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Student Movements for
the Republic of Kosovo
1968, 1981 and 1997
Atdhe Hetemi
Palgrave Studies in the History of Social Movements
Series Editors
Stefan Berger
Institute for Social Movements
Ruhr University Bochum
Bochum, Germany
Holger Nehring
Contemporary European History
University of Stirling
Stirling, UK
Around the world, social movements have become legitimate, yet
contested, actors in local, national and global politics and civil society, yet
we still know relatively little about their longer histories and the trajecto-
ries of their development. This series seeks to promote innovative histor-
ical research on the history of social movements in the modern period
since around 1750. We bring together conceptually-informed studies that
analyse labour movements, new social movements and other forms of
protest from early modernity to the present. We conceive of ‘social move-
ments’ in the broadest possible sense, encompassing social formations that
lie between formal organisations and mere protest events. We also offer a
home for studies that systematically explore the political, social, economic
and cultural conditions in which social movements can emerge. We are
especially interested in transnational and global perspectives on the history
of social movements, and in studies that engage critically and creatively
with political, social and sociological theories in order to make historically
grounded arguments about social movements. This new series seeks to
offer innovative historical work on social movements, while also helping
to historicise the concept of ‘social movement’. It hopes to revitalise the
conversation between historians and historical sociologists in analysing
what Charles Tilly has called the ‘dynamics of contention’.
Student Movements
for the Republic
of Kosovo
1968, 1981 and 1997
Atdhe Hetemi
Prishtina, Kosovo
© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer
Nature Switzerland AG 2020
This work is subject to copyright. All rights are solely and exclusively licensed by the
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The use of general descriptive names, registered names, trademarks, service marks, etc.
in this publication does not imply, even in the absence of a specific statement, that such
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the publisher nor the authors or the editors give a warranty, expressed or implied, with
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Series Editors’ Preface
v
vi SERIES EDITORS’ PREFACE
modernity to the present. With this series, we seek to revive, within the
context of historiographical developments since the 1970s, a conversation
between historians on the one hand and sociologists, anthropologists, and
political scientists on the other.
Unlike most of the concepts and theories developed by social scientists,
we do not see social movements as directly linked, a priori, to processes
of social and cultural change and therefore do not adhere to a view that
distinguishes between old (labor) and new (middle-class) social move-
ments. Instead, we want to establish the concept “social movement” as
a heuristic device that allows historians of the nineteenth and twentieth
centuries to investigate social and political protests in novel settings. Our
aim is to historicize notions of social and political activism in order to
highlight different notions of political and social protest on both left and
right.
Hence, we conceive of “social movements” in the broadest possible
sense, encompassing social formations that lie between formal organiza-
tions and mere protest events. But we also include processes of social and
cultural change more generally in our understanding of social movements:
This goes back to nineteenth-century understandings of “social move-
ment” as processes of social and cultural change more generally. We also
offer a home for studies that systematically explore the political, social,
economic, and cultural conditions in which social movements can emerge.
We are especially interested in transnational and global perspectives on
the history of social movements, and in studies that engage critically and
creatively with political, social, and sociological theories in order to make
historically grounded arguments about social movements. In short, this
series seeks to offer innovative historical work on social movements, while
also helping to historicize the concept of “social movement.” It also hopes
to revitalize the conversation between historians and historical sociologists
in analyzing what Charles Tilly has called the “dynamics of contention.”
Atdhe Hetemi’s Student Movements for the Republic of Kosovo: 1968,
1981 and 1997 sits at the intersection of research on social movements
and nationalism. Hetemi uses the student protests around 1968, 1981,
and 1997 as case studies to explore the emergence of what is now
the Republic of Kosovo. Based on a thorough analysis of newly avail-
able archival sources, oral histories, as well as media discourse analysis,
Hetemi provides us with a fascinating example of “contemporary history
as the pre-history of contemporary problem constellations” (Hans Günter
Hockerts). We are excited that this is the first book in our series to offer
viii SERIES EDITORS’ PREFACE
xi
xii ACKNOWLEDGMENTS
1 I want to also thank Dušan Bojković, a colleague and research assistant from Belgrade,
for helping me collect materials at the archives and libraries located in Republic of Serbia.
Contents
1 Introduction 1
7 Conclusions 235
Epilogue 247
xiii
xiv CONTENTS
References 249
Index 271
List of Figures
xv
CHAPTER 1
Introduction
This book investigates the roles of the student movements of 1968, 1981,
and 1997 in Kosovo1 in shaping the history and political status of what
is now the Republic of Kosovo. The choice of these three moments
and their respective student movements is because these were three key
points in the history of Kosovo, and understanding them is crucial to
understanding Kosovo’s contemporary history and politics. It analyzes the
motives and central visions of these three movements, each taking place
within different historical and political contexts and each organized by a
different generation of Kosovo Albanian students. The years 1968, 1981,
and 1997 witnessed a proliferation of student mobilizations as collective
responses demanding more national rights for Albanians in Kosovo. I
argue that the students’ main vision in all three movements was the polit-
ical independence of Kosovo. Given the complexity of the students’ goal,
my analysis focuses on the influence and reactions of domestic and foreign
powers vis-à-vis the University of Prishtina (hereafter UP), the students,
and their movements.
