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The Rulers of “No Man's Land” – The Rulers of Study“No Man’s Land” – of Cultural Contact and Social Impact of the United World College in Mostar Amel Alić Haris Cerić Sedin Habibović The Rulers of “No Man’s Land” – Study of Cultural Contact and Social Impact of the United World College in Mostar Amel Alić, PhD, Associate Professor, Faculty of Philosophy, University of Zenica, Bosnia and Herzegovina Haris Cerić, PhD, Associate Professor, Faculty of Political Sciences, University of Sarajevo, Bosnia and Herzegovina Sedin Habibović, MA, Psychologist – Therapist, Public Health Institution Addiction Treatment Center of Zenica-Doboj Canton, Bosnia and Herzegovina Authors: Amel Alić, PhD, University of Zenica Haris Cerić, University of Sarajevo Sedin Habibović, MA, Psychologist – Therapist, Public Health Institution Addiction Treatment Center of Zenica-Doboj Canton Amel Alić, PhD, Reviews: Haris Cerić, PhD, Academic Adila Pašalić-Kreso, professor emeritus University of Sarajevo Sedin Habibović, MA, Academic Ivan Cvitković, professor emeritus, University of Sarajevo Translation: Elma Mahmutović Adla Velagić-Ćurić Graphic design: The Rulers of “No Man’s Land” Shift Brand Design Edition: – Study of Cultural Contact 1 and Social Impact of the United Publisher: Dobra knjiga, Sarajevo World College in Mostar Number of copies 150 CIP - Katalogizacija u publikaciji Nacionalna i univerzitetska biblioteka Bosne i Hercegovine, Sarajevo 316.64:37.035 ALIĆ, Amel The rulers of “No manʼs land” : study of cultural contact and social impact of the United World College of Mostar / Amel Alić, Haris Cerić, Sedin Habibović. - Sarajevo : Dobra knjiga, 2018. - 158 str. : ilustr. ; 24 cm Bibliografija: str. 139-142 ; bibliografske i druge bilješke uz tekst. - Registri. ISBN 978-9958-27-432-9 1. Cerić, Haris 2. Habibović, Sedin COBISS.BH-ID 25793030 The Rulers of “No Man’s Land” – Study of Cultural Contact and Social Impact of the United World College in Mostar Table of Contents UWC MOVEMENT . 7 MISSION, GOALS AND IMPACT UWC MOSTAR . 8 Introduction and Context . 9 . Methodological Framework of the Research . 11 . Stages and Research Calendar . 11 Research Tasks . .12 Method . 13 Subjects. .14 Instruments . 15 Procedure. .16 Statistic Data Processing . 17 Theoretical Origins of the Researched Issue . 18 Understanding of Culture . 19 Mechanisms of Cultural Changes . 22 CultureShock. .25 Quadrants of Intercultural Contacts . 29 Dimensions of National Cultures . 33 Contact Hypothesis . 39 Social Distance. .42 Integrated Threat Theory . 43 Locus of control . 43 Cognitive Dissonance . 45 Some features of multicultural education . 46 The most significant results: Levels of established contact and social impact . 54 Impact on the community through CAS and educational and volunteering projects 58 5 The Rulers of “No Man’s Land” – Study of Cultural Contact and Social Impact of the United World College in Mostar UWC Mostar: Engagement in the community. .58 UWC MOVEMENT Community impact through CAS activities . 60 Evaluation of UWC Mostar impact from the citizens’ perspective . .69 Social impact and cultural contact of the management and educational philosophy of UWC Mostar in the community – the rulers of “No Man’s Land”. .70 Impact on the level of peer interaction in school and out-of-school activities . 74 The United World College in Mostar (UWC Mostar), Bosnia and Herzegovina (BiH) Assessment of impact based on interviews from the point of view of is part of the broader UWC movement, founded in 1962, following the concept UWC Mostar students . 74 of the German educationalist Kurt Hahn, who believed that much could be done to overcome religious, cultural and racial misunderstanding and avoid conflict if Examples of reverse impact of UWC Mostar and the local community on young people from all over the world could be brought together. UWC makes ed- UWC Mostar students . 78 ucation a force to unite people, nations and cultures for peace and a sustainable The assessment of impact based on open responses from students future UWC is a unique organization. It is the only global educational NGO that of UWC Mostar and Gimnazija Mostar . 80 brings students together from all over the world, selected from within their own Impact Assessment Based on the Quantitative Analysis of the Study. .87 countries, on merit and regardless of their ability to pay. Characteristics of the Analysed Samples from UWC Mostar and Gimnazija These students come together at one of fifteen UWC schools and colleges Mostar Students. .87 that aim to foster international understanding and peace. UWC believes that to Results of exploring the differences between UWC and Gimnazija Mostar achieve peace and a sustainable future, the values it promotes are crucial: students . 