THE BRIDGE

OST – H ΓΕΦΥΡ “ ”
MOCTЪT – URA –M A

–M
OCTOT – POD
–

MOCT – KÖPRÜ
L– U
the magazine of Academia Balkanica Europeana
March 2021 (Number 9)

Our dossier:
EDUCATION AND CULTURAL DIVERSITY
Agron Rustemi
Stefan Rashkovski
Francesco Bigagli
Adina Deacu
Lazo Mitovski

LEARNING THE CULTURE THE ART OF BUILDING CULTURE, IDENTITIES,

OF THE OTHER BRIDGES INTEGRATION
By Gudrun Steinacker By Krzysztof Czyzewski Interview with Anne-Marie Autissier
 Editorial
Contents

Gratitude to LOJA Centre for Balkan Cooperation and to KURVE Wustrow Centre
for Training and Networking in Nonviolent Action

CONTENTS

Editorial
THE ART OF BUILDING
JOHN DEWEY IN THE BALKANS 3 BRIDGES
17
By Krzysztof Czyzewski

Dossier
MULTICULTURALISM AS A TOOL Loc-alia
FOR SOCIAL COHESION INTERVIEW, EXCLUSIVELY
IN MULTIETHNIC COMMUNITIES FOR THE BRIDGE
By Agron Rustemi 4 CULTURE, IDENTITIES, INTEGRATION
With Anne-Marie Autissier 19

MULTICULTURAL EDUCATION:
FOSTERING STUDENT RESILIENCE AND
BUILDING INCLUSIVE SOCIETY 6 Forum
By Stefan Rashkovski THE FRIENDSHIP
OF DIFFERENCES -

EDUCATION AND CONSOCIATIONAL

REMEMBERING IVO BANAC 20
By Obrad Savić
DEMOCRACY
By Francesco Bigagli 8

Ars Poetica
WHEN THE WORD “DIFFERENT” MEANS
“WRONG” PUN ISHMENT
By Adina Deacu 11 Are you originally correct?
23
Poem by Iulia Enkelana

MULTICULTURALISM IN THE TIMES OF
PANDEMIC
Visible Soul
By Lazo Matovski 12 PAINTINGS
25
By Delia Chausheva

The Gaze of the Other

Our Essay
LEARNING THE CULTURE
OF THE OTHER
By Gudrun Steinacker 15
EUROPE IS IN THE AIR
By Bujar Luma
27

2
 Editorial

JOHN DEWEY IN THE BALKANS

T
his issue of our journal is focused on the or computer courses, capacity building for staff for Balkan Cooperation. An additional merit is that
International Scientific Conference on members and partners, etc. Playing is an essential it was successfully organized in these very difficult
Multicultural Education, which took place component of its modus operandi. John Dewey in times of the pandemics. Scholars from different
last December in Tetovo, North Macedonia. It was the Balkans? Balkan countries and from other European regions
organized by the Tetovo based NGO LOJA Centre participated in it, either onsite or online. Being a
for Balkan Cooperation. John Dewey, the great American philosopher of scientific exchange of ideas, its modus operandi
the first half of the twentieth century, conceived was not playfulness in action; however, while
“Loja” means “game” in the Albanian language, and the revolutionary pedagogic doctrine according analysing problems of education, it was done by a
is derived from the corresponding verb, which means to which the combination of working and playing scientific approach to that modality as well. John
“to play”. However, it is not an ethnic Albanian was crucial in the educational process. It was Dewey was implicitly present. A whole range of
organization. The composition of its staff and of meant especially for schoolchildren. Now, in the diversity of experiences where shared, from primary
its many volunteers, mostly youngsters, reflects the case of the activity of LOJA centre, it needs the school education through higher education. In
plurality of the country. Most importantly, as is it following two qualifications. In the first place, we the presentations and in the subsequent debates,
describes itself, this organization is “dedicated to are creative in as much as we preserve a certain fundamental theoretical concepts were discussed:
the improvement of the cultural and social life as heritage from childhood, which is creativity. Let multiculturalism, interculturalism, culture as such,
well as inter-ethnic relationships in Macedonia and us remind of something from a philosophical as a common treasure of the humanity, the relation
the Balkan region”. It is an outstanding example of poet, the playwright Friedrich von Schiller: “the between education and culture, etc. Besides, difficult
intercultural dialogue, of building bridges between human being plays only when he is fully a human questions were focused upon, as for example that of
the Others in an especially sensitive context. It is being, and he is fully a human being only when he the necessity of multilingual education in ethnically
significant that, besides local youth, volunteers are plays”. Second, John Dewey conceived his theory plural landscapes such as that of North Macedonia
coming from different countries of the world: the in a quite different context. It did not address the and of other similar countries.
reputation of its interesting experiences has reached problems of inter-ethnic relationships; the concept
beyond the scope of our region. It cooperates with of multiculturality had not even appeared. LOJA From the many contributions in the conference, we
several important organizations and institutions of centre, instead, applies playfulness in its endeavor have selected some of them for the special dossier of
European countries. to overcome stereotypes and promote intercultural this issue of our journal, in a shortened version. We
dialogue. are publishing also two of the keynote speeches in
The activity of LOJA Centre is very intensive, and the section “The Gaze of the Other”. The full version
it lies mainly in the fields of education and culture, The International Scientific Conference on of all the contributions will be published soon in a
consisting in arts festivals, exhibitions, dance, stage Multicultural Education was one of the most book that is being prepared by LOJA centre.
performance, cinema, film and video production, relevant events organized last year by LOJA Centre

3
 Dossier
Editorial

DOSSIER: EDUCATION AN
Agron Rustemi (1981) is an Associate Professor and Vice-Dean
at the Faculty of Contemporary Social Sciences at the South East
European University, Tetovo. Agron Rustemi was born on January
31, 1981 in Tetovo. In November 2012 defended the Doctoral
Dissertation “Comparative Analysis of Models of Social State in
Great Britain and Germany” and received the title Doctor social
work and social policy.
His scientific interests include social research, social policy, public
policy employment and career development. Key qualifications in
social policy and social protection, career development, public policy,
and research methodology. We are publishing a part of the paper on
which his intervention in the conference was based. The full version
will be included in a book that will be published soon by LOJA
Centre with the contributions for this conference.

Multiculturalism as a tool for social

cohesion in multiethnic communities
By Agron Rustemi

MULTICULTURALISM, woman, an American or a French, a can be very dangerous for the society, MULTICULTURALISM AS A
THEORETICAL APPROACH Muslim or a Christian, etc. One of the can include means of humiliation and TOOL FOR SOCIAL COHESION
definitions of multiculturalism in the lock the person in an unreal, deformed
Among the most widely used expres- anthropological and sociological litera- and reduced shape of existence. Having It is known that the Balkans is a soil
sions in today’s post-modern society ture is the following: “Multiculturalism in mind the fact that most people tend that in the recent history, especially
are the notions like multiculturalism, is a policy with which public relations to stay close to their culture, the thesis in recent decades is a synonym for
multi-culture, multi-culturality, etc. among different cultures of a society of multicultural countries implies the turbulent conditions, for intolerance,
The issue of multiculturalism, which are regulated, including the way of uti- idea that the special cultural-ethnical conflicting, for aggressive nationalism
has its origins in the western social and lization of languages and symbols.” communities need to enjoy their rights, and for cultural differences that cause
political anthropology, primarily the whereas the institutionalization of excommunication of the other, where
Anglo-American one, is a problem of The topic on multiculturalism rep- they still watch over mythological levi-
the communication among the mem- athan. It is no accident that the term
bers of different cultures, ethnicities homo balkanicus denotes the individ-
and religions. Multiculturalism fosters Multiculturalism fosters differences by emphasizing the need for ual that is part of a group that has not
differences by emphasizing the need for succeeded to achieve empathy with
tolerance and uniqueness of the groups tolerance and uniqueness of the groups that seek identity and the neighbour and is oriented toward
that seek identity and protection with- protection within the tolerant society extreme politicization and partiality
in the tolerant society. According to of the society. Former Yugoslavia was
Andrew Heywood, this notion is a de- a sui generis example of experimen-
scriptor and normative for cultural di- those rights is the best way to achieve tation with diversity and with mul-
versity, which is a result of the presence resents an important part of political completeness of every society. ticulturalism. From 1945, the system
of two or more groups in a society and programs in countries throughout the implemented a policy which enabled
whose convictions and practices create world and has an impact in bolstering Multiculturalism accepts the impor- mixing of cultures, while in 1952
different collective identities. the revision of public policies with tance of the religion, ethnicity, values was promoted building of the Yugo-
the aim of finding a modus that is the of the lifestyles, and the feeling of slav culture based on the interaction
Multiculturalism is closely connected most appropriate in fulfilling the re- being valued by both individuals and of all Yugoslavian national cultures.
to the diversity of communities, which quirements of different communities. groups. Diversity and multi-layering Pavkovic called this policy interactive
originates from racial, ethnical and From a normative point of view, it are inseparable parts of every commu- multiculturalism, which after the reac-
linguistic differences, with the affir- means recognition of differences, of the nity in every phase of history. Human tion of the Slovenian intellectuals was
mation that differences are the pillars right to respect different cultures and societies are multicoloured and multi- abandoned. At the beginning of the
of the human unity. That is a philos- the benefit of the whole society from cultural says Martinello: “Only clon- 1960’s that policy is replaced by strict
ophy of respecting the individual as a moral and cultural differences. The ing people by a particular matrix will segregate multiculturalism which does
human being or God’s creation, as H. well-known thinker, Charles Taylor, enable the formation of mono-cultural not allow mixing and creation of “Cre-
Goodings says, in the freedom of the says that multiculturalism is a policy of and mono-identity societies”.1 ole” culture but seeks equality and cul-
identification of the self, you are either recognition, an antipode of non-rec- tural development of each nation and
1. Ali Pajaziti, Fjalor i sociologjisë, Logos-A,
a black or a white man, a man or a ognition or wrong recognition, which nationality. Later, from the early 90’s, it
Shkup, 2009, pg. 431-432.

4
 Dossier
Editorial

ND CULTURAL DIVERSITY
In the post-Ottoman period, the donia to denationalize their state and
Having in mind the fact that most people tend to stay close to their things started to change. Different live in a cultural deconstructivism (N.
nationalisms generated intolerance, Frazer) or cultural relativism.
culture, the thesis of multicultural countries implies the idea that because the process of forming a na-
tion (nation building) was based on North Macedonia is a part of the
the special cultural-ethnical communities need to enjoy their rights. “historical part” called the Balkans,
the premises of exclusivity, ethnocen-
trism and ethnic nationalism. During where contradictions and complexities
follows aggressive nationalism that was (Macedonians, Albanians, Turks, the socialistic period, the question of persist in the historical sense of the
a factor of fragmentation of the former Roma, Vlahs...) and religious groups human rights and the attitude towards word. Amy Gutmann says that it is
Yugoslavia.2 (Orthodox Christians, Muslims, Cath- different cultures was neglected. With difficult to find a democratic society
olics...) lived in harmony throughout the 1974 constitution, Macedonia was or a society in a process of democra-
The Republic of North Macedonia centuries. However, in recent decades defined as a pluralistic state and 1989 tization, which is not a focus of de-
presents a historical, political, econom- the ethnicization of the state created and 1991 are years when politics of a bates in relation with the identity and
ic and cultural reality of the Balkans. a gap between two dominant cultural national state were designed. This trend culture. In North Macedonia, there
It is a part of this geographical area elements: Macedonian and Albanian, was changed after the conflict in 2001, are tendencies of closing the ethnic
known for its ethnic and cultural diver- respectively Orthodox and Muslim, when the Ohrid Framework Agree- and religious communities inside the
sity. Some authors have characterized ment actually redefined the country political walls, the educational, infor-
according to a multicultural concept, mative, marital, demographic as well
which meant promoting a civil and as economic ones, a fact that clearly

It is difficult to find a democratic society or a society in a process of

democratization, which is not a focus of debates in relation with
the identity and culture.

non-ethnical society (Engstrom). But speaks of ethnic exclusivity. Histori-

during the last couple of years, the new cally seen, both greater ethnic groups
developments are starting to go in neg- don’t have a long history of ethnic
ative directions, especially between the animosity; their mutual living is possi-
two biggest ethnic communities. This ble and necessary.
phase revealed the fact that our democ- There is a necessity of a bigger ex-
racy is a limited democracy (I. Aceski) change of information in all life
and that the actual politics resembles spheres, comprising here the culture
which up to now are in a condition of the concept of F. Zakaria of illiberal as well. According to some analysts
the Republic of North Macedonia as latent and manifest contradiction and democracy.4
the epicentre or the heart of the Bal- there are four instruments that can
search for modalities for creation of be used to reinforce the cultural
kans. The territory of the Republic an applicable and sustainable policy of In North Macedonia, in many cases,
of North Macedonia in all periods of two truths are being promoted, which exchange: 1) a greater frequency of
cultural diversity or cultural pluralism. inter-human contacts 2) an uncon-
the history of humanity was a part of The perception of otherness, i.e. dif- are utterly different, and continue to
great empires and civilizations. Due live; each one in its own social reality, ditional defense of human rights, 3)
ference, has become one of the most the implementation of basic political
to favourable geographical position, important issues in 21st-century. contributing so little in what we call
as a crossroad of civilizations and reli- frames; 4) the help of round tables
gions, in history it is known as “Cat- open for the audience to discuss
ena Mundi”.3 North Macedonia is a inter-ethnic relations. Universities
There are four instruments that can be used to reinforce the should be places where the open-
cultural mosaic, with a multi-ethnic
and multi-confessional basis, unitas cultural exchange: 1) a greater frequency of inter-human ness, transparency, tolerance and
multiplex; it is a corridor where East cosmopolitanism are cherished as
contacts 2) an unconditional defense of human rights, 3) the a discourse, which will further be
and West, Islam and Christianity, are
merged. This illustrates the symbol- implementation of basic political frames; 4) the help of round shown in the other societal catego-
ism of the cultural components of the ries, from the demos to the elite.
tables open for the audience to discuss inter-ethnic relations.
Islamic and Orthodox provenience, As far as multiethnicity and mul-
mosques, churches that meet in the ticulturalism is concerned, there is
four sides of this country. a need to find feelings for build-
The Ottoman Empire defines the cul- a plural society. This concept is in ing bridges in order to live with the
The cultural identity of North Mace- tural diversity by defining the cultural contradiction with the multicultural
donia is very complex, a multicul- neighbour in a mutual respect; there
and religious rights of the non-Islamic democracy, which is an antithesis of is a need to understand that one-co-
tural society, where different ethnic (Christian and Jewish) communities. the national state and which requires louredness has sense only in terms
This system called the “millet” system the citizens of the Republic of Mace- of multiple forms and colours. The
2. Aleksandar Pavković, “Multikulturalizam
kao uvod u rasparčavanje države - slučaj Jugos-
(religious communities), enabled the 4. See: Fareed Zakaria, The Future of languages and the difference between
lavije”, Sociološki pregled, 1998, vol. 32, No. 2, regulation of the ethical, religious and Freedom: Illiberal Democracy at Home and them should be sacred symbols
pg. 155-170. language issues, promoting tolerance Abroad, New York, 2003; http://www.foreig- and the fight against them is a fight
3. Ferid Muhiq, Shkupi – kryeqendra e shtatë for everybody. naffairs.com/articles/53577/fareed-zakaria/
portave, Skenpoint, Скопје, 2007, pg. 4. the-rise-of-illiberal-democracy against naturalness.

