionnaire with openended questions was used in the research. The first question required the group of teachers to state the example of one mistake they made during the class, and in the second question they were expected to state how they reacted in order to eliminate the aforementioned mistake. We classified the answers according to the following types of teachers' mistakes: didactic-methodical; expert-cognitive; personal; professional; pedagogical; social-moral. The findings of our research indicate that teachers perceive to a far greater extent the didactic-methodical than social-moral mistakes. It was shown that the greatest number of mistakes arises from the wrong decisions or insufficiently thoughtful decisions of teachers. We also analysed the ways in which teachers try to eliminate their mistakes. [ABSTRACT FROM AUTHOR]