95 – International and intercultural understanding Abstract from the correlation matrix for all analysed variables in relation to – Celebration of difference UWC Mostar and Gimnazija Mostar groups of students . 107 – Personal responsibility and integrity Differences between students based on the national dimensions of culture . 119 – Mutual responsibility and respect – Compassion and service – Respect for the environment Conclusions and Recommendations . .127 . – A sense of idealism – Personal challenge Literature . 139 – Action and personal example Name Index . 143 . Subject index . 144 Review . 147 . Academic Adila Pašalić-Kreso, professor emeritus University of Sarajevo . .147 Academic Ivan Cvitković, professor emeritus, University of Sarajevo . .155 Image 1. UWC Mostar is accredited by Penta International – one of the leading independent providers of educational training, consultancy and inspection services in the United Kingdom and overseas 6 7 The Rulers of “No Man’s Land” – Study of Cultural Contact and Social Impact of the United World College in Mostar MISSION, GOALS AND IMPACT UWC MOSTAR Introduction and Context UWC Mostar has been an IB School since September 2006. It is registered as a high school in Bosnia and Herzegovina and offers a two-year academic program for high school students aged 16-19 (final two years of secondary education). Stand- ing on the sharp edge of the UWC mission by being based in the City of Mostar, For the past ten years the United World College in Mostar has been present in emblematic of the bitterness and divisions of the war of the 90’s, the UWC Mo- the city that is most often referred to as “the divided city”, “the city case” or the star enriches the UWC movement by adding its unique aim: “To equip the next city where there are no local elections for the past eight years due to unresolved generations of young people in Bosnia and Herzegovina with the knowledge, skills, political issues. UWC Mostar shares a building with Gimnazija Mostar, which leadership qualities and international values, necessary to bridge the still existing was partially integrated at the time of college foundation. The initial idea was to ethnic divisions and move their country into the 21st century.” UWC Mostar is the conduct a research of the role and impact of UWC Mostar on schools, teachers, first UWC with an explicit aim to contribute to the reconstruction of a post conflict students, families and educational authorities – entire local community, with an society. The College educates students to learn and appreciate their differences, aim of moving towards a more tolerant civil society of Bosnia and Herzegovina. at the same time promoting equality, tolerance and critical thinking. Furthermore, The joint building and the work of two schools is not a curiosity for BiH, consid- the UWC Mostar broadens this special mission by offering the same opportunities ering the fact that there are several existing “two schools under one roof”. Taking to the young people from all over the world, especially those coming from other into consideration the partial integration of two national programs (Bosnian and post-conflict countries, particularly from the Balkans. Every year UWC Mostar wel- Croatian programme), this building can also be perceived as a building with “three comes a generation of 100 high school students, nearly half of them from BiH and schools under one roof”. Insomuch, this type of research is more interesting to the other half from over 30 countries worldwide. Students are selected by their conduct. national committees based on merit, irrespective of their ability to pay the tuition Considering the framework and set goals of this study, the following research fee. All students from BiH receive a full scholarship to live and study in Mostar. So topics had to be taken into account and incorporated: far, 798 students have graduated from UWC Mostar and 381 of them were from BiH. They enrolled in over 120 prestigious universities worldwide. – Impact and contact (social) of UWC movement (board, image, reputation and philosophy, sister schools) – Impact on employees with special emphasis on colleagues from BiH – Impact on former and current UWC Mostar students – Impact on Gimnazija Mostar (general cooperation, employees, manage- ment, students, infrastructure, integration) – Interaction with other schools within the Canton – Interaction with cantonal pedagogical institutes – Cooperation with local public authorities – Cooperation with local non-governmental organizations, humanitarian/ charity institutions – Impact on the international community in BiH – Impact and contacts with media, Bosnian and international In order to conduct the study a research team was formed and a supervisor was named. The study was being conducted in several phases from June
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