Fueled by their desire for freedom from Serbian hegemony, the
students played a central role in articulating, in three successive gener-
ations, the vision of “Republic” status for Kosovo. Kosova Republikë
or the Republic of Kosovo (hereafter RK) status was a demand of all
three student demonstrations, although in the first two, the status of the
Republic was presented as being within the SFRY, while in the third, the
demand was for independence.
The students’ impact on state creation has generally been under-
estimated by politicians and public figures. Thus, by explaining how
student ideas for the “Republic” status of Kosovo traveled were inher-
ited and were radicalized, the primary purpose of this study is to unearth
the various and hitherto unknown or inadequately investigated roles of
higher education—the University of Prishtina (henceforth UP) and its
students—in shaping Kosovo’s contemporary history. It is important to
emphasize that there were differences between what the students them-
selves were thinking when chanting for the “Republic of Kosovo” and
what their opponents in the Socialist Federal Republic of Yugoslavia
(hereafter SFRY) imputed to them. As compared to the demonstrations
of 1997, when the entire political situation of what had become by then
the FRY was transformed, the students’ demand during the demonstra-
tions of 1968 and 1981 was for a Republic status of Kosovo within the
SFRY. Yet, as Victor Friedman of the University of Chicago, who was in
Yugoslavia during the events of 1981, recalls, at the time of the 1981
demonstrations, popular discourse claimed that demands for a Republic
within the SFRY would open the door to secession. Strictly speaking,
this was not true in terms of the SFRY Constitution. The Republics did
not have a constitutional right to secede, but the circulation of such
rumors at the time of the 1981 demonstrations (Friedman: December
2015) opened the doors to the regime for even more aggressive reactions
against the students and Kosovo Albanian society in general. By arguing
that the students’ demands were also part of a wider quest for human
rights rather than merely a straightforward nationalistic matrix, this study
reclaims the critical character of the 1968 and 1981 uprisings, as well as
the social struggles and all-out war of the 1990s, effectively leading the
country to the implementation of the political ideas of self-determination
and independence. Student engagement directly served to mobilize all
levels of Kosovan society to participate in social resistance actions aimed
at securing independence and statehood.2 This book captures a precious
historical moment: People who remember and were involved in all three
student movements—and the significance of 1968, 1981, and 1997 are
undeniable—are all still alive.
In an effort to shed light on the student movements, this work
also focuses on the historical role that institutions of higher education,
particularly the UP, played in the political and national emancipation of
1 INTRODUCTION 3
Albanians in Kosovo from the late 1950s to the 1990s. Having evolved
from a series of institutions of higher education into a university in its
own right in the 1970s, the UP became an inspiration for political action,
demonstrations, and the building of national consciousness. From its
foundation in 1970 until 1974, the UP was an institution closely involved
with initial nation-building ideas. Between 1974 and 1981, the UP was
an institution of enlightenment, while during the 1980s and 1990s it
became a bastion of resistance.3 It can thus be argued that the UP played
an important role in the region’s political life (Koliqi 2010).
Both the Socialist Federal Republic of Yugoslavia (SFRY) and the
Republic of Albania’s leadership used the UP to channel their political
interests. While the SFRY proclaimed that the political emancipation of
the Albanians in Kosovo coincided with the “brotherhood and unity”
platform or “Titoism,”4 the Republic of Albania proclaimed national
emancipation among Albanians in the SFRY, trying to expand on nation-
alist ideas about a “perfect” Albania and “Enverism.”5 Given that
Albanians in the Kingdom of Serbs, Croats, and Slovenes and then subse-
quently in Yugoslavia, including the SFRY, were discriminated against and
treated as second-class citizens most of the time, it is not surprising that
Kosovo Albanians would come to identify with the Republic of Albania
as well as because of their common language-based identity.
