E-Book, Deutsch, Englisch, Band Band 124, 402 Seiten, Format (B × H): 158 mm x 240 mm
Reihe: Eckert. Die Schriftenreihe
Dimou / Lässig ›Transition‹ and the Politics of History Education in Southeast Europe
1. Auflage 2009
ISBN: 978-3-86234-066-8
Verlag: V&R unipress
Format: PDF
Kopierschutz: 0 - No protection
. E-BOOK
E-Book, Deutsch, Englisch, Band Band 124, 402 Seiten, Format (B × H): 158 mm x 240 mm
Reihe: Eckert. Die Schriftenreihe
ISBN: 978-3-86234-066-8
Verlag: V&R unipress
Format: PDF
Kopierschutz: 0 - No protection
Der englischsprachige Band bietet einen Überblick über die Entwicklungen im Bereich historischer Bildung in den Nachfolgestaaten Jugoslawiens und der Republik Moldova seit Mitte der 1990er Jahre bis heute. Ausgangspunkt aller Beiträge ist der Nations- und Staatsbildungsprozess mit seinen Auswirkungen auf Geschichtspolitik und Schule im Rahmen eines ermutigenden, aber auch widersprüchlichen Transformationsprozesses. Ergänzend wird die Rolle der in der Region international agierenden Bildungsakteure und -institutionen untersucht. Unter welchen Voraussetzungen und mit welchen Mitteln Reformen und Interventionen im Bildungsbereich nachhaltig wirken können, in welche Richtung sich historische Narrationen entwickeln – diese und ähnliche Fragen sucht der Band zu beantworten. Er erlaubt aus interdisziplinärer Perspektive Einblicke in die komplexen Transformationen des Bildungssektors in Südosteuropa.
Weitere Infos & Material
1;Contents;7
2;Introduction;9
3;Politics of History Education in Slovenia and Slovene History Textbooks since 1990;47
4;Revision of History Curricula in the Republic of Slovenia (2006 – 2008);73
5;What Kind of History Education Do We Have after Eighteen Years of Democracy in Croatia? Transition, Intervention, and History Education Politics (1990 – 2008);93
6;Slow Burning: History Textbooks in Serbia, 1993 – 2008;143
7;Politics or Policy? The Short Life and Adventures of Educational Reform in Serbia (2001 – 2003);161
8;Albanian Parallel Education System and Its Aftermath: Segregation, Identity and Governance;203
9;Historiography and the Politics of Education in the Republic of Macedonia (1991 – 2008);219
10;From Ownership to Intervention – or Vice Versa? Textbook Revision in Bosnia and Herzegovina;253
11;Norms and Practices of History Textbook Policy and Production in Bosnia and Herzegovina;309
12;Moldovan Nightmares or »Historiographic deadlock at birth.« History, Identity and History Teaching in the Republic of Moldova (1991 – 2008);359
13;Authors;399
" (S. 251-252)
Of all the countries which emerged from the former Yugoslavia, Bosnia and Herzegovina (BaH hereafter) was affected most directly by violent conflict. It is here that the war lasted longest, and claimed the highest number of victims, both in absolute terms and in proportion to the local population. The heritage of this war has left an indelible mark on the reconstruction process in general and in the education sector in particular, such that this country and its education system are still, about fifteen years after the end of war, in the middle of a process of rebuilding and renovation.
It is for this reason that international organisations play a far more important and more enduring role here than in most other countries which emerged from the former Yugoslavia, a situation which is comparable only with Kosovo, yet whose social structure is characterised by more distinct majority and minority groups and therefore, since attaining independence, is likely to achieve stable, though not necessarily fair, structures more quickly than in BaH. The Dayton Peace Agreement has certainly given BaH a degree of political structure, but it is not yet possible to predict whether it will prove to be economically and politically stable enough to survive over time without the intervention of the international community (IC hereafter).
Peace has brought about a society characterised neither by common bonds nor by awareness of shared responsibilities, but a system in which people adhere to notions of distinct ethnic national interests. There is no notion of a common history, and even less a recognised way of remembering, describing and interpreting the recent war. The following study addresses the material destruction of the educational infrastructure, the breakdown of the federally organised educational institutions of the former Yugoslavia (then bound together by a single state ideology) into ethnically defined segments, which became the main pillars of the postwar system and shaped the ethnically defined education policy as well as the politics of memory.
1. The war has given rise to new curricula and textbooks, and sparked off the division of the education system into institutions which are marked by ethnic interests, a situation which has been entrenched and prolonged by the Dayton Peace Agreement. The first part of this essay will therefore address the relationship between war and the peace treaty, as well as its consequences for the education system in time of peace."
