{"id":7597,"date":"2021-12-15T15:53:43","date_gmt":"2021-12-15T13:53:43","guid":{"rendered":"https:\/\/sbunker.org\/?p=7597"},"modified":"2024-09-11T15:55:10","modified_gmt":"2024-09-11T13:55:10","slug":"marketizimi-dhe-privatizimi-i-arsimit","status":"publish","type":"post","link":"https:\/\/sbunker.org\/en\/analize\/marketizimi-dhe-privatizimi-i-arsimit\/","title":{"rendered":"Marketizimi dhe Privatizimi i Arsimit"},"content":{"rendered":"

Ndon\u00ebse mund t\u00eb duket logjike q\u00eb p\u00ebrpara se t\u00eb futemi tek marketizimi i arsimit, s\u00eb pari duhet t\u00eb definojm\u00eb tregjet. Duke vepruar k\u00ebshtu, nuk mund t\u00eb mos flitet p\u00ebr valen neoliberale dhe \u00e7ka i ka shkaktuar sistemeve arsimore n\u00eb ve\u00e7anti midis hap\u00ebsirave t\u00eb tjera shoq\u00ebrore. Korniza neoliberale bazohet n\u00eb fluksin e pakufizuar t\u00eb kapitalit, m\u00eb pak kontroll nga shteti, de-rregullim dhe m\u00eb shum\u00eb konkurrenc\u00eb. K\u00ebto koncepte dep\u00ebrtuar n\u00eb fush\u00ebn e arsimit dhe kan\u00eb dep\u00ebrtuar n\u00eb arsim q\u00eb nga vitet 1980. <\/span>[1]<\/span><\/a> Kjo nga ana tjet\u00ebr prodhuar nj\u00eb rrjedh\u00eb mjaft komplekse ngjarjesh. Marketizimi i arsimit ka ndryshuar jo vet\u00ebm struktur\u00ebn e tij, m\u00ebnyr\u00ebn e organizimit dhe financimit t\u00eb shkollave, por edhe m\u00ebnyr\u00ebn sesi prodhohet dhe shp\u00ebrndahet dija, gj\u00eb q\u00eb do t\u00eb diskutohet m\u00eb posht\u00eb. Marketizimi i arsimit, sipas nj\u00eb artikulli t\u00eb Bartlett dhe Frederick, mund t\u00eb marr\u00eb shum\u00eb forma: nga liria e zgjedhjes kur b\u00ebhet fjal\u00eb p\u00ebr prind\u00ebrit q\u00eb zgjedhin shkoll\u00ebn p\u00ebr f\u00ebmij\u00ebt e tyre. Nj\u00eb tjet\u00ebr koncept neoliberal i futur n\u00eb arsim \u00ebsht\u00eb konkurrenca, e cila mund t\u00eb b\u00ebhet me testim, duke konkurruar me shkolla t\u00eb tjera etj, gj\u00eb q\u00eb justifikohet me iden\u00eb se konkurrenca rrit efikasitetin n\u00eb arsim. <\/span>[2]<\/span><\/a>
\n<\/span>
\n<\/span>Sipas autor\u00ebve, ky fenomen ka sjell\u00eb n\u00eb pah dy gj\u00ebra t\u00eb r\u00ebnd\u00ebsishme: p\u00ebr shkak se arsimi ka p\u00ebsuar transformime diskursive p\u00ebr shkak t\u00eb val\u00ebs neoliberale ka arritur t\u00eb shnd\u00ebrrohet mjet p\u00ebr t’i sh\u00ebrbyer ekonomis\u00eb<\/span>[3]<\/span><\/a> dhe se ka minuar q\u00ebllimet tjera si barazia sociale. <\/span>[4]<\/span><\/a> Dikush mund t\u00eb argumentoj\u00eb se n\u00ebse arsimi \u00ebsht\u00eb v\u00ebrtet aty p\u00ebr t\u00eb p\u00ebrmbushur nevojat ekonomike, ai k\u00ebrkon gjithashtu nj\u00eb korzni\u00eb teorike dhe ligjore q\u00eb i racionalizon k\u00ebto nevoja. Nj\u00eb paralele q\u00eb mund t\u00eb t\u00ebrhiqet n\u00eb k\u00ebt\u00eb kuptim \u00ebsht\u00eb p\u00ebmres ides\u00eb s\u00eb baz\u00ebs dhe superstruktur\u00ebs, q\u00eb do t\u00eb thot\u00eb se q\u00eb nj\u00eb sistem si ky t\u00eb funksionoj\u00eb fillimisht prodhon kapital dhe mallra (baz\u00eb) dhe p\u00ebr t\u00eb legjitimuar k\u00ebt\u00eb prodhim ky i fundit formon rendin ideologjik (superstruktur\u00ebn) p\u00ebr t\u00eb ruajtur k\u00ebt\u00eb sistem qarkullimi. <\/span>[5]<\/span><\/a>
\n<\/span>\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 <\/span>
\n<\/span>N\u00eb kapitullin hyr\u00ebs t\u00eb \u201cTransformations in Research, Higher Education and the Academic Market\u201d argumentohet se si idet\u00eb me mend\u00ebsi tregu t\u00eb cilat kan\u00eb penetruar shtetin kan\u00eb dep\u00ebrtuar n\u00eb m\u00ebnyr\u00eb t\u00eb pashmangshme\u00a0 edhe n\u00eb arsim t\u00eb lart\u00eb. Linjat e paqarta nd\u00ebrmjet sektorit publik dhe atij privat sjellin disa aranzhime t\u00eb reja mbi m\u00ebnyr\u00ebn sesi funksionojn\u00eb institucionet dhe si prodhohet dhe shp\u00ebrndahet dija. Pra, kur qeverit\u00eb punon n\u00eb m\u00ebnyr\u00eb sip\u00ebrmarr\u00ebse, do t\u00eb ndryshoj\u00eb edhe m\u00ebnyr\u00ebn se si mendon p\u00ebr sektorin publik, si p.sh duke t\u00ebrhequr fondet publike p\u00ebr k\u00ebrkime shkencore. <\/span>[6]<\/span><\/a> Nj\u00eb tjet\u00ebr argument i ngjash\u00ebm i paraqitur \u00ebsht\u00eb n\u00eb “The Ne\u00eb Production of Kno\u00ebledge”. Libri flet p\u00ebr dy m\u00ebnyra t\u00eb prodhimit t\u00eb dijes, <\/span>Mode<\/span><\/i> 1 dhe <\/span>Mode<\/span><\/i> 2. E para \u00ebsht\u00eb prodhimi i njohurive n\u00eb nj\u00eb mjedis me ndarje t\u00eb qart\u00eb midis shkencave q\u00eb kan\u00eb grupin e tyre t\u00eb ve\u00e7ant\u00eb dhe t\u00eb dalluesh\u00ebm t\u00eb rregullave dhe praktikave.\u00a0<\/span><\/p>\n

