INDIAN EDUCATION: AN ETHNOHISTORICAL ANALYSIS

This study represents an ethnohistorical analysis of Indian education, one which follows the Hegelian format (thesis, antithesis, and synthesis). Toward this end the dissertation is divided into four sections: (1) An Analysis of American Education--social and historical perspectives, (2) Aboriginal Thesis--An ethnohistory of three tribes, the Cherokee, Athapaskan/Apache and Sioux, (3) The Accommodative Antithesis, and (4) The Multicultural Synthesis. The first section, An Analysis of American Education, is designed to touch upon the major theoretical and historical perspectives relevant to the study. This section provides a basis for comparison relevant to the subsequent sections. Majority/minority relations, a multidisciplinary look at education and a chronological analysis of educational development and corresponding Indian policies (Colonial, Early Republic, Reconstruction, Progressive and Technological eras) sets the stage for a more complete analysis of the other sections. The next section, Aboriginal Thesis, follows the ethnohistorical development of three traditional Indian groups from pre-Columbian contact up until the time of forced accommodation. This is a comparative analysis which is designed to illustrate the qualitative differences which exist between groups sharing a common epistemological methodology--that of the Harmony Ethos. Education here takes on the larger social definition that John Dewey, Robert Havighurst, Margaret Mead, Vine Deloria, Jr. and others advocated. The section focuses on the social education of the three largest and perhaps best known North American Indian groups--Cherokee, Athapaskan/Apache, and Plains Sioux. The Accommodative Antithesis follows with an analysis of Western-style models of Indian education and resocialization. This analysis follows the model presented in the first section discussing these developments within five time eras: Colonial, Early Republic, Reconstruction, Progressive and Technological. Consequently Indian schools are related to, and compared with, other educational developments within the United States. Moreover, these events are associated with corresponding Indian policy during these time spans. Types of Indian schools are discussed as well as Indian enrollment in public and private schools and the impact of major studies on Indian education. These include the Meriam and Kennedy reports as well as the more recent Indian Task Force Report. The concluding section, the Multicultural Synthesis, attempts to integrate the positive attributes of both the Aboriginal Thesis and the Accommodative Synthesis into a viable Indian educational orientation. The major focus of the section is directed toward pluralistic, or multicultural, education and socialization. This section involves considerable discussion of one innovative Indian education system in particular, that of the Eastern Band of Cherokee Indians. In the final analysis we present an Indian education perspective, along with curriculum design, teacher preparation and multicultural counseling techniques, that supports both the unique cultural orientation of the Indian student while at the same time preparing these students to interact within the larger, majority society

MAKEDONIJA: PREŽIVLJAVANJE BALKANSKIH RATOVA OD 1991. DO 2002. GODINE I NJIHOVIH POSLJEDICA

Balkanski ratovi od 1991. do 2002. godine bili su najsmrtonosniji konflikti uEvropi od Drugog svjetskog rata kojima je dominiralo etničko čišćenje i čiji je rezultat bilo preko 100.000 mrtvih, većinom civila koji nisu učestvovali u borbama, uz preko million raseljenih iz svojih domova. Većinske strane u ratu od 1991. do 1996. godine bili su etnički Hrvati (rimokatolici), Bošnjaci (muslimani) i etnički Srbi (pravoslavci), dok su u ratu na Kosovu u periodu 1999–2002. bili uključeni Srbi i etnički Albanci (muslimani). Dok su Hrvatska, Bosna i Hercegovina, Srbija i Kosovo dominirali kao međunarodno prepoznate tačke Trećih balkanskih ratova, Makedonija je igrala značajnu ulogu u raspadu bivše Jugoslavije, osobito relevantnu u pogledu tretmana Roma, grupe koja je dugo vremena bila dio balkanske kulture, a koja je izrazito stradala tokom balkanskih ratova. Ipak, snage koje su skovale rješenja za ove konfl ikte, Sjedinjene Američke Države, Evropska unija i Ujedinjeni narodi, u osnovi su ignorisale i Makedoniju i Rome. Prema tome, iako je Makedonija bila pošteđena konfl ikata tokom početnih sukoba u periodu 1991–1996, osim što je odigrala važnu ulogu u zbrinjavanju raseljenih i izbjeglica, isti su je sustigli u kasnijem dijelu Trećih balkanskih ratova, i to kada se Kosovo odvajalo od Srbije

ETNIČKO ČIŠĆENJE I KRŠENJE LJUDSKIH PRAVA: KONCENTRACIONI LOGORI TOKOM RATA NA BALKANU 1992–1995

Rat na Balkanu koji je trajao u periodu 1991–1995 na području bivše Jugoslavijepredstavljao je najgoru ratnu krizu u Europi od Drugog svjetskog rata. Etničko čišćenje,nasilno premještanje stotine hiljada civila postalo je glavna karakteristika tog sukoba.Osnovni metod provođenja etničkog čišćenja se ogledao u nasilnom premještanjusektaških rivala i njihovo zatvaranje u objekte koji su bili prenapučeni i u kojima su seprovodila redovna mučenja, silovanja, izgladnjivanja i ubijanja. Sve strane, katolici –Hrvati, muslimani – Bošnjaci i pravoslavci – Srbi, su učestvovali u ovim etničkim čišćenjima.Ovaj članak naglašava prirodu tih užasnih posljedica rata na Balkanu

ETHNIC CLEANSING AND HUMAN RIGHTS VIOLATIONS: CONCENTRATION CAMPS DURING THE BALKAN WARS OF 1992–1995

The Balkan War of 1991–1995 in the former Yugoslavia was the worst war-relatedcrisis in Europe since the Second World War. Clearly, ethnic cleansing, the forceddisplacement of hundreds of thousands of civilians, became the signature event of thisconfl ict. The main vehicle for ethnic cleansing was the forceful removal and internment ofsectarian rivals into facilities that were generally crowded and where torture, rape, starvation,and killings were commonplace events. All parties, Catholic Croats, Muslim Bosniaks,and Orthodox Christian Serbs, participated in these ethnic purges. This articlehighlights the nature of this unfortunate consequence of the Balkan Wars