Amel Alić, PhD, University of Zenica Haris Cerić, PhD, University of Sarajevo Sedin Habibović, MA, Public Health Institution Addiction Treatment Centre of Zenica-Doboj Canton Authors Amel Alić, PhD, University of Zenica Haris Cerić, PhD, University of Sarajevo Sedin Habibović, MA, Public Health Institution Addiction Treatment Centre of Zenica-Doboj Canton

Editor Elma Mahmutović, United World College in Mostar

Critics: Academic Adila Pašalić-Kreso and Academic Ivo Cvitković

Translator: Libar translation bureau Mostar

Illustrator: Shift Brand Design

Number of editions: 1

Name and seat of the publisher: IC Štamparija d.o.o., Titova 96, Mostar

Year of publication and year of printing: 2017

Name and seat of printer: IC Štamparija d.o.o., Titova 96, Mostar

Number of copies: 300 Authors Amel Alić, PhD, University of Zenica Haris Cerić, PhD, University of Sarajevo Sedin Habibović, MA, Public Health Institution Addiction Treatment Centre of Zenica-Doboj Canton

Mostar, 2017 ABOUT THE AUTHORS

AMEL ALIĆ, PhD (1971), Associate Professor for pedagogic/ed- ucation courses at the Faculty of Philosophy in Zenica. Amel earned his BA degree at the Faculty of philosophy (University of Sarajevo), MA degree in special education at University of Sa- rajevo and University of Joensuu and his (Ph. D) at University of Sarajevo. He is author of the book entitled Structure and Dynam- ics of Family Culture (2012, Sarajevo, Dobra knjiga and CNS), and co-author of the books The Basics of Inclusive Education (2005, Zenica, Hijatus) and Creative Actions in Literature Classes (2012, Zenica, City Library).

HARIS CERIĆ, Ph.D., (1974), Associate Professor for the peda- gogic/education courses at the Faculty of Political Sciences in Sa- rajevo. He is author of the book entitled Skandalon In The Clouds: How To Use Comics In The Classroom (CNS, Sarajevo, 2013), and co-author of books Fundamental Premises of Inclusive Educa- tion (Hijatus, Zenica, 2005), Children and Youth Issues in Human Right Context in Bosnia and Herzegovina – Non-governmental Sector at Crossroads: Bosnia and Herzegovina 10 years on (Rabic, Sarajevo, 2006) and Illegal Forms Of Acquiring Knowledge At Higher Education Institutions In Bosnia And Herzegovina: A Study Of Social Deformation In The Academic Culture (Atlantska inici- jativa, Sarajevo, 2016).

SEDIN HABIBOVIĆ (1973), Master of psychological sciences. He is Head of Department for Prevention and Counseling in Public Health Institution Addiction Treatment Centre of Zenica-Doboj Canton. He is a senior assistant at the University of Zenica. Se- din is a licensed EMDR practitioner, therapist of System constel- lation and Teacher of Mindfulness. He is currently working on his doctoral thesis Experimental insights into the effects of the application of therapy of EMDR in hospital detox opiate addicts. He is co-author of Manual for Sexual education and HIV / AIDS prevention – A Guidebook for primary school teachers (Zenica, Our kids, 2008) and co-author of the book Abuse of psychoactive substances (in print).

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UNITED WORD COLLEGE IN MOSTAR

UWC MOVEMENT

The United World College in Mostar (UWC Mostar), Bosnia and Herzegovina (BIH) is part of the broader UWC movement, founded in 1962, following the concept of the German educationalist Kurt Hahn, who believed that much could be done to overcome religious, cultural and racial misunderstanding and avoid conflict if young people from all over the world could be brought together. UWC makes education a force to unite people, nations and cultures for peace and a sustainable future UWC is a unique organization. It is the only global educational NGO that brings students together from all over the world, select- ed from within their own countries, on merit and regardless of their ability to pay. These students come together at one of fifteen UWC schools and colleges that aim to foster international understanding and peace. UWC believes that to achieve peace and a sustainable future, the values it promotes are crucial: - International and intercultural understanding - Celebration of difference · Personal responsibility and integrity - Mutual responsibility and respect - Compassion and service - Respect for the environment - A sense of idealism - Personal challenge - Action and personal example