[7]<\/span><\/a> Nd\u00ebrsa <\/span>Mode<\/span><\/i> 2 ka mjegulluar linjat midis praktikave shkencore, \u00ebsht\u00eb m\u00eb transdisiplinor ku njohurit\u00eb shkencore, teknologjike dhe industriale p\u00ebrbashkohen. <\/span>[8]<\/span><\/a> Avansimi kapitalizmit dhe industris\u00eb ka shkaktuar marketizimin e dijes, duke e b\u00ebr\u00eb at\u00eb m\u00eb t\u00eb prirur p\u00ebr t\u2019u preokupuar me ‘zgjidhjen e problemeve’ dhe inovacionin. <\/span>[9]<\/span><\/a> P\u00ebr m\u00eb tep\u00ebr, sipas autor\u00ebve, konkurrenca n\u00eb rritje ka ndryshuar m\u00ebnyr\u00ebn sesi qeverit\u00eb financojn\u00eb k\u00ebrkimin shkencor dhe teknologjik dhe si ato kan\u00eb filluar t\u00eb anojn\u00eb m\u00eb shum\u00eb drejt firmave p\u00ebr t\u00eb financuar k\u00ebto t\u00eb fundit duke i b\u00ebr\u00eb aktor\u00ebt e lartp\u00ebrmendur shume t\u00eb r\u00ebnd\u00ebsish\u00ebm n\u00eb procesin e prodhimit t\u00eb dijes. <\/span>[10]<\/span><\/a> K\u00ebrkimi shkendor n\u00eb t\u00eb kaluar\u00ebn \u00ebsht\u00eb ruajtur si nj\u00eb e mir\u00eb kolektive nd\u00ebrsa aktualisht shihet m\u00eb shum\u00eb si motor p\u00ebr rritjen ekonomike sipas autorit. Kjo reflektohet edhe n\u00eb prodhimin e politikave, ku mund t\u00eb shohim nj\u00eb fenomen mjaft t\u00eb ngjash\u00ebm, ku qeverit\u00eb n\u00eb t\u00eb kaluar\u00ebn ishin m\u00eb t\u00eb interesuar p\u00ebr ruajtjen e integritetit dhe neutralitetit e Universitetit sesa t\u00eb ishte nj\u00eb ur\u00eb lidh\u00ebse midis k\u00ebsaj t\u00eb fundit dhe industris\u00eb.<\/span>
\n<\/span>\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 <\/span>
\n<\/span>Reflektime<\/b>
\n<\/b>
\n<\/b> Transformimet q\u00eb pondodhin n\u00eb sistemin arsimor, p\u00ebrkat\u00ebsisht marketizimi dhe privatizimi mund t\u00eb shihen nga k\u00ebndv\u00ebshtrime t\u00eb ndryshme. P\u00ebr q\u00ebllimin e k\u00ebtij shkrimi, kemi zgjedhur shtrirjen e neoliberalizmit dhe at\u00eb q\u00eb solli kjo val\u00eb n\u00eb aspektin e ndryshimeve brenda arsimit. Si\u00e7 \u00ebsht\u00eb p\u00ebrmendur shum\u00eb her\u00eb gjat\u00eb k\u00ebtij shkrimi dhe nga autor\u00ebt e shqyrtuar, mund t\u00eb shohim nj\u00eb korrelacion midis neoliberalizmit dhe korniz\u00ebs s\u00eb tij konceptuale sesi nocionet e tij jan\u00eb p\u00ebrfshir\u00eb n\u00eb arsim si nj\u00eb mjet i pashmangsh\u00ebm p\u00ebr t\u00eb kapur hapin e nj\u00eb bote p\u00ebrher\u00eb n\u00eb ndryshim dhe nevoj\u00ebs p\u00ebr p\u00ebrparim dhe inovacion t\u00eb vazhduesh\u00ebm.<\/span>
\n<\/span>
\n<\/span>Ka shum\u00eb debate n\u00ebse konceptet e tregut jan\u00eb t\u00eb p\u00ebrshtatshme p\u00ebr sistemet arsimore pasi mund t\u00eb argumentohet se ‘shkolla’ nuk mund t\u00eb pasqyroj\u00eb tregun e as q\u00eb duhet. Si\u00e7 u tha n\u00eb k\u00ebt\u00eb shkrim privatizimi dhe marketizimi i arsimit\u00a0 kan\u00eb ardhur si rezultat i ndryshimeve t\u00eb ndodhura n\u00eb rendin e p\u00ebrgjithsh\u00ebm ekonomik dhe politik e p\u00ebr k\u00ebt\u00eb arsye arsimi nuk mund t\u00eb shihet i ndar\u00eb nga nga k\u00ebto t\u00eb sip\u00ebrp\u00ebrmendurat. Neoliberalizmi ka form\u00ebsuar jo vet\u00ebm m\u00ebnyr\u00ebn e organizimit t\u00eb arsimit, por edhe at\u00eb q\u00eb ai p\u00ebrfundimisht prodhon. N\u00eb nivel organizativ mund t\u00eb shohim se si shkollat \u200b\u200bpo v\u00ebrshohen nga menaxher\u00ebt q\u00eb i shohin k\u00ebto t\u00eb fundit si kompani dhe organizojn\u00eb hierarkin\u00eb e saj p\u00ebr t\u00eb qen\u00eb m\u00eb efektive n\u00eb vend q\u00eb t\u00eb plot\u00ebsojn\u00eb nevojat e stafit e nx\u00ebn\u00ebsve. N\u00eb nivelin e ‘prodhimit t\u00eb dijes’ ne shohim sesi firmat private po b\u00ebhen aktor\u00eb mjaft t\u00eb r\u00ebnd\u00ebsish\u00ebm p\u00ebr t\u00eb drejtuar timonin n\u00eb lidhje me at\u00eb se si dhe ccfar\u00eb dije t\u00eb prodhohet dhe si t\u00eb shp\u00ebrndahet.<\/span>
\n<\/span>
\n<\/span>Shfaqja e ‘zgjedhjes’ si nj\u00eb mjet p\u00ebr t’u dh\u00ebn\u00eb prind\u00ebrve lirin\u00eb p\u00ebr t\u00eb zgjedhur shkoll\u00ebn m\u00eb t\u00eb mir\u00eb p\u00ebr f\u00ebmij\u00ebn e tyre \u00ebsht\u00eb nj\u00eb tjet\u00ebr tem\u00eb komplekse. N\u00ebse shkojm\u00eb nga k\u00ebndv\u00ebshtrimi liberal: zgjedhja \u00ebsht\u00eb nj\u00eb e drejt\u00eb. Nga kjo premis\u00eb, \u00e7do prind duhet t\u00eb jet\u00eb i lir\u00eb t\u00eb zgjedh\u00eb mes shkollave dhe t\u00eb p\u00ebrcaktoj\u00eb se cili \u00ebsht\u00eb arsimimi m\u00eb i mir\u00eb p\u00ebr f\u00ebmij\u00ebn e tyre. Kjo nga ana tjet\u00ebr ka nj\u00eb problem shum\u00eb t\u00eb madh; ata q\u00eb rrjedhin nga origjina sociale m\u00eb pak t\u00eb privilegjuar, nuk e kan\u00eb luksin p\u00ebr t\u00eb zgjedhur. Nj\u00eb problem tjet\u00ebr q\u00eb ka ndodhur tashm\u00eb, i p\u00ebrmendur n\u00eb studimin e Lareau dhe Kimberly <\/span>[11]<\/span><\/a> mbi segregacioni rezidencial (i cili \u00ebsht\u00eb rezultat i shum\u00eb faktor\u00ebve t\u00eb ndrysh\u00ebm, por p\u00ebr q\u00ebllimin e k\u00ebtij shkrimi do t\u00eb p\u00ebrqendrohemi n\u00eb disa) ka ardhur p\u00ebr shkak se familjet me gjendje t\u00eb mir\u00eb ekonomike kan\u00eb mund\u00ebsin\u00eb t\u00eb b\u00ebjn\u00eb pazar midis lagjeve q\u00eb strehojn\u00eb distriktet m\u00eb t\u00eb mira shkollore., nd\u00ebrsa familjet e klas\u00ebs pun\u00ebtore ngecin n\u00eb lagje t\u00eb privuara me shkolla m\u00eb pak cil\u00ebsore jo p\u00ebr shkak munges\u00eb zgjedhjeje, por munges\u00eb kapitali ekonomik.\u00a0<\/span><\/p>\n

