Nacionalizam u obrazovanju, na primjeru dejtonske Bosne i Hercegovine
Nationalism In Literature Textbooks In Bosnia And Herzegovina

Summary/Abstract: This paper first briefly describes educational system in Bosnia and Herzegovina. In theory, this system consists of twelve distinct administrations, which have equal rights.In reality, there are only three administrative bodies, which are under the rule of three nationalisms (Bosnian, Croatian and Serbian). These nationalisms, which determine aims and purposes of education, cause discrimination, endanger child rights, and disregard publicly promoted European values. I will identify legal regulations which legitimize such discriminatory and oppressive practices within the field of education and thus take care about national(ist) interests rather than human rights in general and child rights in particular. Second part of the paper examines how nationalism affects school subjects, in particular literary curriculum. I will argue that literature has a privileged place among school subjects, mainly because of its specific way of thinking about moral values. (Storytelling, reader’s imagination and empathy are central to literature, which makes literary study more adequate for moral and ethical formation of children than history, geography, religion and other nonnational subjects.) To support my argument, I will present results of the research done on literature textbooks which are used in higher grades in elementary schools in Bosnia and Herzegovina. Not only this research recognized the relationship between ideology and literature, it also explored different types of that relationship. In conclusion, I will present alternative solutions for creation of literature textbooks, regarding their contents as well as critical interpretations.

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