5
 Dossier
Editorial
Stefan Rashkovski (Skopje, 1990) started his activity as a journalist
immediatly after his bachelor studies. Then he worked in the field of
Education, Labour and Social Policy; and, subsequentlym in Defence
and Foreign Affairs - where he gained experience in international
relations and communications. At that time he was finishing the first
master degree in Political Science with focus on political marketing.
In the same manner, while studying at Corvinus University of
Budapest at the department of International Relations, he was
engaged in an internship in the Embassy of Republic of Macedonia
in Budapest as political analyst. Now he is finishing the second year
of PhD studies and his academic activities are chiefly connected with
research on the issue of political violence. We are publishing a part
of the paper on which his intervention in the conference was based;
this paper was prepared in collaboration with the young scholars
Deniz Horuz (Szent Istvan University, Godollo, Hungary) and
Katarína Sárvári (Corvinus University of Budapest, Hungary). The
full version will be included in a book that will be published soon by
LOJA Centre with the contributions for this conference.

Multicultural education: fostering student

resilience and building inclusive society
By Stefan Rashkovski
Challenges are the steps on the stair- what we now know as multicultural- al education serves to create resilient
way toward growth. This is a natural ism. Consequently, the need for mul- students, which results in greater so-
Multicultural education
rule. It implies that one has to put ticultural classrooms arise and, with cial justice, equality and inclusiveness
effort and employ one’s full capacity provides students with the it, the concept of multicultural edu- in the society that ultimately enhanc-
to overcome an obstacle that leads to- necessary experience of life cation. The process of globalization es the process of globalization with its
ward unlocking inner potentials and from the perspective of learning added quality to education and value end goal to create a peaceful world
developing a particular set of skills that to student growth by creating even society.
about humanity as a whole.
in themselves represents the growth more challenging environment in
of the individual. This is how human This is done by mixing students the form of the multicultural curric-
Besides the knowledge about partic-
from different ethnic, racial, ular subjects as part of the multicul-
beings can develop to their maximum ula and classroom. That is so because
tural curricula, which in itself is rich
potential, that is, only by facing and religious, cultural and political the multicultural classroom encom-
and consequently of great value, mul-
overcoming challenges. The environ- backgrounds into the same passes greater diversity that naturally
ticultural education provides students
ment itself is what generates the chal- is followed by greater challenges and
classroom. They are exposed to with the necessary experience of life
lenges for human beings whether it is therefore a greater potential for learn-
diversity and prompt to interact from the perspective of learning about
the jungle or the office. This situation ing and growth. This is the main ben-
and cooperate among themselves, humanity as a whole. This is done by
is an everyday reality in all the aspects efit of multicultural education, the
mixing students from different ethnic,
of life, including the classroom. What which is how the students overcoming of the cultural, religious,
racial, religious, cultural and politi-
distinguishes the latter from all other racial, ethnical and political barriers
develop resilience. cal backgrounds into the same class-
are the circumstances that it provides. represented as challenges that the stu-
room. They are exposed to diversity
Namely, the classroom can be seen as one is exposed to and faces a complete dents are facing and overcoming in
and prompt to interact and cooperate
the most constructive and the safest stranger in a unknown environment the multicultural classroom. Students
among themselves, which is how the
environment for growth that inevita- where the student needs not just to develop student’s resilience, which
students develop resilience and learn
bly has positive impacts first on the in- accept and adapt in order to survive, is defined as the ability to thrive in
to overcome their own personal and
dividual and, through the individual, to put it in evolutionary terms, but the face of challenges. This serves to
more often than not, limiting worl-
it influences the whole society. That also to engage, interact, cooperate in increase the understanding between
dviews that are conditioned by their
is so because students, from the ele- order to thrive. This fosters learning peoples of different cultures, which
background. Inevitably, there is an in-
mentary and up to the highest levels and growth and the process of glo- means an improvement of the lev-
crease in the level of social conscious-
of education, are pushed to interact balization facilitates it even more. el of social consciousness that leads
ness, which implies less prejudice and
with other individuals, all of which Namely, globalization, which in the to greater levels of social justice and
hostility, and more understanding
are different: that, by definition, is a words of Marshall McLuhan made equality that ultimately leads to inclu-
and equality. In short, “multicultural
challenge in itself. In the very least, the world a global village, created siveness in the society. Multicultur-

6
 Dossier
Editorial
this sense. Essentially, this is how the
process of globalization influences the
breaking of barriers and building of
bridges in a top to bottom perspec-
tive. Multicultural education is the
tool by which the process of globaliza-
tion breaks down barriers and builds
bridges amongst students of different
background, and students’ resilience
is the instrument that the multicul-
tural education uses to influence the
society as a whole. Ultimately, the
gap between different cultures, eth-
nicities, religious and political groups
can be narrowed down and, conse-

Multicultural education is
the tool by which the process
of globalization breaks down
barriers and builds bridges
amongst students of different
education compares and contrasts all “resilience is the process of, capacity ates the greatest amount and intensity background, and students’
people across racial and ethnic lines for, or outcome of successful adapta- of challenges for the students, since
resilience is the instrument that
in an open atmosphere that is uncrit- tion despite challenging or threaten- besides just mingling students from
ical and free from value judgments. ing circumstances.”3 Other authors different background, what the mul- the multicultural education
It studies diversity across cultures, define resilience as “ability to recover ticultural classroom does is expanding uses to influence the society as a
examines the strengths and contri- rapidly from difficult situations” and the previously culturally, ethnically, whole.
butions of each, and promotes cul- “capacity to endure ongoing hardship religiously and politically conditioned
tural pluralism as the ideal posture in every conceivable way. The action and limited worldviews of the stu-
for society.”1 Ultimately, this is how or act of rebounding or springing dents by breaking those barriers. The quently, people are enabled to work
back; the quality or fact of being able purpose is to create something great- for building greater levels of social jus-
to recover quickly or easily from, or er on individual and collective level as tice, equality and inclusiveness in the
“Resilience is the process of, resist being affected by, a misfortune, well. This can be a painful and chal- society. Students’ resilience fundamen-
shock, illness or as a basic strength lenging process, which means that the tally comes as a response to the natural
capacity for, or outcome of
underpinning positive characteris- students must be equipped with inner tendency of human beings to stick to
successful adaptation despite tics within a person’s emotional and fortitude and properly guided by their what they identify themselves with. It’s
challenging or threatening psychological makeup”4 The concept teachers in order to develop resilience: a natural characteristic that per se can-
circumstances.” of resilience is also applicable to the it will serve as a tool for overcoming not be considered as something nega-
sphere of education and especially those barriers and thrive in the face tive. This is also the challenge in the
when it comes to the multicultural of the challenge both personally and multicultural classroom. Separation
multicultural education increases the classroom. By its very nature, that academically. Educational resilience or segregation noticed in the students’
levels of social justice, equality and is, by mixing greater amount of di- is also defined as “the heightened behaviour essentially can be consid-
inclusiveness in the society. This is its versities, the multicultural classroom ered as the cradle of what we can de-
greatest strength and its main role in inevitably poses greater challenges for fine as tribalism and its supreme form
the society. It is not a coincidence that the participating students, who will The enmity that can arise from nationalism, which brings up divisions
“multicultural education grew out of need to develop resilience in order difference is always present between people that sometimes can
the Civil Rights movement, and that to overcome them and thrive. This is take a problematic trajectory in the
as long as there is difference
it is grounded in the Western demo- how the concept of “resilience in ed- society. As long as there are divisions
cratic ideals of freedom, justice, and ucation” came into being. According without understanding. of this kind, humanity is bound to
equality.” 2 to Bamford, resilience in education enter into conflict. Nowadays, it is
means the „ability to thrive in the less frequent than in the past, but still
The concept of resilience can have face of adversity”.5 The importance of likelihood of success in school and the enmity that can arise from differ-
several meanings but it can be viewed other life accomplishments despite ence is always present as long as there
the concept of resilience in education
only from one perspective. It means environmental adversities brought is difference without understanding.
can be seen best in connection with
both elasticity and resistance from about by early traits, conditions, and The process of globalization mitigat-
the multicultural classroom. It gener-
the perspective of facing and over- experiences.” 6 The teachers’ approach ed the animosity between different
coming challenges. By definition, 3. Johnson, Bruce. „Teacher–student relation-
ships which promote resilience at school: a mi- as well as the family and the com- peoples largely and multicultural ed-
1. Foerster, Leona. „Moving from ethnic stud- cro-level analysis of students’ views”. UK: Brit- munity itself play important roles in ucation might be one of its most pow-
ies to multicultural education”. USA: Agathon ish Journal of Guidance & Counselling, 2008,
Press, Inc. 1982, pp, 124. 36:4, pp, 385-398. erful tools for increasing the levels of
2. Gatimu, Wangeci. „Undermining critical 4. Ploner, Josef. „Promoting student resilient 6. Morrison, Gale & Megan Redding Allen. social consciousness. It can serve to
consciousness unconsciously: Restoring hope thinking in diverse higher education learning „Promoting Student Resilience in School Con-
in the multicultural education idea”. USA: enviroments”. UK: Research Gate, 2011, pp, 3. texts, Theory
build a global inclusive society.
Springer, 2008, pp, 48. 5. Bamford, Jan. et all. 2005, pp, 140-158. Into Practice”, USA: 2009, 46:2, pp, 162-169.

7
 Dossier
Editorial
Francesco Bigagli holds a PhD in Humanities from Trinity College Dublin, Ireland,
and an MA in Education and International Development at the Institute of Education,
University College London, UK. He is currently serving as an Expert Evaluator for the
European Commission. He held academic posts across the Gulf Region in the Kingdom
of Kuwait and the Sultanate of Oman. From 2007 through 2013, he served with the
OSCE in Kosovo first as a Senior Adviser/Youth and Higher Education, and, subsequently
as Head of the Youth and Higher Education Unit.  Prior to his engagement with the
OSCE, he played a key role in the development of the Faculty of Teacher Training of the
then nascent multi-ethnic and multi-lingual South East European University (SEEU),
an OSCE High Commissioner on National Minorities’ project in post-conflict North
Macedonia. We are publishing a part of the paper on which his intervention in the
conference was based. The full version can be found here: Bigagli, F. (2020). “Higher
Education in Emergencies: The Case of Consociational North Macedonia”. 
Journal Of Curriculum Studies Research https://doi.org/10.46303/jcsr.2020.1 

Education and Consociational Democracy

By Francesco Bigagli

After almost two decades from the of access to primary and secondary political rights since the country
finalization of the Ohrid Framework education in the mother tongue, a gained independence from Belgrade
Agreement (OFA), which ended provision of the Yugoslav “separate in 1991.
the 2001 conflict by introducing a but equal” policies which “fixed and
consociational democracy through crystallized ethno-cultural nations While the introduction of a single
territorial decentralization and and were deliberately constructed official language is traditionally used
extended rights for the Albanian- as belonging to particular ethno- as a nation-building (and nation-
speaking minority, amid a cultural nations” (Brubaker, 1996) maintenance) tool to guarantee
deteriorating economy and high but introduced a principle of positive national cohesion, reinforce
unemployment, especially amongst discrimination in the enrolments of participation in public life and,
youth at 46% (EC, 2018), North minorities in State universities and ultimately, as a precondition to the
Macedonia remains a country deeply prescribed publicly funded access integration of diverse groups, there
polarized along ethno-national to higher education in the Albanian is always a risk that language can be
lines with implications for the language, considered as key conflict employed as a means of domination
to preserve the privileges of the
majority group in society; resulting
into a “nation-destroying process”
While the introduction of a single official language is traditionally (Walker, 1972) with the formation of
used as a nation-building (and nation-maintenance) tool to antagonistic and profoundly resilient
“minority nation-building” stances
guarantee national cohesion, reinforce participation in public life (Kymlicka, 2001) that could work
and, ultimately, as a precondition to the integration of diverse counter the exclusive state policies
and lead to conflict and/or enduring
groups, there is always a risk that language can be employed as tensions. This is because language
a means of domination to preserve the privileges of the majority constitutes one of the key “markers”
of ethno-national identities and, by
group in society. extension, not only any perceived
threat to a particular language, both
maintenance of peace. drivers. The OFA also established within and outside the education
Albanian as an official language in system, is construed as a threat to
*** addition to Macedonian in areas the survival of a group identity, but
where ethnic Albanians make up language symbolizes the “worth and
From 2005, the responsibility status of the community that speaks
for a number of public services, at least 20% of the population. In
January 2019, a new law that extends it” (Horowitz, 2000). As Horowitz
imprimis basic education, had been explains, if “the demand for a single progress does not necessarily translate
entirely assigned to municipalities the use of the Albanian language into a more cohesive society. Access
across the country has come into official language reflects the desire
in accordance with the OFA which for a tangible demonstration of to education alone, for instance,
stipulated, inter alia, extended force. Ethnic Albanians see this does not, per se, fulfill the right to
as the last remaining stipulation preeminence, so linguistic parity
linguistic/cultural rights to is transparent code for equality”. education. The conditions in which
persons belonging to non-majority of the OFA. As Fontana (2017) education takes place, the quality of
argues, the education and language And yet, the question is whether
communities, with an emphasis on improved language access and education as well as the capacity of
access to education in the mother- reforms have come to epitomize the educational institutions to prepare
new power relationship between (educational) decentralization
tongue given the importance of correlate with improved integration graduates for political, economic
education for conveying aspects ethnic Macedonians and the ethnic and social life are equally important
Albanian minority, who had been and cohesion. This is because a focus
of a group cultural identity. The on access alone as a quantitative categories. As a result of educational
OFA not only reiterated the right mobilizing for greater collective and decentralization, UNICEF (2009)
indicator in the measurement of