P\u00ebr m\u00eb tep\u00ebr, strategjit\u00eb e familjeve n\u00eb lidhje me arsimimin e f\u00ebmij\u00ebve t\u00eb tyre nuk vijn\u00eb vet\u00ebm nga kapitali i tyre ekonomik, por edhe kapitali i tyre kulturor i cili \u00ebsht\u00eb faktor shum\u00eb i r\u00ebnd\u00ebsish\u00ebm. Njer\u00ebzit t\u00eb nj\u00eb \u2018mendjeje\u2019 priren t\u00eb q\u00ebndrojn\u00eb s\u00eb bashku, dhe kjo vlen si p\u00ebr klasat e mesme dhe t\u00eb larta, ashtu edhe p\u00ebr familjet e klas\u00ebs pun\u00ebtore ku thellohen dhe riprodhohen pabarazit\u00eb q\u00eb ekzistojn\u00eb tashm\u00eb.<\/span>
\n<\/span>
\n<\/span>P\u00ebr t\u00eb analizuar p\u00ebrfitimet dhe kostot n\u00eb lidhje me rr\u00ebmbimin e sektorit publik nga ai privat hap mjaft diskutime mbi at\u00eb se cilen rrug\u00eb duhet t\u00eb ndjek\u00eb arsimi. Nd\u00ebrkaq, kompanit\u00eb private t\u00eb cilat ofrojn\u00eb sh\u00ebrbime t\u00eb tilla si konsulenca e trajnime mund ta p\u00ebrmir\u00ebsojn\u00eb cil\u00ebsin\u00eb sa i p\u00ebrket performanc\u00ebs, paraqet nj\u00eb problem sa\u00a0 i p\u00ebrket asaj se kush e ka n\u00eb dor\u00eb trajektoren e arsimit.<\/span><\/p>\n