MISSION, GOALS AND IMPACT UWC MOSTAR

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). Standing on the sharp edge of the UWC mission by being based in the City of Mostar, emblematic of the bitterness and divisions of the war of the 90’s, the UWC Mostar enriches the UWC movement by adding its unique aim: “To equip the next generations of young people in Bosnia and Herzegovina with the knowledge, skills, leadership qualities and international values, necessary to bridge the still existing ethnic divisions and move their country into the 21st century.” UWC Mostar is the first UWC with an explicit aim to contribute to the recon- struction of a post conflict society. The College educates students to learn and appreciate their differences, at the same time promoting equality, tolerance and critical thinking. Furthermore, the UWC Mostar broadens this special mission by offering the same opportunities to the young people from all over the world, especially those coming from other post-conflict countries, particularly from the Balkans. Every year UWC Mostar welcomes a generation of 100 high school students, nearly half of them from BiH and the other half from over 30 countries world- wide. Students are selected by their national committees based on merit, irre- spective of their ability to pay the tuition fee. All students from BiH receive a full scholarship to live and study in Mostar. So far, 798 students have graduated from UWC Mostar and 381 of them were from BiH. They enrolled in over 120 prestigious universities worldwide.

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Executive Summary: A Study of Cultural Contact and Social Impact of the United World College in Mostar

Introduction

Taking into account key criteria, the research of the Unit- ter Gimnazija Mostar) students were conducted in regard ed World College’s (hereinafter UWC Mostar) impact to the following variables: generic data about students, on the local community (and vice versa) is characterized the perception of family, social distance, intellectual by explorative, descriptive, cross-sectional, ad hoc and sensitivity, empathy, depression anxiety stress scales, non-experimental research. Predicting the weaknesses as well as the locus of control. For qualitative research, that could have arisen from the cross-sectional insight structured and semi-structured interviews were designed into a multifaceted and complex phenomenon such as for: UWC Mostar students (current and former/alumni, the impact of one educational institution such as UWC teachers and other UWC Mostar employees, employees Mostar, the research tried to reconcile the paradigms of at professional community-based institutions which co- understanding and explanation. This initial intent gave operate with UWC Mostar, UWC Mostar students’ par- also way to the methodological orientation which, by its ents, and citizens who attended CAS activities. inner structure, encompassed the understanding of re- The empirical part of the research encompassed the search phenomena, as well as the correlational scheme UWC Mostar students sample of 124 respondents; UWC with features that determine the cause of the phenomena Mostar students that were encompassed by the research to the extent permitted by the non-experimental empir- come from 47 different countries, whereby the biggest ical approach: qualitative analysis of the dynamic reality group of students comes from Bosnia and Herzegovina, including quantitative checks of static and dynamic reali- 39 of them. We identified that UWC Mostar students list- ties. A quantitative data check was carried out via statis- ed 34 different world languages as their mother tongue tical data processing, and for data comparison, a t-test or and that 55% of them actively speak or consider English Student’s t-test, chi-square, correlation and descriptive their second language. The Gimnazija Mostar students statistics measures were used. For the quantitative part sample encompassed 67 respondents, which makes it a of the research, comparisons within the sample of UWC total of 191 overall respondents. Regarding the sample Mostar students and Grammar School Mostar (hereinaf- based on the curriculum they follow, 124 students en-

7 FACTORS OF THE UWC MOSTAR ORGANISATIONAL CULTURE • Competence of employees DRAWING ATTENTION • Educational outputs IMPACT ON THE VIEWS (successful activities) • Successes AND OPINIONS of local • Multicultural image community

FACTORS OF UWCM ACTIVITY • Strong arguments • Speaking to all categories LEVEL OF INSGIHT INTO of society AND KNOWLEDGE ABOUT IMAPCT ON THE OVERALL • Characteristics of appeal UWCM ACTIVITY (familiarity PERCEPTION OF UWCM by via social engagement of employees in education individuals and institutions in • Explicit messages of and citizens with the work of the local community multiculturalism and UWCM) educational quality

FACTORS RELATING TO THE LOCAL COMMUNITY IMPACT ON CHANGES • Open to changes LEVELS OF ACCEPTANCE OF OF INDIVIUDAL AND • Previous experience UWCM (views of employees INSTITUTIOANL PRACTICES (especially war-experience) in education, other schools’ IN THE LOCAL COMMUNITY • Cultural features students and citizens) • Individual characteristics of the directly involved and “observers”

