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International Summer School University A Coruña , Spain

International Summer School University A Coruña , Spain. Boštjan Udovič, PhD University of Ljubljana Faculty of Social Sciences. My short bio. B. A. in International Relations , PhD in Economics . Elected at the post of the Assistant Professor in Diplomacy .

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International Summer School University A Coruña , Spain

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  1. International Summer SchoolUniversity A Coruña, Spain Boštjan Udovič, PhD Universityof Ljubljana Facultyof Social Sciences

  2. Myshortbio • B. A. in International Relations, PhD in Economics. • Elected at the post oftheAssistantProfessor in Diplomacy. • Teachingdifferentcoursesrelated to Foreignpolicy, Cross-culturalnegotiations, Diplomaticissues in ‚theregion‘.

  3. Prerequisits/Toolsforlectures • Sheets of paper. • Placards with your name (for first two days, maybe three ). • Good will, enthusiasm and curiosity

  4. Outlineofthecourse • The mainobjective of the course is to present and debate the main (unresolved) political issues among countries in the area of Central and South-Eastern Europe. • Literature fortheexam • Rotschild, Jospeh and Nancy Wingfield (2000): Return to diversity. Available at http://tamut.edu/faculty%20web%20pages/walter%20casey/DOCUMENTS/CV-and-papers/ReturnToDiversity.pdf • Todorova, Maria: Imagining the Balkans. OUP, 2009. • Thepresentationsofdifferentcasestudies.

  5. Outlineofthecourse – 2 • Active class participation: 10 % of the final grade • Individualproject: 50 % of the final grade • Final exam (individual written assignment): 20 % of the final grade • Twoessays: 20 % ofthefinal grade. • To pass: at least 65 %.

  6. Outlineofthecourse - 3 • Class 2: Introduction: Central and South-Eastern European history 19th century, political situation and sources of conflict • Class 3-4: WWI and post-WWI situation in the Central and South-Eastern Europe, the realisation of latent conflict, the WWII in the region • Class 5-6: Iron curtain, the communist system, the 1948, 1956 and 1968 “revolutions” • Class 7: The collapse of communism, different development models of CSEE countries

  7. Outlineofthecourse - 4 • Presentationofthe „diplomatic problem“ andpossiblesolutions • You have to present the problem, its main characteristics, and possible solutions. You have to deliver ‚a lecture‘ in a sort that the classroom will agree consensually on one solution. This is not only a presentation of the problem and of the possible solutions but aims also to train your negotiation skills. After your presentation and the presentation of the possible solutions you have to submit a paper with the written solution with all 8 (!) signatures that your colleagues approve the proposed solution. Each of them has to submit a short paper (max 1 page) next day, why he/she has agreed on the solution!

  8. MONDAY: Case study on diplomatic action: the “Beneš decrees” (Czechoslovakia) and German “minority” –SERGIOAVILA TESTA • TUESDAY: Case study on diplomatic action: the “Avnoj conclusions” (Yugoslavia) and German/Austrian “minority” –POLINAFEYER • WEDNESDAY: Case study on diplomatic action: the Hungary-Slovakia (border) issue –GLORIACARBONI • THURSDAY: Case study on diplomatic action: the Slovenia-Italy (border) issue (1992 – 1996) –ANDRAS BALO • THURSDAY: Case study on diplomatic action: the Croatia-Serbia (genocide) issue –MARENHAARE • MONDAY: Case study on diplomatic action: the Greece-FYROM (Macedonia) (name) issue –OLENASANDUL • TUESDAY:Case study on diplomatic action: the Serbia-Kosovo (independency) issue –ANA CAROLINA DOS SANTOS • WEDNESDAY: Dayton Agreementanditsfuture – ANDREA TOLLOVILLANUEVA • THURSDAY:Slovenian – Croatianborderdispute 1991 – 2011: MIGUEL

  9. Presentationandevaluationofthe problem • 50 % • 30 % presentation • 20 % „convincing“ approach

  10. Post-Roman Europe • Economic slow-down. • Political fragmentation. • De-citisation of people. • Regression in social, economic and political development. • Geographical fragmentation.