Disa nga rreziqet e tjera t\u00eb mundshme kur b\u00ebhet fjal\u00eb p\u00ebr futjen e konkurrenc\u00ebs n\u00eb arsim, ekziston mung\u00ebsi q\u00eb t\u00eb mbeten pas ata q\u00eb nuk p\u00ebrshtaten n\u00eb k\u00ebt\u00eb mjedis arsimor t\u00eb rrept\u00eb dhe talent-k\u00ebrkues. Tjet\u00ebr rrezik i paraqitur \u00ebsht\u00eb p\u00ebr ata q\u00eb rrjedhin nga klasa m\u00eb pak t\u00eb privilegjuara p\u00ebrballen me nj\u00eb barr\u00eb t\u00eb dyfisht\u00eb: munges\u00ebn e mir\u00ebqenies dhe munges\u00ebn e arritjeve. M\u00eb shum\u00eb konkurrenc\u00eb dhe testime m\u00eb t\u00eb standardizuara q\u00eb jan\u00eb injektuar nga mend\u00ebisa e tregut sh\u00ebrbejn\u00eb si mjet p\u00ebr nj\u00eb segregim t\u00eb m\u00ebtejsh\u00ebm midis atyre q\u00eb performojn\u00eb mir\u00eb dhe atyre q\u00eb performojn\u00eb keq, pra midis klasave.<\/span><\/p>\n