Scheme 1 General overview of independent and dependent variables in the context of impact on the local community compassed by the research attend UWC Mostar. Out of ployees in education and institutions, and citizens in the remaining 67 students from Gimnazija Mostar, 50 of the UWC Mostar activities, and them attend classes under the Bosnian and 17 under the - the level of acceptance of UWC Mostar – views of ed- Croatian curriculum. ucational employees, employees in other educational Within the qualitative part of the research, an inter- institutions, students of other schools and citizens. view was conducted with 15 current students, 5 former Core schematic overview divides independent variables students, 3 UWC Mostar teachers, 10 parents, 12 profes- into: sionals from institutions cooperating with UWC Mostar - factors of the organizational concept of the UWC Mostar within CAS1, 5 professionals working in educational and - factors of explicit levels of impact through different ac- local community institutions: Education Institute, Office tivities, and for upbringing and education of the City of Mostar and - factors to be considered when dealing with cultural, so- Pedagogical Institute, and relevant polls for citizens who cial, and political characteristics of the local community. attended public activities of UWC students and teachers. By grouping the independent variables, we came to the The previous schematic overview displayed some of the conclusion that the analysis of social contact and cultural most significant dependent variables as summarized sin- impact could be divided and separately observed in three gled out and grouped that can be seen, at least, at the areas: explicit level: - Efficacy of the overall activity in the local community - impact on views and opinions (and wider) through various UWC Mostar activities– - impact on general perception drawing attention; - impact on individual and institutional practices in the - the level of insight into and knowledge about the UWC local community. Mostar activity – familiarity and participation of em- The implicit level of the institution’s functioning (in- 1 acronym for Creativity, Activity, Service is a part of the Diploma Pro- cluding even the hidden curriculum) can only be caught gramme of all IB-schools worldwide, mandatory for all students. if the research pervades in the paradigmatic layers, which

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required adjusting the situations and conversations with Mostar. The second layer refers to the impact and social different categories of respondents in order to continu- contact of the UWC Mostar management and educational ously check and test the collected data. It turned out that philosophy on the community with a particular emphasis the most significant part of the data was offered and ac- on potential curricular impacts and contact which enable cessible by itself naturally as the environmental conditions action via cultural exchange mechanisms (especially edu- (validity) of observations, interviews, and polls moved cational philosophy). That layer could be graphically por- from non-participant-formal toward participant-informal trayed as “the layer of shallow water,” i.e. the part of the interaction. In other words, the environmental validity in- iceberg that partially appears through the water, but does creased as the respondents were immersed into situations not “float above the water surface.” The third and most of informal exchange of information. In that sense, it is pos- hidden layer represents a series of and extremely hard-to- sible to show the overall impact in areas like perception, catch impacts at the level of peer interaction in school and opinion, and change of practices at three levels of which extracurricular activities. We portrayed this level of impact one is the manifested, visible, explicit level of impact, and as invisible, the implicit part of the iceberg, which is mostly the other two are implicit and insufficiently visible. The found in the layer of “deep waters.” That part of impact first explicit one is possible to be displayed graphically as does not only refer to impacts that the UWC Mostar trans- the visible part of an iceberg as the impact of one institu- fers over students onto students from other schools, es- tion, and that part is mostly related to the impact on the pecially in informal settings, but also to the impact solely community through CAS and educational and volunteer on UWC Mostar students. We portrayed the iceberg of the projects. Regarding those aspects of impact, a great level UWC Mostar organizational concept based on three layers of agreement was achieved among all respondents even so that the explanations above would look like as in the those who expressed negative attitudes towards UWC following scheme:

CAS, seminars, volunteering, manifested impacts on the city and wider The water line community

Curricular impacts, acceptance of UWC Mostar's The level of shallow water activities and models by teachers in other schools and communities

Beliefs, values, political and social ideological impacts among UWC peers towards The level of deep water peers from Gimnazija Mostar, other schools, and in the city as a whole

Scheme 2 Explicit and implicit layers of the UWC Mostar impact impactsCAS,Beliefs, seminars, among values,volunteering, politicala whole

