Ideology of Neo-Fascism, Education, and Culture of Peace. The empirical case of Bosnia and Herzegovina

Authors

  • Goran Basic Linnaeus University
  • Zlatan Deli?
  • Halima Sofradzija

DOI:

https://doi.org/10.14288/ce.v10i6.186410

Keywords:

Education, Peace, Culture, ideology, Neo-fascism, Clero-nationalism, Discourse, Clericalisation, Identity, Tolerance, Epistemology, Neo-populism, Victim status, War

Abstract

The aim of this article is to critically analyse intellectual conditions for education pertaining to the empirical and normative knowledge dimensions that can oppose the ideologies of neo-fascism. The analytical basis is a literature review of various studies from the domains of sociology of knowledge, war sociology, social epistemology, and critical pedagogy. The article explains the social need for better-quality public education pertaining to the meaning of political, media, and religious use and misuse of “identitarian concepts” and “identitarian terminology.” The privileged strategies of the political application of referential systems and mechanisms of ‘differentiating’ serve as the epistemic foundation to teach the concepts, terminology, taxonomies, and classifications used to separate people into “ours” and “theirs.” The genocide of Bosnian Bosniaks in the war against the Bosnian-Herzegovinian multicultural society conveys the need to create peaceful emancipatory identity politics and for a new pedagogy of emancipation of many of the oppressed and disenfranchised who are difficult to explicitly name. Conceptual problems, related to certain obvious paradoxes intrinsic in the politics of the collective representation of citizens after genocide, are linked to these processes.

 

Author Biography

Goran Basic, Linnaeus University

Goran Basic is an associate professor in sociology and a senior lecturer at the Department of Pedagogy and Learning, Linnaeus University. His research concerns fieldwork in Bosnia and Herzegovina; he has written articles on the postwar society and carried out an evaluation of a project in the juvenile care. Basic’s dissertation ‘‘When collaboration becomes a struggle. A sociological analysis of a project in the Swedish juvenile care’’ is based on ethnographic material. Currently analyzing: (1) narratives of youth who have experienced war, taken refuge in Sweden, and been taken into custody and placed in institutions; (2) the obscure practices and rhetoric of war, emotions and morals of war, and human interaction during horrific captivity and escape, in company with individual requirements for restored respect and dignity when war experiences are portrayed in life stories; (3) collaborations between border police and the coast guard and among different actors in youth care; and (4) definitions of successful intelligence and operational police work. Main research and teaching areas: Sociology, Interactionist Theory and Analysis, Ethnography, Narrative Analysis, Social Constructivism, Criminology, War Sociology, Treatment Pedagogics, Social Psychology, Special Pedagogy, Conflict Sociology, Peace and Conflict Studies, Ethnicity, Victimology, Social Work, Strategic Communication, Collaboration, Juvenile Care, Reconciliation, Concentration Camp, Sociological Theory, Substance Abuse Treatment, Qualitative and Quantitative Methods, Operational Police Work, Intelligence Police Work, Identity, Morality, Balkan History, Ethnic Conflicts, War, Youth, Institution, Interviews, Field Work, Refugee, Stigma, Social Comparison, Symbolic Interaction, Ethics, Ethnomethodology, Religion, Migration, Migrant, Diaspora, Nationality, Transition, Unaccompanied Child Refugees, Coordination, Document, Youngster, Project, Coordinator, Triad, Accounting Through Comparison, Role, Struggle, Alliance, Conflict, Conflict Point of Interest, Team, Dyad.

Downloads

Published

2019-03-15

Issue

Vol. 10 No. 6 (2019)

Section

Articles

License

Authors who publish with Critical Education agree to the following terms:

  • Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).