Volume 1 (2)]]> DOI 10.14706/JEH2018121]]> Volume 1 (2)]]> DOI 10.14706/JEH2018122]]> Volume 1 (2)]]> DOI 10.14706/JEH2018123]]> Volume 1 (2)]]> DOI 10.14706/JEH2018125]]> DOI 10.14706/JEH2018124]]> ]]> Volume 1 (2)]]> DOI 10.14706/JEH2018126]]> Re-reading of Sir Thomas More,
The Merchant of Venice and The Tempest]]> representation of ‘the Other’ in three Shakespearean dramas: Sir
Thomas More, The Merchant of Venice and The Tempest. The article
describes several Shakespearean characters through the prism of
post-colonialism and, therefore, the paper is structured as the postcolonial re-reading of the aforementioned dramatic texts. William
Shakespeare portrayed the sad fate of immigrants in Sir Thomas
More, but the Bard also tackled the refugee issue which remains
relevant for the contemporary period. Additionally, Shakespeare
dramatized the position of the Jewish community in Venice through
the portrayal of Shylock. The re-reading of The Tempest focuses on
the process of colonisation and the Manichaean division within the
conquered world. In conclusion, the article portrays experiences of
those dramatic individuals stigmatised and subjugated by the
colonial forces, thus allowing the readers to better understand the
binary division within colonial systems.]]> Education and Language in Zitkala-Ša’s
American Indian Stories]]> decades in the fields of science and humanities. It is argued that mind
colonization of the indigenous populations has been conducted via
education and language in the mission of ‘civilizing’ since education
and language carry culture specific sets of meaning, including
knowledge and truth which condition our perception of the world.
Zitkala-Ša is one of the earliest Native American authors and
activists who sought to subvert the epistemological hierarchy
imposed through mind colonization. Zitkala-Ša’s autobiographical
collection of short stories titled American Indian Stories (1921)
documents her boarding school experience and the acquisition of the
colonizer’s education and language. The present paper seeks to
address mind colonization through language and education on the
example of Zitkala-Ša’s American Indian Stories relying on a
number of theories and approaches. The paper also reflects on the
importance of Zitkala-Ša mastery of the colonizer’s language.]]> institucija, ali i njihov sam aktivitet, te aplikaciju međunarodnih standarda u BiH,
pokušati doći do odgovora na pitanje da li je Bosna i Hercegovina država ili
protektorat. Kroz implementaciju Daytonskog sporazuma se postiglo dosta, ali
većinom je zaslužan bio aktivitet međunarodne zajednice. Taja aktivitet ni, prema
Općem okvirnom sporazumu za mir, ne predviđa protektorat. Ipak, posebno u
prvim godinama funkcioniranja post-Daytonske Bosne i Hercegovine, brojni
ustavno-pravni teoretičari su pokušavali definirati pravnu prirodu odnosa
ovisnosti Bosne i Hercegovine prema međunarodnoj zajednici u određenim
elementima (koja se kasnije sve više ublažavala). Rezultati su pokazali da nema
jednoznačnog odgovora. Ovo pitanje je u posljednjih petnaest godina u domaćoj
ali i regionalnoj ustavno-pravnoj nauci prešlo na periferiju interesiranja. Ali, čini
se da je vrijeme da ga se ponovo postavi, posebno u svjetlu najave promjena
odnosa ključnih subjekata međunarodne zajednice prema Bosni i Hercegovini.
Takođe nas interesuje i pitanje koje je povezano s ovim centralnim istraživačkim,
a to je stepen suvereniteta države Bosne i Hercegovine unutra, ali i prema vani,
imajući u vidu Daytonski konstrukt uključenosti međunarodne zajednice u
ustavno-politički sistem Bosne i Hercegovine. / In this paper, through the analysis of the normative framework for the
operation of these institutions, but also their activity, and the application of
international standards in BiH, we will try to find an answer to the question of
whether Bosnia and Herzegovina is a state or a protectorate. A lot has been
achieved through the implementation of the Dayton Agreement, but most of it was
due to the activity of the international community. According to the General
Framework Agreement for Peace, this activity does not envisage a protectorate.
However, especially in the first years of the functioning of post-Dayton Bosnia and
Herzegovina, many constitutional and legal theorists tried to define the legal
nature of Bosnia and Herzegovina's dependence on the international community
in certain elements (which later softened). The results showed no unambiguous
answer. In the last fifteen years, this issue has moved to the periphery of interest
in domestic and regional constitutional and legal science. But it seems the time to
re-establish it has come, especially in light of the announcement of changes in the
attitudes of key actors in the international community towards Bosnia and
Herzegovina. We are also interested in the issue related to this central research,
which is the degree of sovereignty of the state of Bosnia and Herzegovina inside
and outside, given the Dayton construct of the international community's
involvement in the constitutional and political system of Bosnia and Herzegovina.]]> subset of media literacy. A review of international scholarship with
regard to news literacy conceptualizations confirms that there are
diverse and competing notions of its definition and purpose: while
the civic component of news literacy clearly distinguishes it from
media literacy and other new literacies, there is a noticeable divide
between journalism-driven and media literacy-derived approaches.
Qualitative data analysis was used to identify patterns in a subset of
approximately 120 examples of current English-language
international scholarship. By proposing three preliminary
taxonomic classifications of news literacy – protectionist versus
empowerment; skills versus knowledge; and levels of abstraction –
this conceptual paper provides orientation in the field.]]>