YOUTH ACADEMIC ACHIEVEMENTS AND LITERACY: POSITIVE PEDAGOGY AND PUBLIC DISCOURSE

Abstract

The paper explores media discourse on the topic of students’ achievements in Serbian language from the point of view of positive pedagogy. The results of the analysis are compared to the results of the research on how Bachelor students of the Faculty of Education in Jagodina (Class teacher study programme) perceive Serbian language classes, primarily grammar lessons. The paper examines the extent to which the proclaimed values of positive and encouraging attitude towards students’ academic achievements in Serbian language are present in public discourse. The analysis focuses on whether students’ achievements are treated with objectivity, impartiality and empathy or with sen- sationalism and depreciation. It has been shown that in Serbian language teaching, which is expected to improve communicative competencies and develop the love for the mother tongue, students expe- rience fear of communication, since they often encounter negative feedback from their teachers and negative reactions from their peers. At the same time, in the era of “clickbait media”, sensationalist media coverage contributes to creating an underestimating attitude of the public towards the actors of the teaching process.