After analyzing Kosovo’s developments in the field of higher educa-
tion, I then look at how such actors as political or state representatives and
intellectuals reacted to and interacted with student actions. I also focus on
how the student movements and public opinion interacted concerning
the violence of the Yugoslav and, later, Serbian regimes. It is worth
mentioning that the foundation of the university—one of the students’
crucial objectives during the 1968 protests—was achieved primarily due
to the students’ demands. More than a decade later (and approximately
ten months after the death of Tito), students once again started to
ask for changes. On March 11, 1981, during lunchtime, one student,
feeling humiliated by the wretched food served at the dining hall, threw
his food down on the floor. More than 500 students followed his lead
and began to call for “Food and Better Conditions.”6 As police started
arresting students, thousands of student demonstrators gradually occu-
pied the center of the city. Slogans demanding better food and better
conditions changed to “While some of you are sitting in soft chairs –
others of us don’t have anything to eat.” While permissible as cartoons
in satiric journals in Socialist Yugoslavia—a country promoting itself as
4 A. HETEMI
source criticism into six inquiries: date of the source, location, author-
ship, analysis, integrity, and credibility (Garraghan and Delanglez 1946:
168). Contemporary scholars also suggest similar methods for researching
social movements from historical perspectives: close attention to detail
and context, skeptical and judicious questioning of sources via internal
and external criticism, and the use of narrative—the roles played by later
and current narrative discourse (Dill and Aminzade 2010: 272). By crit-
ically reviewing the written and oral sources of all relevant languages
that this book brings together, I contribute to an understanding of the
history of Kosovo that is both of value to future generations and provides
testimonies that have never been recorded.
The central questions that I seek to address are: What was the impact
of the UP and its students on mobilizing society to protest for a “Repub-
lic” status for Kosovo? Also, were the students “real heroes” or simply
“manipulated puppets” of local, federal, regional, and international polit-
ical interests struggling for dominance? By assessing the authenticity and
validity of the archival sources and critiquing the interview materials,
paying particular attention to the role of students, my intention is to
document how the student movements interacted with political practices
at the UP and on the state level. More specifically, my book shows how
the internal dynamics of the UP affected students’ strategies of resistance
in all three demonstrations.
The dysfunctional state of higher education in Kosovo nowadays
remains a national problem. The percentage of Kosovans who consider
the quality of the tertiary educational system in Kosovo as “poor” or
“very poor” has increased throughout the years (see Fig. 1.1). When these
statistics are analyzed on the basis of gender, the findings reveal that men
are more dissatisfied with the quality of the tertiary educational system
than women. I contend that the current situation at the UP cannot be
understood or resolved without a broader awareness of previous politically
related difficulties faced by the country and its people.
Thus, my work also aims to open the way for future research, respec-
tively, analyzing the UP’s role during the period 1999–2020. What is the
situation at the UP today? Are the current political parties using the UP
as a recruiting ground for their cadres? What was the role of students
after the war (1999) in Kosovo? Can the UP be transformed from a
former nation-building tool into a meritorious and academically compet-
itive institution? This research will hopefully contribute toward further
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reaches the nobility of his etched portrait of Watts—and the pencil
drawings of the nude, several of which Legros has given to the
Museum of his birthplace, Dijon, where the stray Englishman who
stays to look at them finds that they are as finely severe as are the
pencil drawings of Ingres. I have his one big etching, ‘La Mort du
Vagabond’—the scale too large to be effective generally, but, pace Mr.
4
Whistler, I do not, in this case, find it ‘an offence,’ —and amongst
others, two that have, it may be, no particular rarity, but that are
worthily, and I think even exceptionally, characteristic. The one is ‘La
Communion dans l’Eglise Saint-Médard’: in line and in feeling an
instance of the most dignified treatment of ecclesiastical function or
religious office. And the other is ‘Les Chantres Espagnols,’ the singing-
men, aged and decayed, eight of them, in a darkened choir—was ever
a vision of narrow and of saddened lives more serious or more
penetrating!
4
‘The huge plate,’ writes Mr. Whistler—on the
whole truthfully—‘the huge plate is an offence: its
undertaking an unbecoming display of
determination and ignorance, its accomplishment
a triumph of unthinking earnestness and
uncontrolled energy.’
all these things show one or other of the qualities that are good in
him. But other things, of course, showing the quite other qualities
that have given Macbeth a name, are more conspicuous and
abundant: at all events are more upon the surface; and the art is
great that knows how to dwell on the sympathetic and worthy, and
that in doing so does much to modify the popular conception.
It may be true, of course, that the main thought of Irving in
Macbeth is to show the deterioration of character through one crime
that brings another; but such deterioration is, after all, generally a
gradual process, and there is time, while it is proceeding, to show
something of the higher nature with which the character began. I
think I note also, in Irving’s Macbeth, an added emphasis, not only
on his belief in the supernatural, but in the power of the supernatural
over him. The prophecy of the weird voices is more than ever a
destiny. His crimes are done under a spell. He is moved to them
from without, by a something not himself, making for Evil.
And the hold that this force from without, this supernatural
power, this sense of destiny, this something not himself, making for
Evil, has upon him, divides Macbeth until the very end of the action
of the play, from such as his own hired murderers. Not that these,
indeed, are set before us, by Shakespeare, as quite voluntary cut-
throats, rejoicing in their profession; but as men rendered desperate:
the one