8
 Dossier
Editorial
reports a decline by more than 10% appearing to have made derogatory
of “mixed schools” (under whose remarks against the other If increased access to mother tongue-based education can help
roof children are still ethnically split community in their classroom. A
by language or taught in different review report on the implementation preserve cultural identities and settle ethnic grievances, it can also
shifts/buildings) in the 2001-2009 of the OFA (OFA Review on Social contribute to cementing boundaries between groups along ethno-
period and an increase in the number Cohesion, 2015) takes stock of
of monolingual ones. UNDP the increasing lack of cohesion, national identities in the absence of inter-communal points of
(2008) indicates a reluctance to send spreading of negative stereotypes, contact and shared values.
children to a mixed school amongst intolerance and mistrust between the
69% of ethnic Macedonians and two dominant nations.
42% of Albanians. Higher education the ‘90s by ethnic Albanians. As the OFA. However, the question is
As Fontana (2017) contends, the Czapliński (2008) claims, citing the whether access to higher education
has also expanded dramatically in
emergence of a “parallel” education then OSCE High Commissioner in the mother-tongue is per se
consociational North Macedonia: In
system can result in the development on National Minorities (HCNM), conducive to sustain peace and/
1994-1995, only 1.95% of graduates
of a sense of belonging of one group Max van der Stoel, “He believed or whether a univocal focus on
were ethnic Albanians against 19%
against another (and even against that the solution to the problem access has perhaps served as a
in the 2014-2015 period (Muhic
the State) and education is often of Albanian language HE was a (political) tool to cement divisions
& Memeti, 2016). The expansion,
used in deeply divided societies as a prerequisite for achieving progress in and reproduce ethnic nationalism
however, has occurred only along
“gatekeeping” tool by manipulative other aspects of minority rights and, along the Yugoslav “separate but
ethno-cultural and territorial lines
ethnic mobilisers to nurture after it had been addressed, it would equal”policies.
with newly founded Universities
exclusive identities and challenge be much easier to move on other
delivering instruction exclusively in ***
the legitimacy of other groups’ issues.” While mother tongue-based
Albanian or Macedonian. Arguably,
discourses. Higher education is not schooling was guaranteed by the
if increased access to mother tongue- In line with the OFA, non-majority
free from attacks and manipulations Constitution, higher education was
based education can help preserve students have the right to study in
due to its relevant political role. exclusively delivered in Macedonian,
cultural identities and settle ethnic their mother tongue at all levels of
As Milton (2018) claims, higher with the exception of pedagogical
grievances, it can also contribute education with the State language
education is not only often perceived faculties. According to Czapliński,
to cementing boundaries between (Macedonian) being introduced at
as a hotbed of political radicalism the widespread inability to speak the
groups along ethno-national fourth grade. Although a quarter
state language and discriminatory of schools (primary and secondary)
practices on the grounds of ethnicity, are bilingual or trilingual, only
resulted in great disparities in access 13% of these have students de
to HE among ethnic Albanians in facto studying under the same roof
the ‘90s. This, in turn, hindered (Bakiu & Dimitrova, 2016). This
access to employment opportunities, is because in the so-called ‘mixed
representation in decision-making schools’ pupils attend classes in
institutions and was perceived as detached buildings or different shifts
a threat to Albanians’ longing to with little to no interaction among
become a constituent nation. different ethnic groups (ibid.). This
is particularly relevant in the case of
ethnic Macedonian and Albanian
In recent years, research has mostly children who study in an ethnically
focused on the consequences of mixed environment but rarely have
educational decentralization at contact with each other. According
school level in North Macedonia. to the OSCE (2010), “one third
The school system largely reflects of children (i.e., 30% Macedonian
the consociational structures and 35% Albanian) claim that they
and narratives of power along have mutual contact outside of the
“mutually exclusive communities” classroom environment and if they
reproducing pre-conflict cleavages do is mostly not out of personal
and tensions (Fontana, 2017). initiative”. However, the degree
However, a comprehensive study of ethnic separation is mostly
on the unintended effects of higher pronounced at higher education
education in the mother tongue in level. In the academic year 2017,
North Macedonia has yet to appear. 2018 and 2019, for instance, the
Recent research shows that higher number of ethnic Albanians that
education can not only contribute to graduated from the University of
economic recovery after conflict but Skopje (UKIM), the largest public
could play a role in peace-building tertiary education provider which
and conflict transformation. This mostly deliver instruction in the
is particularly the case for North Macedonian-language, represented
Macedonia given the prominent respectively 7,4%, 6,7% and 6,7%
role of higher education in conflict of the total number of graduates
identities in the absence of inter- causation and the strong focus on
(i.e., through student activism, equality of access established by Page 10
communal points of contact and
production of critiques against the
shared values; ultimately leaving
status quo) but can become a “focal
little to no margin for “other
ways of being and other forms of
point” of ethnic mobilization. However, the question is whether access to higher education in the
politics”(Finlay, in Fontana, 2017) *** mother-tongue is per se conducive to sustain peace and/or whether
other than identity politics. An
OSCE study (2010) indicates a high Analysts argue that the problem of a univocal focus on access has perhaps served as a (political) tool
level of adversity between Albanian access to higher education (HE) in to cement divisions and reproduce ethnic nationalism along the
and Macedonian students with the mother tongue represented one
nearly half of their schoolteachers of the main drivers in the process Yugoslav “separate but equal”policies.
of ethnic mobilization during

9
 Dossier
Editorial
Page 11 order thinking and life skills to 10.1093/0199240981.001.0001
promote students’ critical and
compared to 85,19%, 86,77% and Milton, S. (2018). Higher education and
communicative abilities. References
86,40% of ethnic Macedonian post-conflict recovery. Cham: Palgrave Mac-
students. The figures are similar with Although diversity could be Bakiu, B., Dimitrova, M., & Brava, A. millan. Muhic, M., & Memeti, M. (2016).
regard to other two largest higher experienced through specific (2016). How to achieve a truly integrated Evaluation of the Ohrid Framework Agree-
education providers in the country curricular content, evidence suggests education in the Republic of Macedonia? ment (OFA):
delivering instruction predominanlty that without a direct exchange of Working Paper, European Policy Institute, Implementation in the field of higher educa-
in Macedonian: At Golce Delcev ideas with the Other, this could even Skopje. Retrieved from http://www.epi.org. tion. Unpublished paper. Skopje: OSCE
University, only 0,58%, 1,4% and have negative effects on students’ mk/docs/D4V_Social%20cohesion_eng.pdf Mission to Skopje.
0,93% of ethnic Albanian students development. Baumann, M. M. (2009). Understanding
graduated respectively in 2017, OFA Review on Social Cohesion. (2015).
*** the other’s understanding of violence. In- Retrieved from http://www.eip.org/sites/
2018 and 2019 compared to 94%, ternational Journal of Conflict and Violence,
91,31% and 89,90% comprised by default/files/OFA%20Review%20on%20
Arguably, if the right of access to 3(1), 107-123.
ethnic Macedonians. Similarly, 1,6% Social%20Cohesion.p d f.
higher education in the Albanian
(2017), 2,3% (2018) and 3,35% language contributed to ending Brubaker, R. (1996). Nationalism reframed: Ohrid Framework Agreement. (2001).
(2019) of ethnic Albanians graduated the 2001 conflict, the presence Nationhood and the national question in the Retrieved from https://www.osce.org/
from Bitola University. While there of ghettoized campuses and New Europe. Cambridge: Cambridge Uni- skopje/100622 OSCE Spillover Monitor
is no data available yet for the lack of instruments to promote versity Press. Mission to Skopje. (2010). Age, contact, per-
Czapliński, P. M. (2008). Conflict prevention ceptions: How school shape relations between
and the issue of higher education in the mother ethnicities. Retrieved from http://www.osce.
Recent research shows that higher education can not only contribute tongue: The case of the Republic of Macedonia. org/skopje/41442?download=true

to economic recovery after conflict but could play a role in peace- Nijmegen: Wolf Legal Publishers. Robeyns, I. (2006). Three models of educa-
tion: rights, capabilities and human capital.
building and conflict transformation. European Commission. (2018). The Former
Theory and Research in Education, 4(1), 69-
Yugoslav Republic of Macedonia 2018 report.
84.
Retrieved from https://ec.europa.eu/
newly established Mother Theresa rapprochement, undermines the State Statistical Office. (n.d.). Makstat
neighbourhood- e nlargement/sites/near/
University which deliver instuction significance of what Robeyns database: Tertiary Education: Graduated
files/20180417-the-former-yugoslav-
in Albanian, ethnic Macedonians (2006) terms “the personal and students.
republic-of-macedonia- r eport.pdf
that completed their studies at the collective instrumental social roles Retrieved from http://makstat.stat.
University of Tetovo, the largest of education”, and, in turn, the Fontana, G. (2017). Education policy and gov.mk/PXWeb/pxweb/en/MakStat/
Albanian-language higher education possibility of engineering a social power-sharing in post-conflict societies. Cham: MakStat Obrazovanie Nauka__ Osnovno
provider, represented 4,3% of its total change. Palgrave Macmillan. Obrazovanie
graduates in 2017, 4,3% in 2018 and
4,6% in 2019 (State Statistical Office, In conclusion, without a strong Gurin, P., Dey, E. L., Hurtado, S., & UNDP. (2008). People centered analysis re-
2019). governmental commitment Gurin, G. (2002). Diversity and higher port. Skopje: UNDP. Retrieved from https://
to deethnicizes education by education:Theory and impact on educational www.seeu.edu.mk/files/research/undp/
A commitment to the values of outcomes. Harvard Educational Review,
transcending the OFA’s exclusive PCAEngV.pdf
diversity as part of identity formation 72(3), 330-366.
access-oriented policies, the UNICEF. (2009). Multiculturalism and
processes in deeply divided societies
persistence of a situation of interethnic relations in education. Retrieved
is especially relevant at higher Horowitz, D. L. (2000).Ethnic groups in
“voluntary apartheid” (Baumann, from https://www.unicef.org/northmacedo-
education level, in the years between conflict. Berkeley: University of California
2009) makes consociational power- nia/reports/multiculturalism-and-intereth-
adolescence and adulthood (Gurin et Press, California.
sharing permeable to political nic- r elations-education
al, 2002). In this sense, universities Kymlicka, W. (2001).Politics in the vernac-
manipulation which critically
could be uniquely positioned to ular: Nationalism, multiculturalism, and Walker, C. (1972). Nation-building or
hampers social transformation and
support peace-building processes as citizenship. nation-destroying. World Politics, 24(3),
increases the probability of inter-
traditionally heterogeneous spaces of 319-355.
ethnic tension, ultimately weakening
civic socialization and through their Oxford Scholarship Online. DOI:
the peace process.
intrinsic role in fostering independent
thinking. However, higher education
can also operate counter conflict
transformation by strengthening the
social roots of conflict through, for
instance, the presence of negative
ethnic stereotypes in textbooks or the
attitude of faculty members geared
towards the exclusion or belittlement
of minorities. The employment of
teacher-centred pedagogies and rote-
learning methodologies that stifle
students’ initiative and creativity can
also undermine peace-building efforts
by making students more vulnerable
to political manipulation. The lack
of opportunities to engage with
diversity on campus also affects the
quality of the educational experience.
In this regard, recent reports by the
European University Association
address the need to enhance
student-centred learning across all
Macedonian public monolingual
institutions and strengthen higher

10
 Dossier
Editorial

When the word “different”

means “wrong”
By Adina Deacu

Adina Deacu is an Environmental Psychology

Researcher studying different learning, working and
living environments as context of behavior, as well
as the influence that human behavior has in return
on the environment as a whole. Through all the
projects that she works on, she takes into account
both the physical environments (interior/exterior
design), as well as the social ones (human interaction
design). We are publishing fragments of the paper on
which his intervention in the conference was based.
The full version will be included in a book that
will be published soon by LOJA Centre with the
contributions for this conference.

One of the problems with the mod- into consideration the negative psy- environments in comparison. The first areas as well. This phenomenon is
ern educational system is that it chological effects that they have on experience of different being perceived believed to be rooted in the cogni-
targets the majority. This means that, learners. as wrong was during the author’s bach- tive dissonance theory. If people are
if students can fit in and follow the elor studies, during a discussion held at used to behave in a certain way for a
teachers’ teaching methods, then What the “one-size-fits-all” education the author’s home between the author, very long period, the assumption is
they are considered good students. system does is to label all those who born and raised in the Dobrogea terri- that it becomes an involuntary bias
However, if they cannot, then the don’t fit in or can’t follow the teaching tory, known for its ethnic diversity, and to conclude that what they are doing
educational system categorizes them methods as students who are not good a university colleague from the North- is right. This might lead people to
as students who don’t like to learn or at learning or students with “spe- ern part of Romania. The discussion enter a defensive mode to protect
students with “problems”. The prob- cial needs” or “problems”. Very little revolved around a traditional dish the the beliefs that follow their behaviors
lem is that currently, the educational consideration is given to the physical author had cooked in the same way as when others might present different
environments in which learning hap- she always did, but perceived to have opinions or ways of doing things.
been cooked in the wrong way by the
Although there is little evidence in
The problem is that currently, the educational system is not Northern Romanian colleague. The
the literature to support this state-
same attitude was then observed by
diverse enough in the way the learning material is delivered to the author in many other situations ment, the author believes that this is
and was assumed to be underlying due to the angle from which research
respond to different learners’ learning needs and styles. has been done previously, not the
many conflicts, in which people are
not aware of how their growing up phenomenon itself. In other words,
system is not diverse enough in the environment has created this bias of there are very few known locations
way the learning material is deliv- pens and how these can be improved “What I know is what is right”. in which being different is accepted
ered to respond to different learners’ depending on the learning outcome as different, not wrong, and it is cel-
learning needs and styles. Einstein that educators aim to achieve for learn-
once said: “If you judge a fish by ers. Little attention is given also to
its ability to climb a tree, you will ways in which teaching methods could There are very few known locations in which being different is
always think it’s an idiot”. With the be adapted to different learning styles
within the same setting. Accepting accepted as different, not wrong, and it is celebrated rather than
“one-size-fits-all” approach, there are
that different doesn’t mean wrong, that
many fish out there forced to climb being a cause of fight.
trees, thus inhibiting their personal there is not only one way of learning
development. and teaching respectively, and reflect-
ing that in the classroom design and
Diversity in education is a hot topic, activities, is crucial for a truly inclusive, This concept was also discussed by ebrated rather than being a cause of
yet it is not truly included into ed- diverse and healthy education system Mike Hulme in the sustainability fight. Dobrogea is among the very
ucation systems. With increasingly to exist, where learners who learn dif- area in his book “Why we disagree few places where many ethnic groups
developed technologies available, ferently are not labeled to have “special about climate change”. His argu- live in harmony and diversity is cele-
the only major “innovation” that needs”. ment is that due to different under- brated through different festivals ev-
has happened in education is digi- standings of what climate change ery year. What’s more, it is the only
talizing existing teaching methods. The word “different” being perceived means within different cultural place in the Balkan Peninsula where
This means that the “one-size-fits- as “wrong”: this observation relies on backgrounds, disagreements are im- this happens, compared to conflicts
all” educational methods have just the author’s growing up experience, as minent. It is easy to assume that the between other Balkan territories.
been spread faster without taking well as observations made in different same principles apply to many other

11
 Dossier
Editorial
Lazo Matovski was born in Struga
in 1985. He has a multidisciplinary
formation: law, journalism, project
management, public procurement,
European integration, and economics.
He is author of many professional
publications in these fields. Currently
Lazo Matovski s employed at the
Language Implementation Agency of the
Republic of North Macedonia as a Head
of Department. We are publishing a part
of the paper on which his intervention
in the conference was based. The full
version will be included in a book
that will be published soon by LOJA
Centre with the contributions for this
conference.

