Abstract
The global politics of reconciliation provide a blueprint for postconflict reconstruction projects around the world, including in South Africa, Rwanda, Northern Ireland, and Bosnia and Herzegovina (BH on the other hand, the recent bloodshed resulted in the enforcement of ethnic segregation that spurs ethnonationalist sentiments and primordial notions of belonging. Education and youth are among the most fertile grounds to study this collision and to grasp the cultural production of new forms of identity and solidarity that emerge as a result. In education, the struggle takes place through the simultaneous unification and segregation of schools and curricula. In this article I consider one instance of this struggle, the “integration” of the Mostar Gymnasium. Building on 22 months of ethnographic fieldwork, here I illuminate the
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