Lect. PhD GABRIELA IVANOVSKA

Gabriela Ivanovska pursued her undergraduate and postgraduate studies at the "Blaze Koneski" Faculty of Philology, Ss. Cyril and Methodius University in Skopje, North Macedonia, as well as at Westminster College, Missouri, USA. She graduated with honours, having completed a double major in General and Comparative Literature and American Studies at the Faculty of Philology in Skopje, where she later earned her doctorate in Literary Science in 2017.

Her academic interests centre on comparative literary analysis, pedagogical methodologies, and the refinement of educational curricula pertaining to language and literature. Between 2007 and 2019, she served as a teacher of Language and Literature across all tiers of education—primary, secondary, and tertiary—holding the position of assistant lecturer within the Department of General and Comparative Literature at the "Blaze Koneski" Faculty of Philology.

Alongside her teaching responsibilities, Dr Ivanovska has actively engaged in research and project work focused on educational accessibility and the development of inclusive policies and practices for marginalised and disadvantaged communities. These initiatives were undertaken in collaboration with the Bureau for the Advancement of Education and the State Examination Centre of the Republic of North Macedonia.

From 2019 to 2022, she was employed by the Ministry of Culture of the Republic of North Macedonia, working within the Department for International Cooperation and Cooperation with UNESCO. Since 2022, she has held the post of lecturer in Macedonian language, literature, and culture at the Department of Slavic Languages at Istanbul University, Turkey.

Her scholarly publications explore intercultural and interliterary dynamics, with a particular emphasis on promoting so-called "small" literatures and languages, such as Macedonian. Additionally, her work critically examines the formative role of national literary curricula, assessing their democratic character, inclusivity, and commitment to educational equity.