Multiculturalism in the times of pandemic

By Lazo Matovski

1. Introduction All of a sudden, the question of how to respond to the challenges

Today’s reality has been rapidly changing. The time has confronted the world associated with diversity based on ethnic, cultural and religious
with an unprecedented health crisis that has taken so many lives, inflicted differences in times of crisis has appeared in the spotlight. With
so much pain and changed people’s normality. SARS-CoV-2 (COVID-19)
coronavirus pandemic has highlighted the global interconnection level, but
the rise of the pandemic, many countries have faced rise of
at the same time forced us to become more alienated, thus limiting the social equally infectious nationalism and xenophobia as well.
interactions between people from different backgrounds.
economy, culture, education, among some of them. Recent developments
Adverse reactions to the recent developments across the world have become have caused adverse multiplicative effects to the concept of multiculturalism
daily music to our ears. This situation has brought many unknowns, raised as well. All of a sudden, the question of how to respond to the challenges
many questions and generated a lot of uncertainty. The overall insecurity associated with diversity based on ethnic, cultural and religious differences
about people’s health and well-being raises the question about our ability, as in times of crisis has appeared in the spotlight. With the rise of the pan-
a global community, to efficiently tackle the negative social outcomes of this demic, many countries have faced rise of equally infectious nationalism and
crisis, including the effects on the concept of multiculturalism as a “mor- xenophobia as well. Some political leaders could not restrain themselves in
al movement” that is not only concerned with decreasing oppression but such time to sparkle the flame of isolationism, distorting the rules of good,
seeks to “enhance the dignity, rights, and recognized worth of marginalized responsible governance by respecting the multiculturalism as a societal trait,
groups”. Multiculturalism not only deals with the inclusion of citizens with representing not only cultural, but also ethnic and religious pluralism within
different cultural backgrounds in the society, eliminating the power of dom- the society as well.
ination of one group over the other, but also aims at termination or at least
enervation of the exclusion mechanism.
3. Research

This research is a combination of methods such as historical analysis, content

2. Impact of the pandemic crisis on the concept of multiculturalism
and data analysis. The empirical part is based on a survey consisting of 20
Pandemic diseases are part of the human history. The newly discovered questions, conducted in December 2020 with 122 respondents included,
COVID-19 coronavirus occupied the world’s attention since late 2019. From divided by different indicators such as age, gender, level of education, ethnic,
the earliest reported cases in early December 2019 in Wuhan, China, the cultural, religious background etc. The objective of the survey was to investi-
battle with the vicious enemy is still ongoing and seems it will not end near gate and measure the impact of the crisis on the concept of multiculturalism
soon. Many people have already lost their lives to COVID-19; many people in the local community and countrywide.
have lost their loved ones, relatives, friends, colleagues.
Identical responses were given on separated, but practically related questions
Scientific community is in race with the time to understand better the real regarding the respondent’s assessment of the communication between peo-
source of the outbreak and to find an effective remedy for solution of this ple from different cultures in the municipality/area where the respondent
global health crisis, which has generated negative effects in all segments of lives in and general assessment of the intercultural interaction on a national
the society. What was considered as a routine daily life yesterday has become level. 14.75% of the respondents’ assessment was very good; 38.52% good;
abnormal today. Different segments of the society have been faced with nega- 25.41% unsatisfactory; 13.93% bad and 7.39% very bad. Respondents’ as-
tive implications since the beginning of the crisis, including the health sector, sessment led to a conclusion that majority of them or 53.57% have good or

12
 2d Lazo Matovski The Concept of Multiculturalism in Times of Crisis (no page numbers inserted).pdf 1 3/11/2021 1:56:14 PM

Dossier
Editorial
affected the relations between the people from different cultural background, sub-
stantially or to some extent, both in the local community and countrywide (see
Chart 2).

59.84% 33.61%
Yes, Yes, to
substantially Chart 2 some extent

Do you think that the ongoing pandemic

has, in any way, impacted the relations
between the people from different
cultures in the municipality/area where
you live in/on a national level?

0.82%
4.09%
I don’t 1.64% Maybe
know
Not at all

very good assessment of the intercultural communication in the local com-

Nearly 2/3 of the respondents or 64.75% stated that the pandemic negatively
munity and on a national level, whilst 46.43%, which is a significant per-
C

Nearlyaffected
2/3 of the
themulticulturalism
respondents orcountrywide
64.75% stated by imposing
that the various
pandemiclimitations on theaffected
negatively
centage, have different perception categorized from “unsatisfactory” to “very
M

freedom of movement, preventing or limiting cross-cultural interactions; 18.85%

2d Lazo Matovski The Concept of Multiculturalism in Times of Crisis (no page numbers inserted).pdf 1 3/11/2021 1:57:46 PM
ism in Times of Crisis
bad(no ”page
. numbers inserted).pdf 1 3/11/2021 1:53:16 PM
Y the multiculturalism countrywide by imposing various limitations on the freedom of
thought that the pandemic has created cultural ghettos within society; 14.75%
CM
movement,
Majority of the respondents (87.7%) thought that learning the language/ preventing
that or limiting
the pandemic has led to cross-cultural
increase of nationalisminteractions; 18.85% and
and xenophobia; thought
the re-that the
MY

culture of other ethnic community is an advantage in many segments

CY
pandemic
of has created
maining cultural
1.65% belongghettos within society;
in the category 14.75% not
- Don’t know/I’m thatsure
the (see
pandemic has led to
Chart 3).
life: in verbal communication, language/cultural interaction, labor market
CMY increase of nationalism and xenophobia; and the remaining 1.65% belong in the category -
Chart 3
competitiveness…. Respondents with higher educational level have devel-
K

Don’t know/I’m not sure (see Chart 6).

oped greater awareness about the importance of learning other languages and 64.75%
Various restraints on
cultures, multilingualism, intercultural understanding etc. (see Chart 1). social interactions has led
to limited two-way cultural
exchange

18.85%
Chart 1. Do you think that learning the language/culture Pandemic has created cultural
of other ethnic community is an asset? ghettos within society

14.75%
Increase of nationalism and
xenophobia
12%
1.65%
YES I don’t know/I’m not sure

NO
88%
CIt is very indicating that respondents tend to maintain frequent communication
M
with people fromindicating
It is very other ethnicity and/or tend
that respondents cultural background
to maintain frequentincommunication
their local commu-
with
Y

nities
CM
in from
people non-crisis. On theand/or
other ethnicity question whether
cultural they incommunicate,
background in normal
their local communities cir-
in non-
circumstances,inwiththeir
82.78% of the respondents’ preference is a multicultural environment, as op- cumstances,
crisis. On thewith people
question from different
whether ethnicity/cultural
they communicate, in normal background
MY

82.78% of posed
the respondents’ preference
to 17.22% of the a multicultural
respondentsiswho environment,
prefer monocultural as opposed
environment local
CY

CMY
communities,
people from different 76.23% of the respondents’
ethnicity/cultural backgroundanswers
in theirsupport this claim.76.23%
local communities, 22.13%
have occasional,
of the respondents’butanswers
are still support
open and practice
thisclaim. cross-cultural
22.13% communication,
have occasional, and
but are still open
2% of the respondents
instead. who prefer monocultural environment instead. K

only
andless thancross-cultural
practice 2% of the respondents
communication, do not practice
and only less it at all
than 2%(see Table
of the 1).
respondents do
not practice it at all (see Table 1).
Yes I do, frequently 76.23%
Based on the indicator regarding
During serious thecrisis
health meaning
with aofglobal
the term “ multiculturalism”,
impact, the care Table 1.
Sometimes 22.13%
of the respondents chose “Culturalispluralism
for multiculturalism ” as anbyoption;
overshadowed - Afor
31.97%care
the primary mixture of In normal circumstances, do you communicate with people from other
ethnicity/cultural background in your local community?
No, I only communicate with people
public
from diverse ethnic and healthbackground;
cultural and protection of human
18.03% lives. cultures in one
- Different 1.64%
from my ethnicity/cultural
Yes I do, frequentlybackground 76.23%
11.48% - Coexistence of different cultures in harmony; 10.66% - Respect and
Sometimes 22.13%
nce of other cultures. 5.73% were not familiar with the term. No, I only communicate with people
1.64%
Based on the indicator regarding the meaning of the term “multiculturalism”, from my ethnicity/cultural background
14.75% of the respondents thought that the multicultural relations have been im-
22.13% of the respondents chose “Cultural pluralism” as an option; 31.97% - A
proved since the beginning of the pandemic; 59% stated that they have not been
mixture of people from diverse ethnic and cultural background; 18.03%
Significant data closely related to the paper’smain research focus can be extracted - Different
changed and nearly 20% saw tendency of worsening (see Table 2).
cultures in one place; 11.48% - Coexistence of different cultures in harmony; 10.66% -
the respondents’
Respect andanswers
acceptanceto theclosely
of other cultures. related
5.73% werequestions
not familiar whether
onwith the term.they think Improved 14.75%
e ongoing pandemic has,
Significant data in some
closely related way, affected
to the paper’s mainthe relations
research between
focus can the people
be extracted Unchanged 59.02%
out of thein
ifferent cultures respondents’
the localanswers to the closely
community andrelated
on a questions
nationalonlevel.
whether they of the
93.45%
think that the ongoing pandemic has, in some way, affected the relations Worsened 19.67%
ents agreebetween
that the the pandemic, in somecultures
people from different way, inaffected the relations
the local community and onbetween
a the
I don’t know/I’m not sure 6.56%
from different cultural
national background,
level. 93.45% substantially
of the respondents agree or
thattothesome extent,
pandemic, bothway,
in some in the local
Page 14
nity and countrywide (see Chart 5).
13
 Dossier
Page 13
Will society continue to nurture the multiculturalism as an
During serious health crisis with a global impact, the care for multicultural-
ism is overshadowed by the primary care for public health and protection of integration concept where all ethnic groups freely exercise their
human lives. This thesis is supported by nearly 83% of the respondents who distinctive identity or are we heading to disintegration by
stated that nobody cares about multiculturalism during pandemic and becoming more insular?
nothing has been done by policy makers toward protection and promotion
of the multiculturalism in the country in the time of pandemic (see Table 3).

4. Conclusions
Yes, they have done a lot despite pandemic 2.46%
The concept of multiculturalism associated with cultural diversity, de-
Something has been done, but insufficiently 9.02% rived from national, ethnic and religious differences, in times of crisis
Nothing has been done 27.87% certainly deserves a closer scientific observation from a standpoint of
Nobody cares about multiculturalism during pandemic 54.92% analyzing the trends and challenges in the midst of today’s health cri-
sis. Diverse ethnic, cultural and religious composition is what makes
I don’t on
Respondents were divided know/I’m notmost
who is the sure influential subject in 5.73%
promotion of
Republic of North Macedonia a true multicultural society. Will soci-
the multiculturalism. Educational system and family values together combined nearly ety continue to nurture the multiculturalism as an integration concept
reach 1/2 or 47.54% out of the listed options as the most influential subjects. Less than where
1/2 all ethnic groups freely exercise their distinctive identity or are
Respondents were divided on who is the most influential subject in pro- we heading to disintegration by becoming more insular? What lessons
or 45.07% is a combination of other three factors combined together: religious
motion of the multiculturalism. Educational system and family values to- can we learn from this crisis?
communities, policy makers
gether combined nearlyand media
reach 1/2(see Chart 7).out of the listed options as the
or 47.54%
most influential subjects. Less than 1/2 or 45.07% is a combination of other Based on this research, the following conclusions can be drawn:
three factors combined together: religious communities, policy makers and
media (see Chart 4).
 There is still space for improvement of cross-cultural relations and
Chart 4 increased inter-ethnic interaction.
Chart 7
In your opinion, which of the subject listed below is the most influential  Nearly 88% of the respondents feel no repulsion when it comes to
regarding the promotion of multiculturalism in the society?
learning the language or the culture of their fellow citizens from
other ethnic community, thus displaying respondents’ built-in
I don't know/I'm not sure 2.47 sense on the advantage of learning something new.
Other 4.92
 There is almost unanimity in the perception that the pandemic has
Religious communities 17.21
affected the cross-cultural relations, to a greater or lesser extent.
Policy makers 14.75 %

Educational system 26.23  Nearly 2/3 of the respondents believe in the negative impact of
the pandemic on the multiculturalism countrywide due to the
Media 13.11
limitations on the freedom of movement, preventing or limiting
Family 21.31 cross-cultural interactions.