  11. Theodosius Roman Empire, 395 AD

  12. TheWesternandEastern Roman Empire AD 476

  13. Eastern Roman Empire -555 AD

  14. ByzantineEmpire 1025

  15. Ottoman/Osman Empire

  16. Holy Roman Empire – AD 1250

  17. Holy Roman Empire – AD 1600

  18. Austria 1815

  19. Austro-HungarianMonarchy 1914

  20. AfterWWIWorld

  21. Start oftensions in theHoly Roman Empire • Martin Luther, 95 theses, birth of ‚Protestantism‘. • Wars of religion 1518-1548: the Augsburg interim agreement, followed by the Augsburg final agreement known as ‚cuiusregio, eiusreligio‘ (1555). • Three landmarks of the Augsburg Agreement: • (1) Cuius regio, eiusreligio(2) Reservatumecclesiasticum – relativisationof (1)(3) Legalframeworksfortheadmissionofprotestantism in German stateswithintheHRE.

  22. But … therewas no stop … • At the end of 16th century the tensions revived … symbolically peaked with the Prague defenestration 1618: result? • The 30 years war, ended with the westphalian agreement, reassuring to protestants the rights to profess their own fide. • But why is the westphalian ‚order important‘? • It gave birth to the developments of „nation(al)-states“.

  23. 18th centuryandthebirthofnation-state • ‚French‘ concept (geography-culture) • ‚Central-European concept‘ (culture-geography) • French revolution – liberte, egalite, fraternite • Rise of ‚nationalism‘ – French/brought to CEECs. • The increased relevance of language > diplomacy, literature. • A step back > Vienna Congress 1815, but only for few years. • https://www.youtube.com/watch?v=NAslBqrbof4 • https://www.youtube.com/watch?v=-xjzEw7mPeo • https://www.youtube.com/watch?v=f1U0beJtPPI • https://www.youtube.com/watch?v=qJlL6pfM2NY • https://www.youtube.com/watch?v=J3YUfyrJdwo

  24. Des DeutschenVaterland • Written in 1813, newlyinstrumetalised in 1825. • Detuschlandlied • The music was written by Joseph Haydn in 1797 as an anthem for the birthday of Emperor Francis II of the Holy Roman Empire. In 1841, the German linguist and poet August Heinrich Hoffmann von Fallersleben wrote the lyrics of "Das Lied der Deutschen" to Haydn's melody, lyrics that were considered revolutionary at the time.The line "Germany, Germany above all" meant that the most important goal of the Vormärz revolutionaries should be a unified Germany overcoming the perceived anti-liberal Kleinstaaterei. Along with the Flag of Germany, it was one of the symbols of the March Revolution of 1848. • Wacht am Rhein • WrittenforVormärzrevolutionaries. • Fratelli d‘Italia • InnoMamelli, written in 1847 for the „unification“. Became the national anthem in 1946, officially in 2012.

  25. Towardsthecollapseofthe „ancienestatehood“ • Thefragmentationanddefragmentationofnations. • TheSpringofNations. • TheCrimeanwar, warsforunification … theausgleich …

  26. TowardstheWWI • Strong Germany, strong Italy … weak AH Monarchy non able to „mitigate“ the German nationalism within it … • ‚Old Kaiser‘ > appeasement policy instead of proactive one. • Theannexationof B&H … endofthe Berlin agreements (1878). Worserelationsbetween AH andRussia/Serbia.

