These comments are adapted from my opening remarks at the ‘Teaching the Yugoslav Wars Two Decades On’ roundtable at the Association for Slavic, East European and Eurasian Studies convention today, alongside Fedja Burić, Dragana Cvetanović, Tomislav Longinović, Christian Nielsen and Sunnie Rucker-Chang – thanks to them all and to everybody who contributed their own impressions from the audience.
I originally organised this roundtable and another session with the same title at this year’s International Studies Association conference after writing my introduction to The Yugoslav Wars of the 1990s and having to think through what I wanted to be able to do in my teaching, what I wanted others to be able to do, and how the contexts have changed since I was an undergraduate and postgraduate in London 8-15 years ago.
It’s a different chronological context and, as has become even sharper since Yugoslav Wars came out, a different political context.
Originally I was going to talk at the roundtable about what it means to teach about the Yugoslav wars in Britain, in the mid 2010s, to students who at Hull are nearly all white and British, and nearly all of what they encounter about Yugoslavia or its successor states in their general lives will have been premised on the idea that Yugoslavia was ‘somewhere else’.
That Yugoslavia on one hand, and Britain on the other, are part of separate spaces which have been defined by very different historical and political legacies; that Britain is at the centre of how things can be expected to be, and the Yugoslav region was outside that or lagging behind that.
I’ve always wanted to de-centre that in my own work, probably before I could even put into words that that was what I wanted to do.
In the days before the Brexit referendum and even more so after it, hearing accounts of racist and xenophobic violence and harassment increasing, I had a crisis of confidence. I’m someone whose teaching ought to have contributed to people being able to intervene in the kinds of cycles of polarisation and exaggeration that have been ramped up throughout the campaign. I and dozens of other people teach about the break-up of Yugoslavia and how the mainstream media moved an open politics of ethnic entitlement and resentment into the political centre, where it didn’t have to be.
Does any of it matter? Has anyone stepped back from looking at a UKIP poster or a Labour ‘controls on immigration’ pledge and thought differently about its messages because of the things we do when we teach 20th-century history and international politics? I think so, and I want to think so. But how does anyone know?
We strive to equip students to see across perspectives they might not have considered; to equip them for acts of everyday resistance to authoritarianism and hatred, and for recognising when there is a call for them; to equip them to account for violent historical legacies without succumbing to ascriptions of collective guilt, and to live in a society where others may have more knowledge than them of the effects those legacies have had.
British public culture exhibits the ‘never again’ reflex in its abstract, every Holocaust Memorial Day, which in Britain annually takes in Srebrenica alongside the Holocaust and the Rwandan Genocide; and yet the process of the break-up of Yugoslavia from ‘crisis that still feels like business as usual’, to something like the outbreak of full scale war and ethnic cleansing in 1991 in Croatia or 1992 in Bosnia, towards something of the scale of Srebrenica in 1995, is so poorly understood.
In 2014 I was asked to contribute to a Holocaust Memorial Day ceremony at Hull Guildhall with a talk about the Bosnian Genocide. Rather than mobilising a sense that ‘we’ have to prevent mass violence and genocide ‘there’, I wanted to leave the audience with the question of: if this is how it seemed for Muslims in Visegrad, or for Srdjan Aleksić (the young Serb man in Trebinje who intervened in an act of ethnicised violence by fellow Serbs and saved the victim’s life at the cost of his own), what would the equivalent be for you, for us, here? And when would you know that you were starting to recognise it?
This is part of why I felt a resigned, saddened, but not shocked kind of alarm as the Brexit vote came closer, when I heard that a far right extremist had assassinated an MP, Jo Cox, who had called for Britain to accept more refugees (I thought at once of Josip Reihl-Kir, the moderate police chief of Osijek assassinated in July 1991 who had tried to de escalate violence when that was not in the interest of extremists on either side).
As the US vote came closer, it felt like no coincidence that people like Aleksandar Hemon or Charles Simic were among the first white writers in the US to warn that Trump was not a joke and to warn of what else can become possible very quickly once so racist, xenophobic and violent a register of political speech starts to be normalised. (Another, Sarah Kendzior, is an anthropologist of political repression in Uzbekistan.)
Knowing historically that 1990 was a turning point for the origins of the Yugoslav wars, but then reading Croatian newspapers from the beginning of 1990 which were not on anything like the crisis footing that they would be, brought home to me as a white English student how fast everyday life could fragment and be turned into something else – the pace of the ‘destruction of alternatives’.
Understanding that and understanding that Yugoslavia is not some inherently different place from Britain, has left me with part of my back brain that goes: don’t think that authoritarianism or violence can’t happen here.(I’ve written elsewhere about how that intersects with my identity/experience as queer.)
I didn’t live through the Yugoslav wars in any way that affected me, I don’t feel the echoes of the break up in the visceral way that my friends and colleagues do who did, but my window for what can happen in a crisis is closer I think to many of us here than perhaps to many of my colleagues and students in my own department.
What else then can we achieve by teaching about the Yugoslav wars, as well as educating students about what happened ‘in that part of the world’, because it is about so much more than that? What do we want students to appreciate – what do we want students to be able to see or do differently?
We can teach the skills the public need to be an informed and critical citizen of a democracy; and through what and how we teach, perhaps we can pass on to our students enough of that early warning system that we ourselves have so that they might intervene where they might not have done, so that they might speak out or educate others where they might not have done, so that at least some of the things our early warning system catches might not come to pass.
And as I said at the end of the roundtable: let’s get on and do it.