 Respondents’ preference is predominantly a multicultural environ-

ment, instead of monocultural.
Forthe
For thepurpose
purposeofofdevelopment
developmentofofthethemulticulturalism
multiculturalism in in the
the society, other factors
society, other
such as family,
factors media,
such educational
as family, media,system, policysystem,
educational makerspolicy
and religious
makers andcommunities
religious are
of
Majority of the respondents think that there is neither positive nor
great communities
importance. areTheofmost
great negative
importance. The moston
influencers negative influencers on
multiculturalism are mul-
politiciansa negative change in the country’s multicultural relations since the
ticulturalism
(58.2%) are politicians
and the media (54.1%). On (58.2%) and hand,
the other the media (54.1%).
the most On the factor
constructive other shapingbeginning of the pandemic.
hand, the most constructive factor shaping the course and the development
the course and the development of the multiculturalism in the society is the family
of the multiculturalism in the society is the family (64.75%), which shows
(64.75%), which showsbelieve
that respondents  The care for multiculturalism in pandemic is predominantly over-
that respondents that familybelieve
members’ thatauthority
family members’
and theirauthority
personaland their
shadowed by the primary care for public health and protection of
personal traits
traits cancan positively
positively impact
impact andand facilitate
facilitate shaping
shaping one’s
one’s character
character by teaching the
by teaching
human lives.
the importance
importance of creating
of creating a culturea culture andofspirit
and spirit of tolerance
tolerance towardstowards others,
others, cross-cultural
cross-cultural understanding, respect and coexistence. Educational system
 The family and the educational system are perceived as the most
(58.2%) and religious communities (28.69%) also positively affect multicul-
positive factors in the development and improvement of the multi-
turalism as well (see Table 4).
culturalism, as opposed to the policy makers and the media.
Doesn’t influ-
Positively Negatively The ability to recognize and celebrate our differences is something
ence
that makes our country and local communities more cohesive even in
Family 64.75% 27.87% 7.38%
crisis. This pandemic is an opportunity for ourselves to brainstorm,
Media 26.23% 54.10% 19.67%
make certain adjustments and to continue nurturing and promoting
Educational system 58.20% 36.07% 5.73%
the values of diversity, equity and multicultural understanding in a
Policy makers
much-changed reality as the only way towards coexistence and pros-
18.85% 58.20% 22.95%
(on a national/municipal perous future.
level)
Religious communities 40.16% 28.69% 31.15%

14
 The Gaze of the Other
Gudrun Steinacker was born in Düsseldorf, in 1951. She
has studied History and Social Sciences in Munich, Münster
and Belgrade. From 1978 until her retirement in 2016, she
has worked in the German Diplomatic Service, in New York
(UN), Zagreb, Strasbourg (Council of Europe), Oslo, Vienna
(OSCE), Moscow, Sofia, Consul General in Novosibirsk,
Ambassador in Skopje and Podgorica. She is Vicepresident of
Südosteuropa Gesellschaft (South East Europa Association),
Programme Director for Western Balkans, International
Training for Diplomats, Federal Foreign Office Berlin; she is
also Member of the Board of Trustees Foundation Euronatur,
committed to the conservation of nature in Europe. We are
publishing the keynote speech she gave at the International
Conference on Multicultural Education organized by LOJA
Centre.

Learning the culture of the Other

By Gudrun Steinacker

The German-French Youth Office on both sides. Nevertheless due change this. He was responsible for otherwise is an international city as
is an organization in Germany and to the history in this complicated education and took the initiative the seat of the Council of Europe
in France, with enormous practice border region in Alsace on the with the German colleagues on the and the European Parliament. This
in German-French exchange and French side few people spoke other side of the border to promote was a great success and not least due
cooperation between young people German, although the Alsatian the learning of the language of to education. It was not only about
from the two countries. It started in dialect is close to German and on the other country in pre-school teaching the language, but also about
1963 and included since the nineties the German side few learned French. and elementary schools. This was an intercultural approach, learning
cooperation with third countries and also about the history, the culture,
of course also learning the language I would like to add: if you learn a foreign language and in the traditions etc. on both sides.
of the other. Now I think people on both sides
particular the laguage of your neighbour you are not learning feel at home on the other side as
I would like to talk here about well.
only a language; you are also learning the culture, the history
my personal experience, when
I was posted at the German and all aspects of life of a particular ethnic group I also want to mention another
representation to the council of example from my own family
Europe in Strasbourg. Officially, the decades ago. Many of my ancestors
relationship between France and It was quite difficult for young called learning the language of the from my father’s side lived in
Germany in general and particularly French, for young Alsatians, to learn neighbour. Thus, there were German Slovakia, which was until 1918 a
in the earlier troubled border region German or French in the school language training courses from pre- part of Hungary and belonged to
of Alsace was excellent, Thanks to during the first two decades after school through elementary school on the German minority. The official
the German-French Youth Office, the Second World War. A regional the French side and similar courses language that was taught at school
we had exchange and cooperation French politician, Alain Dejean, on the German side. At that time, was Hungarian. Since the second
between young workers and students himself not from Alsace, decided to late 80’s and early 90’s, this was still half of the 19th century, there was
a courageous step. Fortunately, this a developed system of education
developed to such a degree that now in the mother tongue of the three
on both sides learning French in people who lived then in Slovakia,
Germany and German in Alsace has Slovaks, Hungarians and Germans.
considerably improved, although, But all had to learn Hungarian as
and you know this in your own the common official language that
countries, the international language was the official common language.
that is used in communication and Gradually the Hungarian language
cooperation between young people is was more and more enforced by the
often English. Still, when I look back Hungarian authorities. Nevertheless,
on what was thirty years ago and this was not really bringing the
where this region stands now, the different ethnic groups together.
progress is considerable. When you There was good cooperation on
visit Kehl, which is the closest city, the daily level; people simply live
on the German side you hear French in the same place; but they were
by not only French people, but also living rather besides each other than
German inhabitants not least because with each other. And the life in the
shopping in Kehl is very popular. society, associations, churches, were
On the French side, you will hear separated according to the languages.
people speaking German. Germans Very few from the German minority
constitute the largest number and even less from the Hungarian,
of tourists in Stasbourg, which who were not the majority, but
Page 16

15
The Gaze of the Other
Editorial
Page 15 methodology like today. Sometimes it otherwise – and the Albanians, to address the kids who come to the
it was successful because the teacher which constitute the second largest school and do not know German
the dominant population, learned understood how to address the group in the country. Germany at but do not even have a common
Slovak. This only changed after issue of learning another language. that time supported programs to language. Therefore, they cannot
the First World War when Slovakia However, learning languages one promote interethnic cooperation; the communicate with each other. Now
became a part of the new state of hundred years ago, or even fifty Embassy cooperated with LOJA and even official politics admit that
Czechoslovakia. My grandmother years ago, was quite different from with the OSCE High Commissioner Germany is a country of emigration
was born in the small town Modra learning languages nowadays. They for National Minorities in programs and that is of course still another
(in German Modern) near Bratislava, did not pay so much attention that that promoted multicultural challenge to integrate such kids in
which Germans called Pressburg you really speak it, but rather that education. One of the programs was the educational system where the
and the Hungarians called Pozsony you know the grammar and the that future young teachers, Albanians common language by which they will
as it is very typical that most towns vocabulary. But even at that time as well as ethnic Macedonians or communicate with each other has to
and places in Slovakia have three a part of the population in such a from any other ethnicity, could be German. This is a learning process
names: a Slovak name, a German multi-ethnic country like Slovakia participate in a training on the job for the German educational system.
name and a Hungarian name. While understood how important it is to in intercultural education. Then
speaking German at home, she Coming back to the time, I spent
learned Slovak before the First World as a diplomat in today North
War. Her father was a Protestant If you are raised bilingually or trilingually you have a different Macedonia. As I mentioned,
minister in Modra and wanted her to there were programs, by the High
learn not only Hungarian, but also mind-set. Commission of National Minorities,
Slovak. My grandmother, according which were really trying to bridge
to what I know, was very proud to the separation along the different
speak the three languages. However, know the language and also the they would practice for a couple of mother tongues in the country. I was
one of her brothers decided to be culture of the others - sometimes months ,mostly in NGO’s helping sometimes a little bit disappointed
a very nationalist Hungarian. He it was for pragmatic reasons, but children from disadvantage socials that most Macedonians would not
moved to Budapest and insisted the result was very positive. I read groups to do their homework, many see a reason to learn Albanian. They
on only speaking Hungarian. My only a couple of months ago a book of them being Roma children. They would send their children to schools
grandmother lived with her family with contributions from different would work and play with these where they might learn German,
until the end of the war in Hungary conferences investigating and children after school, to help them English, French, but not Albanian,
and the moved to Bratislava, As far as describing the situation as it was in to better integrate into the education and not understanding that this is
I know her brother refused after the this respect in the Hungarian part system, which was quite successful. the language of their own people.
war to be in contact with her because of the Austro-Hungarian Empire It brought young future Albanian
he didn’t want to speak German. particularly in the field of education. teachers and Macedonian teachers If you are raised bilingually or
Thus, the separation of people I read about this practice that owners together. I was positively surprised trilingually as it was the case in my
even within one family because of of restaurants, shops and other how much the future young teachers father’s family in Slovakia you have

businesses sent their children to liked this training and thought that it a different mind-set and you’ll have
speaking different languages for families of the other ethnic group for was very important for their teaching much better precondition to learn
nationalist reasons is a longstanding months so that they would learn the abilities. Many of them became even further languages. We have
phenomenon, unfortunately until language as good as possible, because only then aware of the problems of to have a broad view of this very
today it was good for their business. I socially disadvantaged children in the important issue and to convey to
think that it is interesting to know existing schooling system, which did the larger population the enormous
I would like to add: if you learn a about it. One could reflect whether not always consider their problems. advantage, the enormous profit
foreign language and in particular this could be something that would This is what is still happening, not one can have by being raised and
the laguage of your neighbour you be taken up again. everywhere, but in many places. In educated in a multicultural system
are not learning only a language; Germany, in classes which are called with different languages and different
you are also learning the culture, the When I came to what is now North integration classes, where newly ways of life
history and all aspects of life of a Macedonia in 2011 I was aware of arrived kids of migrants get gradually
particular ethnic group. I think that the uneasy or difficult relationship in one, two years into the German
in the education system of that time, between the so-called ethnic schooling system. It is not always
one hundred years ago, teachers Macedonians – I don’t like the successful, but they are developing
in practice knew how to do it, but expression but it’s difficult to explain constantly new methodologies, how
there was not a theory, a developed

16
 The Gaze of the Other
Editorial
Krzystof Czyżewski – practitioner of ideas, writer, philosopher, culture
animator, theatre director, editor. Co-founder and president of the Borderland
Foundation and director of the Centre “Borderland of Arts, Cultures and
Nations” in Sejny, Poland. Teacher and lecturer, professor at the University
of Bologna. Among his books of poetry and essays are: The Path of the
Borderland (2001), Trust & Identity: A Handbook of Dialogue (2011),
Miłosz – Dialog – Borderland (2013), Miłosz. A Connective Tissue
(2014), A Small Center of the World (2017), and Toward Xenopolis
(2019). We are publishing the keynote speech she gave at the International
Conference on Multicultural Education organized by LOJA Centre.
The photos accompanying the text are related to activities of the Borderland
Foundation (photographer: Wieslaw Szumiński).

THE ART OF BUILDING BRIDGES

By Krzysztof Czyzewski
We created in our region, for schools, understand for the others from neigh- clashes on ethnic or religious year paper, to describe for example bor-
what we called “Glass Bead Game” boring disciplines. From a very basic ground. What we need is very much derland people who are bridge build-
- which of course refers to Hermann level, from primary school, engaging about a positive language by which we ers. A credible language to express these
Hesse’s famous novel, but for chil- children in the kind competence that could name and express commonality, experiences is very difficult and new.
dren.1 This program is a very special I mentioned, the competence of over- something we share together, some-
game they can practice in schools. It is coming your own story, of finding con- thing we want to do with the others, What else we need for the borderland
and the empathy we feel. We have a is the Agora, the place that we lost
problem with this language also in in our multicultural societies – you
academic and school level. This was can call it the Balkan Charshia, or in
mainly my work with the students Ukrainian, Maidan – the common
in Bologna University. I taught there space. In spite of different neighbor-
political science and European studies. hoods, of the different mahallas, in
My students were future diplomats spite of this richness of cultures and
and clerks of EU administration. The religions that we have, we can still
problem with positive language, telling have the Charshia, the common re-
for example the history of Europe, is sponsibility, or in other words, the
to find a credible language, which will responsibility for the common, for
be needed for cooperation, for connec- something that we share together. We
tion, for building something together, take the responsibility not only for our
sharing something together. Our aca- mahalla, but also for the whole city,
demic language is based on the border- for the whole community. This is the
line criteria. We easily can speak about challenge we face today. The Agoras
conflicts; we easily find thousands of are possessed by confronting ideolo-
based on telling stories about different nections, this art of building bridges is books describing these conflicts. The gies coming from different sides. We
personalities, architectural objects, re- very important, I think. same is with the media. We call it me- have problems with this space. We are
ligion, and culture from your region, dia oriented message. It is very good talking about how we understand mul-
your art, with images helping you to In addition, what we need for a bor- for the media, it works. However, if ticulturalism; we are talking about how
build the story, to tell the story to the derland is not only a negative language you try to speak about something that we understand interculturalism, but
others. Now, this is not how you win about our conflicts, culture wars, is positive, some good traditions, some let us think also about culture, culture
the game. The way in which you win
it, is how you can combine the set Our academic language
of your images with that of someone
else, how you connect your story with is based on the
the other, how you find influences,
interdependence, palimpsest, within
borderline criteria. We
different stories, narratives, histories. It easily can speak about
can develop competence on building
connected issues. This is mostly lost in conflicts; we easily find
our education system, which is based thousands of books
on specialization of different realms, of
different disciplines. That’s what we did describing these conflicts.
within our universities. Look what has The same is with the
happened. We have towers inside of
these ivory towers, towers of disciplines media. We call it
with specific languages difficult to
media oriented message.
1. In Hermann Hesse’s homonymous novel,
whose plot is situated in the future and in un-
However, if you try to
good memory, something that you as such, just culture, which is Agora,
specified place, a community of highly knowl-
edgeable scholars plays the “Glass Bead Game”.
speak about something created together, then the problems which is Charshia. It is something that
from inside we understand as mine, as
It consists in the combination of coloured glass
beads representing different themes from his-
that is positive, then the appears. On the academic level, for my
ours, in spite of any border and divi-
student in Bologna, it was quite chal-
tory of culture, mathematics, music, etc., trying
thus to achieve essentially an abstract synthesis
problems appears. lenging to write a thesis, to write a final Page 18
of all arts and sciences (Editor’s note).