9 Based on the interviews conducted with the students - development of communication abilities with the cul- and teachers from UWC Mostar, employees at the Peda- turally different (communication skills) gogical Institute, Education Institute, institutions where - awareness of stereotypes and prejudice about the cul- the majority of UWC activities takes place, citizens who turally different attended public UWC Mostar activities, as well as obser- - non-violent conflict resolution (negotiating, finding a vations, examination of available documentation, includ- compromise, etc.), ing the empirical part of the research encompassing UWC - foster a feeling of solidarity and sensitivity towards Mostar and Gimnazija Mostar students, and in line with others the previous explanation, the impact that the UWC Mos- - help with studying, tar has on the local community can be observed at three - motivation for continuous learning and education, different levels: - reducing social distance towards members of groups 1. Impact on the community through CAS and education- perceived as different, al and volunteer projects. - strengthening self-confidence, 2. Impact and social contact of the UWC management - development of teamwork skills. and educational philosophy on the community. - Cur- ricular impacts A positive attitude towards CAS activity was also con- 3. Impact on the level of peer interaction in school and firmed by the citizen poll. The answers obtained from citi- extracurricular activities. zens let us conclude that the majority of surveyed citizens have a positive attitude towards UWC Mostar activity, and the terms that the citizens used to describe UWC The impact on the community through CAS Mostar not only emphasize the positive impact on the and educational and volunteer projects local community, but for the most part, they are also the key terms of the educational UWC Mostar philosophy. At the explicit level, the most visible impacts are the ones The majority of citizens is familiar with the UWC Mostar that the UWC Mostar students have through the CAS activities, and they highlighted the cleaning campaigns, programme, especially its third component – SERVICE. food fest, clothing collections, youth gatherings, promo- Through CAS, students are involved in a variety of activ- tion of human rights, side events on city squares, open ities, in addition to academic subjects which are a part of door, and help to the community in general. The question: the Diploma Programme. “Would you recommend to others to enrol their children CAS enables students’ personal and interpersonal de- in this school? “was answered by the majority affirma- velopment through experience-based learning. At the tively, i.e. that they would recommend to others to enrol same time, it represents a significant counterbalance to their children in UWC Mostar. We asked those who would the academic pressures imposed by recommend to others to enrol their children in the UWC the Diploma Programme. A good CAS programme Mostar to list a reason for why they would recommend it. should represent both, a challenge and pleasure, a per- The list of the given reasons for recommendations made sonal journey towards self-concept. by the respondents was as follows: Every student has a different starting point, and - due to the development of positive social values, thereby different goals and needs, but for the majori- - better preparation for life, ty of them, CAS activities represent experiences that - quality education, prepare them for ongoing life changes that will happen. - I think they would familiarise with the cultures of other Based on the interview that was published in education- nations, make new friends, etc., al local institutions and institutions in which students - because it is fun, do CAS activities, we recorded the statements and ar- - familiarising with different cultures, gumentation about impacts which explicitly highlight a - because it is different from anything else in this region, positive impact. It could be concluded that all of these - to widen their horizons, familiarise with new cultures, activities represent impacts at an explicit level. Analys- get new opportunities, ing the answers of the employees in institutions where - to get to know better other cultures. CAS activities take place, the impact of UWC Mostar students on the institutions’ protégés could be grouped From the answers obtained from the citizens, we can into the three following categories, regarding the high conclude that: level of agreement: - the majority of citizens has a positive attitude towards - development of abilities of understanding and accept- UWC Mostar’s activity, ance of cultural differences as values (intellectual sen- - the majority of citizens is widely familiar with the UWC sitivity), Mostar activities,