  27. Post WWI • Start of the WWI (It was time to beat the Germans). • Italy > non-alligned, enters in 1915 in war. • End of the WWI: the dissolution of the Austro-Hungarian Empire. New dreams, new problems. • The birth of new states on the AH territory: Češkoslovenskarepublika (Czechoslovakia), KraljevinaSHS (The Kingdom of Serbs, Croats and Slovenians).https://www.youtube.com/watch?v=ywNne68Z2Pk • https://www.youtube.com/watch?v=M00lMa06DRE • https://www.youtube.com/watch?v=KQTq07gihqg

  28. Ukraine • The socialist revolution in Russia > Communism (Ukrainian famine/Holodomor 1932/33). • It killed more than 4 million people. • Combination of natural and political facts (‚killing‘ the Ukrainian ‚nationalism‘ > Stalin). • In 1937 many of national intelligentsia were exiled to gulags. • The result: in WWII some parts of Ukraine collaborated with the Nazis.

  29. Becauseofstrongbattles in UKR, Stalin gave some „remedies“ afterWWII. • An agreement was signed by the Soviet Union and Czechoslovakia whereby Carpathian Ruthenia was handed over to Ukraine.The territory of Ukraine expanded by 64,500 square miles and increased its population with an estimated 11 million.

  30. WWIIandtheconsequences • The „ethnic“ borders after the WWII were irrelevant. Socialism. • The Germans were blamed about everything > the CEECs and SEECs had the opportunity to revenge > they used it (Beneš decrees, Avnoj conclusions). • „Artificallogicofnationalsystem“ > is not theculturewhatmatters, but it is the „proletarian nature“. Therefore …?

  31. CEECsandSEECsaftertheWWII • Socialism/communism. Revolutions 1948/1956/1968. Unsuccessful. • 1945-1947: the possibility of the 3rd WW? The question of Triest. • 1947: the idea of Free territory of Triest. Unsuccessful. • 1948: Yugoslavia breaks relations with the USSR and the Socialist ‚colleagues‘. Keep him afloat strategy. • https://www.youtube.com/watch?v=OoIBnGGRLMY • Serbo-CroatianandCroato-Serbianlanguage!

  32. Communistregime in ex-YU • The main ruler: Josip Broz Tito (the pseudonym Tito received in the Spanish Civil War). • The country was firstly unitarian, the it became a federation (1974). In the constitution it was written that „each nation has its own right to declare independence“. • Tito died in 1980. Yugoslavia – used to have one ruler – was ‚lost in space‘. • TITO-PARTIJA-OMLADINA-ARMIJA (4 pillarsofYugoslavia) • https://www.youtube.com/watch?v=hsrNP3QD3YI

  33. Theconsequencesof Tito‘s death • Riots in Kosovo, Albanians asking for a large autonomy. • The rising nationalism, tensions between the autonomists and centralist. The promulgation that Yugoslavia should be a unitarian state (centrally-ruled). • The role of „after Tito, Tito“ >unsuccessful. • In 1987 there were many riots in Kosovo, the Serbian leader (Slobodan Milošević) claimed that the JPA should intervene > Slovenians were contrary > division in positions between Slovenians (oriented towards W Europe) and Serbians (oriented towards the USSR). • In 1987 Slovenia adopts some constitutional amendments/limiting the power of the legislators in Belgrade.

  34. 1989/1990 • In April 1990 the democratic elections occurred in SLO&CRO > anticommunist parties won (DEMOS, HDZ). • Slovenian DEMOS started to prepare a sort of confederation, but in Nov. 1990 decided (with the help of ZKS) to perform a referendum on independence, held in Dec. 1990. • Success rate: 89 % of ALL VOTERS (or 95 % of those that went to vote) were in favour of independence. • The National Assembly had 6 months to conduct all processes necessary to declare national independence (25th June 1991 > along with Croatia). • The Balkan warsstarted …

  35. Anthems • http://www.youtube.com/watch?v=w-WuhiuEOQc • http://www.youtube.com/watch?v=1lvHpkndatM • http://www.youtube.com/watch?v=2w8kBGTRP8M • http://www.youtube.com/watch?v=GPtPjMdtofk • http://www.youtube.com/watch?v=Wy-Tfhcx-2k • http://www.youtube.com/watch?v=Xd1awjLZLsw • http://www.youtube.com/watch?v=mSSvYJ18AOQ

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