17
The Gaze of the Other
Dossier
Editorial
Page 17

sion. The way in which we will use the To think of being rooted
word “ours” is crucial, I think, for our as a chance for openness,
education and culture in the future.
We should open it from inside. We for being critical, self-
closed our cultures, religions, identities,
strictly within our borders. As a solu- critical. You cannot be
tion for that, establishing intercultural
dialogue is not enough, I think. This is
self-critical if you escape
something that Dragan Klaić said: cul- from your background.
tures are somehow addressed to be in
lem, I think, with the cosmopolitan
What else we need for ideas. After all, we witness nowadays
the crisis of these ideas as well. The
the borderland is the reaction is very dangerous, because it
takes back to nationalism, to racism
Agora, the place that we and so on. If we have too much of
lost in our multicultural me, because I am respected by my dif- opposition to them, we created a cos-
this abstract openness to the world,
this longing for being rooted is strong.
societies – you can call it ference; the others want to know about mopolitan response: we are citizens of My concept is to find a third way, to
my religious traditions more, so I’m be- the world, we are cutting off our tra- think of being rooted as a chance for
the Balkan Charshia, – coming more interested about my Old ditions, going to big cities, to metrop- openness, for being critical, self-crit-
Believer tradition than I was before”. olis, and becoming citizens of the new ical. You cannot be self-critical if you
the common space The main thing is that this is not the world. Nevertheless, it has the price escape from your background. You
end of the story. You engage them in of being uprooted, of closing our eyes can be self-critical only if you are an
that, you respect these divisions. You towards the past, the traditions, the insider of some kind of traditions, of
clash with each other. However, there don’t think about erasing borders, differences. Because of the human
is something at the bottom, which is ideas you want to develop and defend.
but you engage them in something nature, I don’t think this will work in
simple culture, which is something
that we have in common. I think it
is a very important challenge for our
education to think about school, about
university, opening from inside: how
we understand culture, how we feel
and practice our memory, our history,
our religion, and so on.

Understanding that we have around

us these divisions and that there is
something positive in them, there is
an example with children coming to
our “Borderland” center. They come in
from a kindergarten level, and they are
becoming more Old Believers2, Lithua-
nians, and Poles, than they were before.
They are asked by others: “Tell me your
common, in creating common stories, a long term. There is a need of being I don’t know all the answers but we are,
story… teach me your songs… teach
in cooperation, in opening their own rooted, there is a need of a connec- I think, on that way now, a third way.
me your language”. This is the begin-
cultures from inside. Finding in the tion, there is a need of continuity. The To find something after nationalism
ning. They are going back to their fam-
traditions elements of tolerance in- answer is not in escaping. The answer and after cosmopolitanism, a citizen-
ilies and ask their grandparents: “Tell
side their own traditions, finding the is how to build the continuity, how ship which would be more natural for
seeds of opening from inside. There is to develop all these towards an open the new circumstances.
2. In Eastern Orthodox Church history, the Old
Believers are Orthodox Christians who main- something I want to refer to the cos- world, towards modernity, towards
tain the liturgical and ritual practices of the mopolitan ideas. There are the nation- the future, rather than to ignore the
Russian Church as they were before the reforms alist ideologies of modernity, and in bridge behind you. That is the prob-
of mid sixteenth century. We are talking about
how we understand
multiculturalism;
we are talking about
how we understand
interculturalism, but
let us think also about
culture, culture as such,
just culture, which
is Agora, which is
Charshia

18
 Loc-alia
Loc-alia
Dossier
Editorial
Agrégée de Lettres Modernes and PhD in Sociology, Anne-Marie
Autissier is an emeritus lecturer authorized to supervise research
at the Institute of European Studies of the University of Paris.
She served as Vice-President for International Relations at Paris
8, from February 2017 to March 2018. She also worked as
a consultant for various French and European organizations
(European Cultural Foundation, European Commission, various
European artistic networks, French Ministry of Culture and
Communication, French Institute, etc). She is author of several
books, among which Europe and culture, a couple to reinvent?
Essay on 50 years of European cultural cooperation. She is
cobnducting a research project between India and the European
Union on the articulation between policies and practices of
diversity in cultural and artistic matters: multiculturalism versus
integration and diversity.

Anne-Marie Autissier: Culture, identities, integration

INTERVIEW, EXCLUSIVELY FOR THE BRIDGE

First of all, thank you so much for having multiculturalism – teaching at school in the
accepted to give this interview for The language of your country of origin, giving
Bridge. Let’s start! What is, according to the opportunity to migrants for creating
you, interculturalism in relation to multi- cultural associations. But it also failed be-
culturalism? cause everyday problems were not solved.
Multiculturalism is in the political sphere, What is the role of higher education in terms
as interculturalism - much less used. Multi- of respect for diversity in our multicultural
culturalism consists in accepting the coexis- societies?
tence, on the same territory, of people with
different origins, different languages, dif- Higher education did not bring important
ferent religions, and the law adapts to these changes, neither in the UK, nor in France.

The French model always insisted on the individual – the ways of

finding your way, of integrating yourself into a nation. The Anglo-Saxon
model is based on communities. However, both failed. One of the reasons
one who is different more kindness. It’s a all European identities. European Union
is that one cannot have a chance to be a citizen without being offered kind of indifference. What I know, out of is a hub. Let us hope that it is a positive
all the chances of integration: a decent work, a decent housing, equal my own experience, it is that more initia- hub. This is European cultural identity.
tives are taken and supported in big cities, Generally speaking, and on the basis of
opportunities for studies. by public authorities or by private sponsors. some investigations, European identity
And some cities are more prepared: it is the will always be a secondary one: either be-
Maybe in the UK it considered more the case of Malmö (Sweden) and Saint-Denis cause nations have perceived themselves
situations. Interculturalism seeks what there (France). They have experienced the arriv- as such for centuries, or because they just
is in common between people, whatever marginalized communities, by a system of
quotas. In France, there were some out- al of many foreigners for a long time and had the opportunity of recovering their
their differences: citizenship, separation of they had to face this reality. They helped national identity (Central and Eastern
religion and state... As Professor Jean-Pierre standing experiences, like the one taken
over by the Paris Institute of Political Stud- newcomers to create associations, to or- Europe).
Saez observed, interbreeding is the result ganize their own festivals, to freely attend
of an intercultural process, but it is not ies: to receive youngsters from marginalized What is the importance of culture for the
the abolition of differences: it is rather the European integration?
affirmation of a diversity reinvented by the Europe is a crossroad of identities and it should remain as such. The role For most people, culture is not a source
secular multiplicity of encounters between
cultures1.
of EU is not to build a one European culture, but to build all possible for building new identities or belongings.
encounters between all European identities First of all, because what we call “culture”
What are the advantages and shortcomings has been inherited by them, since they
of the French model of integration and of were very young. Secondly, because this
the Anglo-Saxon multicultural model? suburbs and to accept them as students, type of approach requires curiosity, a min-
after an examination. It was a sort of An- courses of language and to perform on imum of resources and intellectual predis-
The French model always insisted on the glo-Saxon quota, even though it was not some occasions. It is the topic of my most posal. At this stage, experts and associations
individual – the ways of finding your way, usually mentioned it as such. recent research. can be efficient to attract people, to give
of integrating yourself into a nation. The them reasons for being proud of themselves
Anglo-Saxon model is based on communi- Would you please explain something about What is Europe? In what sense can one
talk about a European cultural identity? and to give migrants’ culture a chance to be
ties. The French model was pointed out as your own experience of study in cities that taken into consideration. However, let us
an ‘assimilation’ model; the Anglo-Saxon have different cultural tradition? Do you
model has been criticized for ‘laxity’. How- think that the big city is the appropriate
ever, both failed. One of the reasons is that space for living in diversity, or is it that the Only people who are confident with their own cultural background can
one cannot have a chance to be a citizen city dwellers accept difference merely be-
without being offered all the chances of cause of indifference, because, according to
welcome others. That is why education is so important.
integration: a decent work, a decent hous- Georg Simmel, in a city we are all strang-
ing, equal opportunities for studies. In the ers?
seventies, Sweden tried a specific model of Europe is a crossroad of identities and it be careful: only people who are confident
Yes, I think that cities are more tolerant, es-
pecially big cities. This does not mean that should remain as such. The role of EU is with their own cultural background can
1. Anne-Marie Autissier ed. (2008) Dialogue(s)
interculturel(s) en Europe. Regards croisés sur bumping on the street inspires into some- not to build a one European culture, but welcome others. That is why education is
l’Année européenne du dialogue interculturel. to build all possible encounters between so important.

19
 Dossier
Forum
Editorial
After 20 years of teaching History
of Social Theory at the University
of Belgrade, Obrad Savić was
first suspended and then, in
May 2000, he was fired for
political dissident engagement.
Obrad Savić has taught at many
universities in former Yugoslavia
as well as in the United States and
Western Europe. After 2005 he
has work at University of Leeds,
UK, and American University at
Prishtina, Kosovo. Meanwhile, he
has edited and published several
books: Philosophical Reading of
Freud; European Discourse of
War; Politics of Human Rights;
The Balkans as a Metaphor, etc.

THE FRIENDSHIP OF DIFFERENCES -

REMEMBERING IVO BANAC
By Obrad Savić

Ivo Banac is no longer with us; I wish depoliticized friendship originated from community”) belongs to the Catholic
to speak in his honor with the utmost the fact that our relationship from the denomination of Christianity. It
The driving force of our
respect. I first met Professor Banac, beginning rose above that pernicious is well known that the adjective
depoliticized friendship
whose academic life was worthy of closeness based on familial, ethnic, catholikos was used by ancient Greek
originated from the fact that our
every admiration, twenty years ago, national, fraternal and androcentric philosophers to denote the value of
relationship from the beginning
during my stay at the New School for kinship. The spirit and nature of our universals.
rose above that pernicious
Social Research. From the beginning sovereign friendship arose directly
closeness based on familial,
of our ‘American get-together,’ from our irreconcilable differences In his book The Croats and the Church
ethnic, national, fraternal and
Ivo Banac advocated for a refined and dissimilarity. (2013), published in the midst of
androcentric kinship
friendship devoid of any inappropriate secular modernity, Ivo Banac offers a
intimacy. We both worked to build a Over and against any form of secular short history of Croatian Catholicism.
atheism, I understood the spirit of
measured, unobtrusive relationship, pride (amour propre), the difference The intertwined relationship
refined Catholicism that Ivo Banac
which hadn’t arisen from some great in our respective attitudes toward between the Church, the nation, and
persistently fostered, following in the
distance - but was, on the contrary, religion - or more precisely, toward modernity is magically resolved in
footsteps of Hans Küng and Henri
the product of our mutual fear of the Christian faith and Catholicism the book’s epigraph: “He who has no
de Lubac. According to Banac, what
the kind of aggressive, oversized - has permanently determined the Church for his mother cannot have
is universal in the Church (“At the
closeness that was always so foreign to protective spirit of our friendship. God for his father.” If I understand
foundation of the Gospel is a constant
both of us. The driving force of our Despite my own impiety and this correctly, the sacrament of
view of the unity of the human

20
 Forum Editorial
Dossier
friendship. My friendship with not well to seek as many friends as
Ivo Banac was indeed reciprocally possible but as many as are sufficient
reflected in the solidarity that once for living together,” because we have
led Montaigne to claim that his no time to put too many of them
friendship with la Boetie “had no to the test of time.) The proof of
other model [idee] than itself ” and true friendship was precisely in the
therefore “can only refer to itself,” in fact that Ivo Banac, even though he
other words—it can only be its own didn’t know me well at that time,
measure. What is so fascinating about introduced me generously to his
the gifts of solidarity with a good and nearest friend professor Gay. At that
virtuous friend is the affirmation of time, Peter Gay was Director of the
one’s own uniqueness through the New York Public Library, and Banac’s
uniqueness of another. That is why introduction yielded many frequent
our civic friendship was from the cordial meetings. At the first meeting,
outset spontaneously emancipated I informed Professor Gay that
from the biased rule of family ties and together with my Belgrade friend,
blood kinship. Indeed, I do not need psychologist Ljubo Stojić, I had
to invent here some new, sublime way translated his 1988 book Freud: A Life
of celebrating Ivo Banac’s precious for Our Time. (Unfortunately, Gay’s
solidarity, who selflessly gave me book has not yet been published in
numerous “gifts” worthy of lasting Serbian, because the local publishing
memory. house Nolit was terminated during
the right-wing revolution in Serbia.)
Let me describe one of the “gifts” I had conducted an interview with
spiritual healing works through a the protective vigilance that could that my friend Ivo Banac respectfully Professor Gay about the translation
real and mystical union with Christ’s at least temporarily delay “Christ’s gave me. I will not be mistaken if of his work and I hoped to see that
church: since the forgiveness and blood’s nullifying of our political I state that the certainty of what translation eventually published,
reconciliation of sinners is first and existence” (See Gil Anidjar, Blood: Aristotle calls the first friendship (e despite the time that had elapsed. This
foremost a reconciliation with the Critique of Christianity, 2014). prote philia) happened during our successful episode of my collaboration
church itself, it would seem that the During one of the gatherings of the
sacraments constitute the essence of Bosnia Forum in Mostar, I introduced
the Catholic Church. No Catholic Gil Anidjar to Ivo Banac. I remember
believer doubts the dogma—namely, them starting an interesting discussion
that God’s forgiveness cannot be in the hotel garden about Christian
achieved unless a communion “voices of blood”, and ending the
conversation with stimulation
comments on Derrida’s ominous
What is so fascinating about remark that “blood would make all
the gifts of solidarity with the difference.”
a good and virtuous friend
is the affirmation of one’s It is especially important to emphasize
own uniqueness through the that friendship with Ivo Banac was
uniqueness of another. marked from the very beginning early American days, when Ivo Banac with Peter Gay had, in a sense,
by the egalitarian practice of introduced and wholeheartedly strengthened and fortified my civic
solidarity, which draws its origins recommended me to his academic friendship with Ivo Banac - the kind
of believers with the Church is from the Judeo-Christian tradition. colleague from Yale University, the of friendship that relies on academic
established the “sacrament of the In contradistinction to familial historian Professor Peter Gay. The solidarity which itself implies equality
unity of the Church” or sacramentum fraternity, which had diverged truth of friendship consists, I believe, of virtues among friends, equality in
unitatis ecclesiasticae. Although I never Christianity from fraternity based in unconditional trust—however, what turns them towards each other.
discussed with Banac the conciliatory in a blood relation, to the expanded trust takes time because it has to be
power of the Eucharist in the Church fraternity of all Christians. Ivo tested. But as I said, our friendship Although, as I have mentioned, my
of Christ (Christian Theophagy), it Banac and I persistently built a form was in its early days and hadn’t had a friendship with Ivo Banac was mostly
seems to me that from time to time of civic solidarity - the very core chance to be tested yet. (To go back crafted in the mold of civic solidarity,
throughout my life I have relied on and foundation of our republican to Aristotle’s dictum: “Perhaps it is Page 22