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- the majority of citizens would recommend to others to (MINORES, “Robotics“), as well as with UWC Mostar enrol their children in this school, and employees. Numerous teacher activities regarding the - the terms that the citizens used to describe UWC Mos- organisation of professional seminars, competitions, and tar, not only emphasize the positive impact on the local volunteer activities reveal that a teacher at UWC Mostar community, but for the most part they are also the key has to be a person of specific professional and human pro- terms of the educational UWC Mostar philosophy. file, and hence, every student in such a context and social environment would be oriented towards increasing social sensitivity and reducing social distance. Social impact and cultural contact of the If we would recapitulate the statements of our in- UWC management and educational UWC terlocutors in the institutions which represent the ed- philosophy on the community – the rulers ucational authorities in the local community based on of “No Man’s Land” the hypothetical question what would be the same and what would be different in Mostar if UWC Mostar had never existed, then, in the words of multiple interloc- Affirming differences, equality, tolerance, and critical utors from different institutions, without UWC Mostar thinking, the basic mission of the UWC is to contribute to there would be no: the reconstruction of post-conflict societies which is also - restoration of the Gimnazija Mostar; reflected in different engagement forms in the communi- - the building of Gimnazija Mostar would not serve as a ty. For the purpose of this research, we conducted inter- contact point for many institutions; views with representatives of several institutions which - The City of Mostar would not be hosting other organi- deal with issues regarding promotion of education (Agen- sations which carry out their activities thanks to UWC cy for Preschool, Elementary, and Secondary Education, or in cooperation with it; Pedagogical Institute Mostar, (Office for Upbringing and - politics would have probably interfered into the separa- Education of the City of Mostar), representatives of cer- tion of curricula in Gimnazija Mostar; tain non-profit organisations which cooperate with UWC - people were brought to Mostar and xenophobia was Mostar through the CAS programme and other activities reduced, and tolerance increased;

11 - citizens ascertained the possibility of intercultural life; Mostar students has shown that the students disagree - the association of natural science teachers, especially regarding the scope and level of impact. Actually, the physics teachers, would not be working together on qualitative and quantitative part of the research regard- seminars, competitions, and professional development ing implicit and invisible impacts within peer interaction projects, especially because UWC Mostar finances offered the most delicate data. From this third part of the physics competitions for students who study under research, the significance of students’ consideration and both curricula. Even though the best are selected sep- cultural characteristics was subsequently determined, arately under each curriculum, together they make a not only based on the fact of their perception of UWC single team at the Federal competition; Mostar’s activity but also regarding numerous impacts - tourism would be scarcer, and thereby, the economic back on students. The affirmative answers of Gimnazi- effects of UWC Mostar would be more modest. ja Mostar students highlight a fresh spirit, interculture, and erasing barriers, separation, and prejudices, while In the end, it is important to emphasise the general im- negative responses mostly criticise the lifestyle of UWC pression of how the UWC Mostar teachers and students Mostar students, the way they dress, their too liberal be- are almost the only one with their activities who active- haviour, and the school’s educational philosophy, which, ly work on building bridges between people and institu- according to the opinions of these students, offend the tions in this divided town. With their initiative, hard work, local tradition and value system. Students from both persistence but also patience, tolerance, openness, and schools clearly recognize the source of the barriers – it is empathy, they are the only ones who have the courage institutional for most of its part and reflects the lack of to promote basic human values enclosed in the name of interest of other schools’ managements to establish bet- the school) through school and extracurricular activism ter communication. and volunteering. That “united world” is for the local cir- Positive attitudes mostly emphasize that it is good that cumstances (but as it seems, even wider when listening the UWC Mostar exists, that the projects bring people to the daily news!) a little bit strange, awkward, and unu- closer and enable familiarising with other cultures, but sual, because people are not used to such behaviours, and also their dissatisfaction with the fact that they cannot too often, they are suspicious. Therefore, according to participate in private parties organised by the UWC Mos- our interlocutors, one should understand presumptuous tar students. Analysis of answers given by the UWC Mo- and prejudiced comments which the local people use to star and Gimnazija Mostar students suggests the follow- defend themselves against their own insecurities. ing conclusion: Still, it could be said and illustrated that UWC Mostar - With reference to the theory of integrated threat, it occupied the space of “No Man’s Land,” not only in re- can be concluded that the UWC Mostar and Gimnazija gard to physical separation, but also when it comes to the Mostar students, who revealed negative relationships, outlined borders along different value systems, points of indicate the existence of a symbolic threat, intergroup view, politics, ethnicities, languages, and religions. In that anxiety, and negative stereotypes. way, as if the horizontal division into East and West can - Considering the quadrants of intercultural encounter, be observed in its horizontal explicitness and implicitness. the negative answers indicate that there is a smaller The explicit is undeniable, manifested, visible, and in- percentage of students who take a hostile stand, who cluded in numerous reports. However, the implicit should emphasise diversity and disliking and accept the only make progress in the world of people’s hearts regarding assimilation of others and different ones into the stand- change of attitudes, reducing social distance, and over- ards of their native culture. all progress from ethnocentrism (especially concerning - Observing the above from a cultural shock point of defence against differences) towards ethno relativism view, such a group of students is at the stage of dis- (acceptance, adaptation, and integration for differences). integration where the differences collide, disturb and upset, whereby they are looking for cultural support of like-minded groups. Impact at the level of peer interaction in - Such a group reveals attributes aimed at glorifying one’s school and extracurricular activities own and rejecting other and foreign groups, and observ- ing such a relationship, negative attitudes could be as- A particularly interesting part of the study referred to the signed to a completely ethnocentric stage of intercultur- data analysis that derived from the part of the research al sensitivity expressed with denial and defence. that had the goal to identify the impact at the level of - The group of students that reiterates the positive and peer interaction in school and extracurricular activities. negative impacts inclines the stage of ethnocentrism The assessment of the impact based on interviews from regarding minimizing the differences and ethno relativ- the perspective of UWC Mostar and Grammar School ism through acceptance. Such students are the closest

