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Learning Peace. an Integrative Part of Peace Building

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Learning Peace. an Integrative Part of Peace Building Printed with the support of the Austrian Federal Ministry of Education and Women’s Affairs, the Austrian Federal Ministry for European and International Affairs and the Federal State of Carinthia. Published with the support of the Dr. Manfred-Gehring-Privatstiftung (private foundation), Klagenfurt drava verlag · založba drava gmbh 9020 Klagenfurt/Celovec, Austria www.drava.at © Copyright 2014 by Drava Verlag/Založba Drava Cover design by Walter Oberhauser, cover art by madochab/Photocase Interior design and printing by Drava Print GmbH isbn 978–3-85435–751-3 Yearbook Peace Culture 2014 Learning Peace – an integrative part of Peace Building Experiences from the Alps-Adriatic Region Bettina Gruber Werner Wintersteiner (Eds.) Centre for Peace Research and Peace Education Alpen-Adria-Universität Klagenfurt/Celovec Austria Drava CONTENT Bettina Gruber and Werner Wintersteiner Building Peace: Social Transformation as a Collective Learning Process . 7 I. HISTORY, WARS AND CONFLicTS Gorazd Bajc The Slovene National Minority in Italy since 1866: A Survey . 21 Tina Bahovec The Alpine-Adriatic Region in the 20th Century: Stereotypes and Prejudices as Reflected in Visual Media . 35 Jože Pirjevec Slovenes, Croats, and Italians in the Adriatic coastal region with special emphasis on the situation in Trieste. .55 Slovenci, Hrvati in Italijani v jadranskem primorju s posebnim poudarkom na razmere v Trstu 57 II. BORDER, IDENTITY AND LANGUAGE Fulvio Longato Personal Identity, Forms of Life, Plurality of Values: From Philosophy to Practice(s) . 81 Marija Jurić Pahor Representations of national and ethnic minorities and borders in the Alps-Adriatic Region. .99 Re-Präsentationen von nationalen/ethnischen Minderheiten und Grenzen im Alpen-Adria-Raum 102 Janez Pirc Factors of (non)exclusion of the Roma in the cases of their settlements in Slovenia . 127 Josef Berghold Reflections on the traumatic roots of prejudices and hostile imaginations . 145 Überlegungen zu traumatischen Wurzeln von Vorurteilen und Feindbildern 147 Georg Gombos Plurilingual education across borders . .161 Sonja Kuri Linguistic Remarks on the Terms Alpen-Adria / Alpe-Adria . .171 Anmerkungen zu Alpen-Adria / Alpe-Adria aus sprach wissen schaft licher Sicht 172 III. CULTURE OF REMEMBRANCE AND POLITicS OF MEMORY Werner Wintersteiner From a Culture of Memory to a Culture of Peace Perspectives for the Alps-Adriatic region . 187 Peter Gstettner Memory and Oblivion in Theory and Practice: Coming to terms with the past in Carinthia, between illusory self-empowerment and hidden deficits. 209 Erinnern und Vergessen in Theorie und Praxis: Vergangenheitsbewältigung in Kärnten zwischen illusionärer Selbstermächtigung und ausgeblendeten Defiziten 211 Boris Gombač Exhibition “When My Father Died” . 231 Razstava »Ko je umrl moj oče« 233 Metka Gombač Children in Italian Concentration Camps, 1942–1943 . 243 Otroci v italijanskih koncentracijskih taboriščih 1942–1943 244 Dario Mattiussi The deportation of Slovene and Croatian civilians in the Italian concentration camps. 249 La deportazione dei civili sloveni e croati nei campi di concentramento italiani 253 Daniel Wutti On the Handing Down of Stories in Carinthian Slovene Families . .263 Zur Tradierung von Geschichten in kärntnerslowenischen Familien 264 Hans Haider Change of Perspective in Carinthian Memory Culture . 281 Perspektivenwechsel in der Kärntner Erinnerungskultur 282 IV. PEACE BUILDING AND CONFLicT TRANSFORMATION Bettina Gruber Transnational learning peace A future-oriented concept? . 303 Wilfried Graf | Jan Brousek Dialog as Method for Building the Peace Region Alps-Adria . .317 Dialog als Methode zum Aufbau einer Friedensregion Alpen-Adria 318 Jürgen Pirker Crossing Borders – Facing Diversity: Trans-national Youth Initiatives within and between Carinthia and Slovenia . .331 Emil Krištof The Projects of UNIKUM as Examples of Cross-border Learning Peace . 345 Die Projekte des UNIKUM als Beispiele grenzüberschreitender Friedensbildung 346 Editors & Authors . 