21
 Forum
Page 21 heroic struggle for the integrity and to Coronavirus, Ivo Banac and I friendly message. We are all well.
wholeness of Bosnia and Herzegovina. exchanged a few self-ironic remarks Andrea and I are trying to keep safe
I cannot deny that the destructive
It is precisely in this place, in Bosnia about how our civic friendship had from this plague in Dubrovnik.
power of pre-political friendship,
and Herzegovina, that destructive failed, and that we were now, in fact, Nature certainly defends itself from
which we had both inherited, greatly
madness lurks, the political nightmare innocent friends of loneliness, members everything that the human race has
influenced the strength (and weight)
that arose under the burden of the of a desert community seeking to imposed on it, but it still embraces
of our relationship. In order to think
destructive energy of ethnic hostilities. share what is unshareable - loneliness and enchants us. Figs are sprouting,
of friendship with an open heart, the
itself. I wonder in the end, what wisteria is blooming, medlars are
early friendship must be somehow
is the friendship of the lonesome ripening in this Garden of Eden.
transformed for the future: “For to
- a friendship without closeness, Does it get any better than that?
love friendship,” Derrida writes, “it is Is it possible that the vengeful without presence, and hence without My warm greetings and love, Ivo”
not enough to know how to bear the virus of nature has suddenly togetherness and solidarity? Is it
other in mourning; one must love the turned us into conspirators possible that the vengeful virus Who could be more convincing than
future” (Jacques Derrida, Politics of
of aloneness? The madness of of nature has suddenly turned us dear Banac to gently free us from
Friendship, 2005).
solitary silence is already here, into conspirators of aloneness? The the fear of vengeful loneliness in the
like an intrusive guest who madness of solitary silence is already presence of death?
What had permanently - that is
arrives before its host - the here, like an intrusive guest who
to say, in a testamentary manner
whirlpool of solitary silence arrives before its host - the whirlpool
- determined our de-politicized
signifies a definitive break with of solitary silence signifies a definitive Nature certainly defends itself
friendship for the future was,
love, even if it is love for a close break with love, even if it is love for a from everything that the human
paradoxically, daily politics: namely,
one (a friend) or love for oneself. close one (a friend) or love for oneself. race has imposed on it, but it
the brave political rebellion of Ivo
Finally, for the love of friendship, a still embraces and enchants us
Banac, and his remarkable defense
loyal friendship for the future, I quote
of Bosnia and Herzegovina from
Therefore, what are we doing here from a moving letter I received in the
the devastating attacks of Croatia
- we who are civic friends, we who midst of this pandemic panic from ---------------------------------------------
and Serbia. Indeed, it was during
invite you to join us and share with my friend Ivo Banac at 9.13am on The text was solicited by the
the many years of our meetings in
us, despite everything, joy rather than Monday, March 23, 2020: International Forum Bosnia to be
Mostar, organized by the prestigious
omnipresent suffering and sorrow. included in the commemorative issue
non-governmental organization
Just before his death, when the whole “Dear Buddy, on Ivo Banac. It was kindly sent to
Forum Bosnia, that I was able to
world withdrew into isolation due Thank you very much for your “The Bridge” by the author.
comprehend, from within, Ivo’s

22
 Ars Poetica
Iulia Enkelana

Punishment
Are you originally correct?
I am part of a wonderful generation (sometimes a generection).
The atmosfear of our times is quite strange.

Iulia Enkelana (the pseudonym of

We live in a new (chim)era.
Iulia-Maria Kyçyku, born in 1999 And there are plenty of (t)errors.
in Bucharest, in a Romanian and
Albanian family) is the author of a Some of us live in Europe, where there’s also a European Onion. However, there are still some nutsis left.
several short films (officially selected We have been under dicktatorship.
in international film festivals), short
stories (published in Romanian We know some things about mis(t)ery.
and Albanian cultural magazines), Some of us have been in exille.
plays, essays and two online albums:
‘eyeland’ (drawings) and ‘do you
remember your first loneliness?’ We admire Amerryca, even if it’s not so merry all the time. We sometimes dream of Hellywood.
(photographs). She is currently
studying theater in Cluj-Napoca. What is the essense?
We dream of success, although it can mean suckcess, or even suckstress.
We are pretty melalcoholic. Sometimes nostallergic.
We drink tekilla and tend to see a sort of key in whiskey.

Iulia Enkelana

23
 Ars Poetica
Editorial
Page 23 But we’re not ashamed. (Ashaimed?)
After all, it’s a strange decayde.
We work part time or fool time. We fight illusions, often stuck between Heaven and Help.
We pay fucktures.
We read the prass every day. We quite like metawhores. We appreciate (f)art.
Well, almost every day; from Monday to Thirstday. We are sometimes so infantile.
Does nowhere mean now, here? We like clichés and silly quotes about liefe.
We tend to fear mor(t)ality.
We are surrounded by manifests and moneyfests. Or moneyfeasts. (Maybe just money facts.) Are you originally correct?
We certainly make the (in)difference. We sometimes forget that inspiration is not inspirace.
We invent heroes, such as Irony Man or Betman, and we love them.
And we love the behind the sins videos, too. But we are optimystical.
In the meantime (or in the kindtime), we are politically correct. We experience a certain kind of soulitude.
We use anti-social networks. We believe and beleave.
From where could I buy a new iReality? Internet, Younternet…? We do go back to realife: we see the read in ‘bread’, the right in ‘bright’ and the art in ‘smart’
We can be selfiesh. (and in heart).
We can be awwwful. We are poethical. We write poetry, although it’s often just poetry.
We love fashion and not fashioff. We love writing and righting. Think about it.
We rock, but sometimes we pop or we classic. From time to time we are satirIQ.
We know that justice is not just ice.
Is there any evolution in revolution? We like essays and not es-shut-ups.
There is anger in stranger. It’s clear that I have to polish my English (…and to english my Polish).
We love occidental destinations. We travel to Sweetzerland, Lonedon…
Or we just send them greetings from the (f)East. This scene may be seen as a sin… But it was indeed an experimeant to be.
We sometimes listen to the vice of reason. We have fleshbacks and one night standards. And we will always pay our philosofee for this.

Iulia Enkelana

24
 TheVisible
GazeEditorial
of the Other
Soul

Delia Chausheva has been working in the field of abstract painting for many years, building her
own recognizable and sustainable style over time. Her art education is marked by two important
names in Polish art. She graduated in Painting under the supervision of Prof. Jerzy Nowosielski
at the Jan Matejko Academy of Fine Arts in Kraków, with a second major in Graphics under
the supervision of Professors Weimann and Bush. This determined her specific and more
cosmopolitan attitude to the problems of abstract painting, as well as their visual realization.
Delia Chausheva has many exhibitions in the country and abroad; she has won national and
international awards.

“Abstract painting is considered one of the purest forms of expression, since it allows the artist to perform
visual communication freely - without being limited by the shapes, which exist in the objective reality.
This very freedom of communication, not mediated by the determination of visible images, is exactly
what Delia Chausheva offers us. Through her paintings she shares with us her view on the world, or
rather her illusion about Life and the Universe – an infinite cycle of revolving dust particles and giants,
which is suddenly interrupted. The gravitational thrust, which completely changes the existence of a
Delia Chausheva was born in Sofia Comet, is an example of such an interrruption. In that exact moment of conflict, coming out of this
in 1965. After her studies in Krakow, cliché and monotonous state, a sudden blow that disrupts the daily routine and completely changes life,
Poland, for which she was graduated
is what the author is interested in. Chausheva recreates this through her distinctive means of expression.
in Painting in 1993, Delia
The smooth, monochromic canvas is permeated by spatial structures, resembling shattered glass or
Chausheva has made several solo
exhibitions in Bulgaria and abroad, broken ice, which is saturated, vivid and arousing various color combinations – red, violet, green, blue.
and has participated in many The light, transparent and smoothly applied hues are in conflict with the intense accents or dark shapes
exhibitions in different countries of accomplished by layering the oil paint. The compositional decisions are unexpected and provocative,
Europe and of other continents. She they flip the space upside down, and experiment with our senses by making us seek unusual solutions for
has received a number of national their perception and reasoning”, says the art critic PhD Stefania Yanakieva about the author.
and international awards. Her
works are property of galleries and Delia Chausheva uses the traditional painting material – oil, to create compositions, in which the
private collections in Bulgaria, graphic principle is leading. According to PhD Stefania Yanakieva, what makes Delia Chausheva’s
Poland, Germany, Japan and USA, works so influential and memorable is their main characteristic: “…they manage to open the door
Serbia, Macedonia, Vienna. Delia to our imagination, giving us the freedom to perceive and interpret them according to our own
Chausheva is member of Academia individuality and sensitivity. They succeed to unlock our imagination and arouse our aspirations to
Balkanica Europeana.
seek new and unknown worlds, as well as to look at our familiar world in a new and different way.”

,,Condition''- 70x60 oil ,,On the road''- oil 89x100

Page 26

25
 Visible Soul
Editorial
Page 25

,,Gravitational thrust’’ 90x70

,,Intervention’’- 200x150 oil ,,Where is heaven''- 80x105 oil ,,Somewhere in the middle ''81x65-oil

,,Touch''- 80x105 oil ,,Gravitational thrust’’ 90x70

,,O Rumbles and Visions’’- 150x150 oil ,,Composition’’ 144x180 - oil

26
 Our
Ars essay
Editorial
Our essay
Essay
Poetica
Bujar Luma, a theatre director by vocation, integrates into his work of
civic activism modern techniques from the art and new media to engage
effectively an intercultural dialog between communities. He is founder
of LOJA - Centre for Balkan Cooperation. Initiatives launched by Bujar
Luma and LOJA in ethnically charged environments went on to become
models for replication in North Macedonia, Balkan region and beyond.
From 2000, he closely cooperated with DFJW-OFAJ, the German
- CPS program and MyHeroProject (USA based) to build networks
and develop activities in the Balkans. On 2014, he become a member
of Joint Coordination Team, core group of facilitators responsible for
the process of the establishment of Regional Cooperation Youth Office
(RYCO), one of concrete outcomes of the Berlin process.
Bujar has been also key speaker at many conferences and has often
been involved on “Track II diplomacy” initiatives especially on Western
Balkans. Beside its civil society activism, Bujar Luma works as freelancer
also in professional theaters.
This text was first published by Friedrich-Ebert-Stiftung Skopje Office in
December 2020 (www.fes-skopje.org)

Europe Is In the Air

A factual fiction essay on the Berlin Process and the power of Franco-German relations
By Bujar Luma

It is the summer 2024, June 2024.

One more day and the summit
would begin which would be the last
of the Berlin Process Summits for the
Western Balkans.
When finishes, this would be that
last stone in the European journey
of the Balkan region. With this
summit, Germany and France were
concluding a very complex process
and were clearly leaving their mark
on lasting peace in the Balkans.
As a result, one or two years from
now, the full membership of the
Balkans in the EU would begin.
Europe would be complete. So, on
itself, this was more than just an
ordinary summit. When completed
successfully, not only would it itself in the Balkans! with no hurry. the war should be addressed through
meet, but it would also exceed the international courts.
Here, let us recapitulate: in the In Montenegro, the accession
expectations of the very creators of South of the western Balkans, North dynamic not only managed to secure In Bosnia and Herzegovina, although
the Berlin Process. Macedonia had been encouraged not consensus so that Montenegro could strong internal debates and clashes
The Berlin Process, from 2014 until only to find internal cohesion, but be consistent in its Euro-Atlantic continued, nevertheless, guarantees
now, had helped to overcome some also to resolve the name dispute with journey and foreign policy, and, were provided in order not to contest
very complex issues in the Balkan Greece and overcome the historic besides, to resolve the problem the territorial integrity of the country
region. Not only had it directed dispute with Bulgaria as well, by of religion, but it had helped to and visible steps toward EU and
many political issues towards a being provided a multi-perspective demarcate the border with Kosovo. NATO membership had been taken.
solution in line with the European approach to the past without
Albania and Greece had already For June 2024, for the last summit of
framework, but also as a mechanism blocking the future. The issue of
resolved the issue of the maritime the Berlin Process, they had left one
in times of blockage and stagnation the autocephaly of the Macedonian
border; they abolished the law of issue, which was probably the most
of the integration process, the Berlin church from the Serbian Church
war and had agreed that the issue of important in the Balkans - the full
Process kept alive the idea of Europe was still acute, but as it was not
property of persons deported after Page 28
obstructing the future, it was dealt