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to separation from others, they emphasise differences, - At the same time, the largest group of students also but tolerate them. showed that, despite numerous separations, there is a - Still, the largest number of students reiterated a pos- significant number of local community members that itive attitude – it is the group of students where one expresses an ethno relativistic attitude regarding ac- can recognize the readiness for pluralism, emphasising ceptance, adaptation, and integration. both, differences and similarities, respect, appreciation, readiness for cooperation, and the attitude that “our Analysis of impacts back on UWC Mostar students (sub)culture is related to others/with others.” could be summarised in several conclusions as follows: - Students that reiterate positive attitudes are at the au- - During their studies at UWC Mostar, students mature tonomous stage where differences and similarities are faster, take on responsibility earlier, and are more am- beginning to be legitimised, they express their readiness bitious in planning their future. to negotiate with the culture of others, and they ex- - After the studies, some students independently organ- press self-confidence that one can survive in an ambi- ise activities in local communities based on the CAS ance of diversity. model.

13 - They accept new behaviours (especially regarding the - Connection in the parents- children relationship, the expression of emotions and building social relation- level of attention and the process of dissociation from ships), which they learnt during their studies in Mostar, the primary social core is culturally determined, and it and transfer them onto the culture of origin making a can have a strong effect on the efficacy of the impact kind of cultural transmission. on the students and their status during studies. - Some students experience a strong change in value ori- - Foreign students incline toward internal and students from entation, as well as in adopting new lifestyles. Bosnia and Herzegovina toward the external locus of control. - Social distance towards other cultures is being reduced - Students from Bosnia and Herzegovina during their intensively, as well as prejudices. first year of studies at the UWC express a higher lev-

Open answers from students are just an introduction el of social distance compared to others, and students for the plunge into the deeper layers of UWC Mostar’s from foreign countries are significantly more intercul- functioning, as well as invisible barriers which deny not turally sensitive than their peers from BiH. only a more successful impact at the explicit but also at - During the school year, the level of social distance sig- the implicit level. The barriers are most visible on the nificantly decreases in students from Bosnia and Her- cultural agenda, and they are backed up by the differ- zegovina compared to students from other countries. ences obtained from comparisons of UWC Mostar and - While the variable of the locus of control is more im- Gimnazija Mostar students, including an additional as- portant for UWC Mostar students regarding social sessment of differences among all students from Bosnia distance, students from Bosnia and Herzegovina deter- and Herzegovina and UWC Mostar students from other mine social closeness on the basis of a series of factors countries. that impact the level of intercultural sensitivity, i.e. es- - Students from different cultures come from complete- timate of how much to invest themselves cognitively, ly different family and wider cultural environments. emotionally and socially regarding (during encultur- - They differently assess the significance of the dimen- ation and imprinting) adopted criteria and norms for sions of emotionality and control of both parents. building inner-group and out-of-group relationships.