363 7 BETTINA GRUBER AND WERNER WINTERSTEINER Building Peace: Social Transformation as a Collective Learning Process Culture of Remembrance – Conflict Transformation – Peace Education This book is inspired by the endeavor to understand Peace Building systematically as a process of societal education. Generally, Peace Building means supporting peace – in the narrower sense, in a post- war society or after the settlement of a conflict, supporting recon- struction, conflict resolution, and dealing with the past; in the broad- er sense, before, during and after a peace process, supporting con- flict prevention, conflict transformation, and dealing with the past. In both senses, Peace Building is about deep social changes. In our opinion, Peace Building includes much more than econom- ic and political reforms. We propose to expand the term in the sense of the paradigm of a “culture of peace.” We especially think that Peace Building should also be understood as an educational process in so- ciety as a whole – Learning Peace. In this sense, Learning Peace can be defined as a sustainable peace strategy. For this strategy to suc- ceed, certain political preconditions must be fulfilled. This implies a dialectic relation: On the one hand, politics must enable the peaceful rapprochement of former enemies instead of impeding it, and it must provide an impetus for preprocessing violent traditions and practic- es in each society. On the other hand, political decisions will only be secured by learning processes that have been actuated, thus enabling further political steps toward peace. In this way, sustainable Peace Building can be understood as a long-term communication process between politics and civil society, during which, in a best-case scenar- io, both sides provide impulses reinforcing each other for a culture of peace, and in which both sides go through a learning process. At the same time, this is an “agonistic” process, in Chantal Mouffe’s (2013) phrase, in the sense that, time and again, it is about achieving hegem- ony for the goals of Peace Building in an ongoing political struggle with possibly different antagonists. We understand this further development of the term Peace Build- ing as a necessary broadening of its meaning, one that accounts for 8 Bettina Gruber and Werner Wintersteiner the paradigm of a Culture of Peace. Culture of Peace, in turn, can be understood in a double sense. First, as a paradigm or framework pro- gram setting the direction for a profound social change comprising all necessary areas. In this broad sense, Culture of Peace also includes political, economic, social, and cultural practices, without getting ab- sorbed into them (cf. Werner Wintersteiner’s contribution in this vol- ume). And second, in the narrower sense, Culture of Peace refers to all cultural activities that serve the promotion of peace. Within the frame of Peace Building, three main goals, and/or work areas of a social learning process, can be defined. Tightly connected with one another, they are usually thought of separately, but will be viewed here in their context: 1. Peace Politics, non-violent conflict management and/or conflict transformation aiming at the structural conditions of peace, thus enabling civil political action; 2. Culture of Peace (in the narrower sense) as a practice of the re- cognition and synergy of plural identities, especially in dealing with the past and historic memory, not using the past as a weapon against enemies, but facing one’s own trauma and the trauma of the historical others; 3. Peace Education and peace action as the guided and systematic practicing of conflict transformation, peace politics and cultures of peace. These reflections are illustrated in a social field that we know quite well due to our research so far, and which is well suited, due to its his- toric conflict constellation, to being analyzed, supervised, and pro- moted. This area is the Alps-Adriatic region, between Northern Italy, Austria, and the former Yugoslavia, which became one of the foci of European conflicts in the 20th century, especially after World War I with its horrible battles (such as at the Isonzo Front), its ethnic divi- sions, and its violent border changes. These thoughts will be further developed here to show how the authors of this volume conceptualize individual aspects and dimen- sions of the Peace Building process. Building Peace: Social Transformation as a Collective Learning Process 9 From Peace Education to Learning Peace – A Plea for a Comprehensive Understanding of Social Transformation In order to identify the convergent points of education and peace- building, the concept of peace education has to be broadened. For this enlarged concept, we propose the term Learning Peace. In our view, Learning Peace is a comprehensive approach referring to peace and conflict, much broader than peace education in the traditional sense as educational practice in school or youth work. Learning Peace re- fers to societal learning processes. The basic question is to understand how societies can learn to end a culture of violence that may go back thousands of years, and adopt the behaviors, attitudes and concepts of a culture of peace. Learning peace, as a constitutive element of a cul- ture of peace, has to accompany and deepen political change. Without a culture of peace, every politics of peace misses the long-term basis and the foundation of the civil society. In this broad sense, learning peace always takes into account economic, social, political, cultural, and religious
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