Bibliografi<\/b>
\n<\/b>
\n<\/b>Bartlett, Leslie, Marla, Frederick, Thaddeus Gulbrandsen, & Enrique Murillo, (2002). “The Marketization of Education: Public Schools for Private Ends.”.\u00a0 <\/span>
\n<\/span>https:\/\/www.researchgate.net\/publication\/237511064_The_Marketization_of_Education_<\/span>
\n<\/span>Public_Schools_for_Private_Ends> [accessed 7 November 2020].<\/span>
\n<\/span>Gibbons, Michael; Limoges, Camille; Nowotny, Helga; Schwartzman, Simon; Scott, Peter &<\/span>
\n<\/span>Trow, Martin (1994). The New Production of Knowledge. The Dynamics of Science and\u00a0 <\/span>
\n<\/span>Research in Contemporary Societies London: SAGE.<\/span>
\n<\/span>Lareau, Annette & Goyette, Kimberly (eds.) (2013). Choosing Homes, Choosing Schools. New York: Russel Sage<\/span>
\n<\/span>Marx, K, “A Contribution to the Critique of Political Economy.”. in www.marxist.org, , 1999 Critique_of_Political_Economy.pdf> [accessed 5 January 2021].<\/span>
\n<\/span>Rider, Sharon; Hasselberg, Ylva & Waluszewski, Alexandra (eds.) (2013). Transformations in<\/span>
\n<\/span>Research, Higher Education and the Academic Market: The Breakdown of Scientific Thought. Dordrecht: Springer.<\/span><\/p>\n

[1]<\/span><\/a> Bartlett, Leslie, Marla, Frederick, Thaddeus Gulbrandsen, & Enrique Murillo, (2002). “<\/span>The Marketization of Education: Public Schools for Private Ends.”.<\/span><\/i> https:\/\/www.researchgate.net\/publication\/237511064_The_Marketization_of_Education_\u00a0 Public_Schools_for_Private_Ends> [accessed\u00a0 5 January 2021]. p. 1<\/span><\/p>\n

