Education in Post-war Bosnia: The Nexus of Societal Security, Identity and Nationalism

Abstract

The notion of security in international relations has been broadened and reconceptualized and now rightly includes an understanding of education as a potential security threat, not just a socializing tool. In post-war Bosnia-Herzegovina, the education system is decentralized, politicized and nationalistic, and promotes competing visions and identities of Bosnia. Some students attend segregated schools, while almost all study only with others from their same ethnonational group and learn from a mono-ethnic curriculum that does not foster understanding or tolerance of others, but breeds suspicion. This paper argues that these educational practices constitute a societal security dilemma. Many Bosnian Muslims, Croats and Serbs use the education system to gain rights and security for their group, which is viewed by others as a potential threat to their own security and identity within a fractured state. This paper shows that while these attempts to reinforce group security and identity (and increase power) may be beneficial to the group and nationalist leaders themselves, they paradoxically may have negative consequences for the security of other groups and for the security and stability of the Bosnian state itself, understood in terms of national cohesiveness and territorial integrity.