27
 Our Essay
French president, not only were
Page 27
building on the legacy of De Gaulle
normalization of relations between and Adenauer, but they were also
Kosovo and Serbia. further pushing the dream of Alfred
Grosser and Robert Schumann.
Many international factors
contributed to all these developments, In its essence, this idea was even
especially Germany and France deeper and of a much earlier date.
within the mechanisms offered by the It corresponded to the values ​​
Berlin Process. Although the history that emerged from the French
stubbornly spoke that often at crucial Revolution. However, they were only
moments the help from the overseas brought to live when France and
was necessary, nevertheless, these two Germany stretched their hands for
countries were taking on an even reconciliation in Élysée.
greater role.
Even in the Balkans, the idea of ​​
To achieve this, Germany and France Europe was quite old and present
had acting separately from time to to all nations. Unfortunately, it
time and were finally joining efforts often suffered severe blows from the
together. Germany, in addition to East and eastern extensions (often
the official policies, was also visible its inhabitants), and as a result the
through organizations, platforms, European idea in the Balkans was
funds and institutions such as Goethe oppressed and marginalized. The
Institut, Friedrich-Ebert-Stiftung, bearers of this idea not only felt
Konrad-Adenauer-Stiftung, Deutsche very often forgotten and betrayed
Gesellschaft für Internationale by Europe, but also in most cases
Zusammenarbeit (GIZ), Heinrich paid a very high price for their
Böll Stiftung, Forum Ziviler determination. However, to be fair,
Friedensdienst, Kurve Wustrow beside real Europeans, there were
and many others. On the other side constantly groups and individuals,
France, besides the official policy, also both from the South and the North
helped through its state agency for of the Alps, who saw the idea
development, the Institute Français, of ​​Europe through the lenses of
André Malraux Centre, Service Civic, purely personal interest. This was a
etc. depressing and discouraging fact for
all those who pledged and defended American, Russian, Turkish, Chinese summit that the region would be
Meanwhile, they both had been European values in ​​ this part of and other media agencies… certified as part of Europe and would
part of military interventions and Europe. behave as such.
peacekeeping missions. But a crucial The fact that this time the host was
starting point for the credibility of the Nevertheless, surprisingly this idea neither an EU country, nor would For decades and until the present day,
efforts and the long-lasting impact of never faded - when others thought it happen in the format “an EU this was the expectation of people
the collaboration of both countries that it had faded away, it reappeared, country + a candidate country”, who fought for the Europeanization
had always been the French German and it grew repeatedly. As if it was something new. This time the of the Balkans.
Youth Office (DFJW-OFAJ). was an integral part, a code of the hosts were Serbia and Kosovo, two
And it would happen the next day!
subconscious! countries claiming membership, and
At the same time, Germany beyond centuries of hostility had Would not this be a confirmation
and France, taking as an example Now it was cultivated by the Berlin pledged to reconcile and, in order to of that call for which Skanderbeg
the vision and values that
​​ Charles Process. It is on this narrative that prove this, they were organizing the and Pjeter Bogdani had fought?
De Gaulle and Konrad Adenauer Germany and France gathered summit. Did not the Frasheri brothers, De
promoted with the Élysée Treaty, and momentum in the context of the
Rada, Ndre Mjeda and the Qiriazi
working for deploying these same summits for the Balkans and, in It was both an opportunity and a risk.
sisters totally pour their souls and
values at the southern borders of the particular during this last summit of Therefore, this summit was directly
knowledge to this cause? Was not this
continent, were in a way fulfilling June 2024! sponsored and monitored by the
the cry of the students of Prishtina
and implementing a vision of theirs French President and the Chancellor
No one knows why, but the repressed in 1981? Did not the late
for Europe. This idea and model of of Germany. Eventually the EU itself
Chancellor and the President, when President of Kosovo Ibrahim Rugova
the Franco-German reconciliation was aiding, as it was the European
they were checking the last details repeat it in each one of his weekend
for the Balkans had also been offered spirit itself that also needed this to be
of the summit, silently remembered conferences? Didn’t Ismail Kadare
by President Jacques Chirac and a success.
something; whenever Europe was pour all the imagination of writer for
Chancellor Gerhard Schroeder. It had It was something very rare to see such this purpose?
at risk from abroad or from its own
been officially offered immediately an increased activity and presence not
inhabitants, someone protected
after the Kosovo war through the Didn’t Milan Obrenovic, Aleksandar
it from overseas. They even asked only of the media but also of many
DFJW-OFAJ, and now it was being Obrenovic, Dimitrje Tucovic, Zoran
themselves: Why so? Would Europe other agencies from eastern countries.
offered through the Berlin Process. Djindjic and Ivan Stambolic (the last
need to be protected from overseas
For example, based on this narrative, The leaders’ meeting would start in four killed) aspire and pay a price
again?
they had also helped to establish the Belgrade, while the other component for it? Do not, Marko Nikezic and
Regional Youth Cooperation Office, In the meantime, details were set for of the summit had started in Pristina Latinka Perovic in a very risky times
officialized in 2016 in Paris. this summit and all arrangements - the Civil Society Forum and the raise their voices for it? Didn’t Borka
were made. This summit had arisen Business Forum! Pavicevic work with all her friends
With all these efforts, compiled from all over the Balkans until her
the curiosity of the media like
together, Germany and France were As agreed, the Forum would make last breath?
none of the previous ones. Not
drawing parallels between the Élysée recommendations to political leaders
only the interest of the media from
Treaty and the Berlin Process. Here on European policies in the region. Was it not the embodiment of
our continent, but also of many
the German Chancellor and the The Forum expected from this the manifesto of the Republic of

28
 Our Essay
conference and the Congress of The plane in which the Prime
Berlin. When France and Germany Minister of Kosovo was flying was
were together, things seemed to be operated by Euro-Wings (as agreed
clearing up, like in Rambouillet for between the two governments in
example! Even more so with the Washington). The Prime Minister
Berlin Process. was sitting by the window. He
was reading the joint letter that
Therefore, these two countries had the President of France and the
agreed to approach the region with Chancellor of Germany had sent
the power of their own example, that to the political leaders of the region
of a reconciliation which essentially this morning, but now and then,
had entailed confrontation with the he looked out the window. At
past, freedom, justice and equality. some point, it was very difficult to
Coincidentally or not, one before see anything because of the smog
the summit, on June 10, 2024, the produced by the Kosova-A lignite
French President and the German power plant. Even the little that he
Chancellor had visited together, saw was not what he would have
in France, the memorial village of liked to see. Urban chaos again, a
Oradour-sur-Glane! In the Balkans, lot of fertile land left barren, and
someone read this visit as a message on those lands, he saw residential
before the summit. In fact, with neighborhoods probably of new rich,
this, France and Germany were a strange mix, he said to himself.
commemorating this infamous event However, he saw too many car
in its 80th anniversary and were cemeteries! He did not notice any
recalling that peace was so cherished significant factory, which frustrated
and how important the reconciliation him particularly! Except for Sharr
between these two nations had been Mountains, only the winding
for Europe highway that connected Durrës
with Prishtina, Merdare and Nis
Weren’t these the values that emerged was clearly visible (done because of
from the French Revolution? strong insistence from the overseas).
Thus, with the power of The plane was following that same
reconciliation, with the spirit of course. As the Prime Minister looked
Élysée Treaty in the framework of the at the Kosovo plain, he was reminded
Krushevo, did not Pitu Guli and Mountain. The states and the borders summits of the Berlin Process, the that the battle of Kosovo had also
Nikola Karev fought for it? Didn’t came and went, and Milaim in that Balkan states and nations had been been a war of all the Balkan nations
Arben Xhaferi reminded us of this same house, kept Europe in himself helped to find their European path. for a European region. Despite the
until the day he closed his eyes and for generations to come, as much distortions that daily politics had
in solitude? Did not Zoran Zaev as he could! And the moment was coming, made to the history of this battle,
and some MP’s almost pay with the historic, the divine hour was he, as a good connoisseur, knew this
There was something Hegelian in knocking! quite well and he assumed that also
their life on that dark April? Did
all this, while everything seemed to the professional historians did.
not the exaltation of November From Skopje, Pristina, Sarajevo,
be reaching the end where it had
2020 prove it, when for the first Tirana and Podgorica, the prime
begun, in Kosovo. From the Battle Before leaving the airspace of Kosovo
time the national football team of ministers’ planes were ready to
of Kosovo in that remote month behind, the plane made a turn, he
North Macedonia qualified for the take off for Belgrade. Meanwhile,
of June until the Merciful Angel in saw the American base Bondsteel,
European championship? the President of France and the
another June, centuries later, this and only a minute later, just before
Was it not what they wanted in early land had only seen wars. Sometimes Chancellor of Germany had left Paris entering the space of Serbia, he
Duklje? Didn’t the Balshajt - Balsci it was being defended against the and Berlin respectively. clearly distinguished the Russian base
wanted this? Wasn’t Slavko Perovic East and sometimes against its own in front.
All the prime ministers of the
voice a reminder when the Balkan inhabitants. Often those who loved Balkans were already in the air and As he looked down, he did not
sky was covered with darkness? Isn’t this territory, not necessarily loved watching from above. They were understand why, he remembered
Andrej Nikolaidis reminding us the population who was living there. looking down with some difficulty as that a former head of a regional
about it whenever he can? they were hindered by the pollution-
So, for many reasons, this was the structure emerging from the Berlin
Didn’t Captain Hussein Gradashevic summit for which Germany and smog that was common to the Process had served as a soldier during
fight for it? In the darkest days of the France had invested the most. This Balkans. It knew no borders. Even the war near that base. Perhaps he
siege of Sarajevo, did not the SARTR was more than a moment; it was a when they could see, they often remembered that according to the
(Sarajevo War Theater) keep this momentum. One of those divine saw a ruined nature, clearly visible agenda he would meet him at the
spirit alive? hours about which Stefan Zweig had deforested mountains, some dams summit now as part of the Serbian
written like no one else! Together that obstructed the flow of rivers and government. They were flying over
And many other people, in South they would write the European quite often an urban chaos. Religious the city of Pozarevac, and he was
and North of Alps, who day by history for which this region had objects were also seen, mostly on the aware that there was a memorial
day, with full devotion and often paid an extremely high price. tops and around the streets. As if for Milosevic, as it was also his
in silence, embody this cause, who they had been added! birthplace.
will forgive me for not being able to It had paid such a price in particular
mention them by name.. when France and Germany were This was also the impression that the Suddenly, he felt a kind of trouble. It
taking up arms against each other, French President and the German was something personal: he noticed
Tomorrow, when completed, when they did not have a view and Chancellor were having, as they got the prison where he had been kept
wouldn’t the bones of Milaim, who attitude for Europe and consequently closer to the Balkans. Somehow, it locked up and abused for two years.
has lived in the same house for 96 neither for the region; it had was blurrier and more difficult to see
years and changed nationality for 9 paid such a price at the Versailles there below! Page 30
times, find peace at the edge of Sharr

29
 Our essay
Page 29 Suddenly, the phone rang. Someone
informed him that the President
He was reminded that it had been
of Serbia had already changed
in June, on June 10, when they
his mind: he would not accept to
threw him into that prison. He said
place a memorial plaque in honor
to himself, “Is it possible that one
of the bodies of Kosovo Albanians
of those who used violence against
that were buried in Batajnice. He
me will take care of my safety in
had refused, as protests had begun
Belgrade?” However, he had already
in Belgrade. At most, he offered
taken on the obligations and had
to do something in the form of
to go beyond himself. Besides the
a somewhat confusing statement
vision, his reason was being blurred
in the context of the summit
as well.
conclusions.
Was this June 10 a mere coincidence?
The Prime Minister of Kosovo
This month of June seemed to be
immediately decided not to land,
reserved for the moments when
he said that if there will be no
history is written, he kept saying to
memorial plaque, he would return
himself. And, somehow, he broke
to Prishtina. Both the German celebrate this last summit as a success. now? Did the French President and
away by counting the historical dates
Chancellor and the French There was also the whole group of the German Chancellor read it that
of June with himself!
President learned about this decision civil society that was looking forward way? Did the President of Serbia
At that moment, he remembered while in the air. At that moment, was to this moment! Everyone was and the Prime Minister of Kosovo
that with the similar plane, but with everyone being tested, particularly trying to do something on its own. read it that way?
destination The Hague, four years the President of France and the Trying to contact regional structures,
ago, the former President of Kosovo, Chancellor of Germany. The situation required quick and
individuals, and the whole army
the former Prime Minister and the tough decisions. In order to speak
In the north of Alps, often one could of people trained with European
former Speaker of Parliament had unanimously, what would Germany
not understand how you can agree funds? Could they do something?
flown together. He said to himself, and France use as their strongest
in the process and not respect the They were looking for someone
“What if this plane goes even argument? Was the example of
conclusions. who could help in this situation,
further? What if it lands in The reconciliation the most powerful
someone who could talk to the
Hague?” Someone from the air had reported weapon?
Prime Minister and the President.
about all this overseas, while Could it be the one who believed In front of them the divine hour
He remembered that here in the air
from the ground there were some that had foreseen this scenario a few was knocking even harder! Now
he controlled nothing but his own
communication lines from beyond years ago and who believed that the they had the opportunity to write
thoughts.
the Carpathians. idea for this last summit was also an important chapter of history. A
As they approached Belgrade inspired by one of his writings? rare opportunity for Germany and
Now not only the credibility of
and began their descent, signs of France to display through their own
Germany and France was being Would the Chancellor of Germany
foreign investment were becoming example their leadership and hold
tested, but above all the centuries-old and the President of France speak
visible below. He saw some signs the reins of the old continent.
investment for Europe, Europe itself! unanimously? Was there again the
of well-known German brands and
necessity of an intervention from A fog was starting to appear down
occasionally a French brand. He also Below, there was also former heads
the overseas? in Belgrade, the crowd that was first
saw buildings of Russian, Turkish of governments who had worked so
and Chinese companies. hard for Europe and who wanted to noticed was now almost covered by fog.
Was that divine knocking right
From another plane also came the
announcement that it would refuse
to land, while a third one was
hesitating. Meanwhile the other
planes were waiting for signals and
instructions.
Belgrade was now losing clarity; the
fog down there was getting thicker!
These flying objects up in the air,
were neither the black ravens of that
remote June nor the iron birds of a
much later June. They were the flying
machines of June 2024 that did not
have much time to make history!
While, after many centuries, these
were a little more than 20 years that
this region was living in peace and
democracy together! Never before
had the region experienced anything
similar.
The Euro-Wings were spinning in
the air, and had fuel only for just
over 20 minutes of spin, then either
had to start landing or take the
return route.
 Staff Address: Ethical Board
Bashkim Shehu (editor-in-chief) Rr. Gjik Kuqali, P. 2, Sh. 2, Ap. 4, Sonja Biserko
Tirana, Albania Ana Blandiana
Skënder Minxhozi (editor)
e-mail:
Aida Kumi (graphic designer) Ismail Kadare
[email protected]
Ivan Krastev
Granit Gjana (webmaster) www.bridge-magazine.net
Adam Michnik