[2]<\/span><\/a> Ibid. pp. 1-2<\/span><\/p>\n

[3]<\/span><\/a> Ibid. pp. 3<\/span><\/p>\n

[4]<\/span><\/a> Ibid. pp. 19<\/span><\/p>\n

[5]<\/span><\/a> Marx, K, “A Contribution to the Critique of Political Economy.”. in www.marxist.org, ,(1999), [accessed 5 January 2021]. p. 11<\/span><\/p>\n

[6]<\/span><\/a> Rider, Sharon; Hasselberg, Ylva & Waluszewski, Alexandra (eds.) (2013). Transformations in Research, Higher Education and the Academic Market: The Breakdown of Scientific Thought. Dordrecht: Springer. p. 3<\/span><\/p>\n

[7]<\/span><\/a> Gibbons, Michael; Limoges, Camille; Nowotny, Helga; Schwartzman, Simon; Scott, Peter & Trow, Martin (1994). The New Production of Knowledge. The Dynamics of Science and Research in Contemporary Societies London: SAGE.p. 22<\/span><\/p>\n

[8]<\/span><\/a> Ibid. p. 48<\/span><\/p>\n

[9]<\/span><\/a> Ibid. p. 45<\/span><\/p>\n

[10]<\/span><\/a> Ibid.p. 55<\/span><\/p>\n

[11]<\/span><\/a> Lareau, Annette & Goyette, Kimberly (eds.) (2013). Choosing Homes, Choosing Schools. New York: Russel Sage.<\/span><\/p>","protected":false},"excerpt":{"rendered":"

Ndon\u00ebse mund t\u00eb duket logjike q\u00eb p\u00ebrpara se t\u00eb futemi tek marketizimi i arsimit, s\u00eb pari duhet t\u00eb definojm\u00eb tregjet. Duke vepruar k\u00ebshtu, nuk mund t\u00eb mos flitet p\u00ebr valen neoliberale dhe \u00e7ka i ka shkaktuar sistemeve arsimore n\u00eb ve\u00e7anti midis hap\u00ebsirave t\u00eb tjera shoq\u00ebrore. Korniza neoliberale bazohet n\u00eb fluksin e pakufizuar t\u00eb kapitalit, m\u00eb […]<\/p>","protected":false},"author":36,"featured_media":7565,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[13],"tags":[1141,1130,1131],"ppma_author":[46],"class_list":["post-7597","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-analize","tag-arsimi","tag-cmesime","tag-sistemi-i-edukimit"],"authors":[{"term_id":46,"user_id":36,"is_guest":0,"slug":"adea-batusha","display_name":"Adea Batusha","avatar_url":{"url":"https:\/\/sbunker.org\/wp-content\/uploads\/2024\/12\/adea.jpg","url2x":"https:\/\/sbunker.org\/wp-content\/uploads\/2024\/12\/adea.jpg"},"user_url":"","last_name":"Batusha","first_name":"Adea","description":"Adea Batusha ka p\u00ebrfunduar studimet Bachelor n\u00eb Universitetin e Prishtin\u00ebs p\u00ebr Filozofi, dhe tani po vazhdon studimet Master n\u00eb Universitetin e Uppsal\u00ebs p\u00ebr Sociologji t\u00eb Arsimit. Si aktiviste politike ka qen\u00eb aktive nga viti 2010, s\u00eb pari n\u00eb L\u00ebvizjen VET\u00cbVENDOSJE! dhe m\u00eb pas n\u00eb Partin\u00eb Socialdemokrate ku \u00ebsht\u00eb p\u00ebrq\u00ebndruar n\u00eb forumin per politika, specifikisht n\u00eb departamentin e arsimit.\r\n"}],"_links":{"self":[{"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/posts\/7597","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/users\/36"}],"replies":[{"embeddable":true,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/comments?post=7597"}],"version-history":[{"count":1,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/posts\/7597\/revisions"}],"predecessor-version":[{"id":7598,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/posts\/7597\/revisions\/7598"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/media\/7565"}],"wp:attachment":[{"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/media?parent=7597"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/categories?post=7597"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/tags?post=7597"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/ppma_author?post=7597"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}