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- Cultural contact and social impact happened exclusive- culture (residing at local families’, attendance of local ly between those student subcultures which have al- family, religious, and overall wider cultural rituals) , ready brought in similar lifestyles into the relationship In other words, even though UWC Mostar implements and the contact is taking place in the Gimnazija facili- a culturally sensitive approach, it should take into ties the least, but much more in informal settings. consideration in its future activities the local cultural - At the subcultural level, differences are easier accepted characteristics upon organising activities which refer and overcome, and they impact the lower level of social to social boundaries and out-of-group relationships in distance between those students who make contacts particular with the goal to further improve its work. in informal settings, at parties, and while going out to 5. Think about the possibilities of organising support for the same places in the city. the students’ parents given that during the interview they expressed the desire to “ventilate” and reduce the The preceding notes also determine the success of the tension related to the separation from their children. impact on the local community at all three levels of im- 6. Based on a larger number of remarks by Grammar pact given that the described characteristics of students School Mostar students regarding the way UWC Mo- from Bosnia and Herzegovina and similar foreign cultures star students (and teachers) dress, maybe the UWC are valid when looking at the success regarding the re- Mostar administration should consider introducing a duction of social distance and increase of intercultural dress code in the school. A larger number of students sensitivity in local community members. These mecha- said that it was a serious obstacle to cooperation since nisms strongly determine the impact, and they are most- they have to comply with a dress code, whereas UWC ly hidden in the invisible “deep waters” layers of the ice- Mostar students do not, and it causes additional social berg of the UWC Mostar’s cultural contact and the local distance. community. Without improvement and adaptation of the 7. Consider the possibility of introducing motivational mechanisms that are found in the layers of “shallow” and groups or other kinds of activities regarding psycho- “deep waters,” social impact and cultural contact will re- logical preparations for returning home to the native main exclusively at the visible level, 1/3 of the iceberg of countries after finishing school or leaving for further the UWC Mostar organisational culture. education to third countries. Namely, taking into ac- Based on the preceding identification of educational count the opinion of a larger number of interlocutors values and multicultural education, including conclu- from different institutions, but also parents, that UWC sions deriving from the analysis of the whole processed Mostar represents a kind of “a catapult” for “launch- research material, we feel free to suggest the following ing” students into different countries (especially EU recommendations: countries and the USA) and that it represents a weak- 1. For a more complete, and methodologically seen, more ness in the sense of subsequent UWC Mostar impact objective, more reliable, and more valid level of con- on Bosnia and Herzegovina in particular, extend the sideration of impacts, this research should be repeated work programme regarding (possible) redirecting and next year in order to transform it into a longitudinal encouraging UWC Mostar graduates (from Bosnia and study by comparing the results obtained during this Herzegovina) to come back and later professionally en- school year from the sample of students who spent gage in Bosnia and Herzegovina. one year at UWC Mostar, and in that way, reduce the 8. In reference to the analysis of multicultural and mul- cross-sector consideration shortcomings regarding ob- ti-ethnic education impacts, it is clearly visible that jective reality. UWC Mostar integrated the whole philosophy of such 2. Organising supervisory groups for staff, especially pro- an approach and incorporated it into its work. Areas of fessional staff employed in boarding schools (the so- integration, unbiased pedagogies, the process of formu- called “house mums“). lation and knowledge building, reduction of prejudices, 3. During the first week and reception of new students, and accreditation of the school culture aimed at the apply instruments for measuring anxiety, stress, and openness to diversity was astonishingly, but successful- depression, and accordingly, design and plan a work ly implemented in the UWC in the space of “No Man’s programme for the students throughout the year, Land” (and certainly, between the “East” and “West”) aimed at anxiety, stress, and depression reduction and in Mostar. That model could also be adopted by native overcoming the cultural shock. educational employees, without further delay. 4. Based on the suggestions of numerous interlocutors during the interviews, a need to strengthen the edu- In that sense, we suggest the competent education insti- cational segment during the education of students tutions to continue to support UWC Mostar with the goal at UWC Mostar was recognized in relation to a more to transform “No Man’s Land” into a “Land” that will be detailed introduction of implicit layers of the local open and welcoming to all people with good intentions.

15 UWC MOSTAR Španjolski trg 1, 88 000 Mostar, Bosnia and Herzegovina Telephone +387 36 320 601; +387 36 320 601, Facsimile +387 36 319 926 Email [email protected], Website www.uwcmostar.ba