CEU eTD Collection Educati and Use Language Official Multiculturalism: Liberal

In partial fulfillment of the requirements for requirements the of Inthe fulfillment partial Supervisor: Professor Andres Moles Professor Moles Supervisor: Andres Department of Political Science DepartmentScience of Political Central European University CentralUniversity European Budapest, Hungary Budapest,Hungary Gábor Csomor GáborCsomor Submitted to Submitted (2012) (2012) By By

degree of Master of Arts Arts Master degreeof of on on CEU eTD Collection

CEU eTD Collection

Slovakia. in at place theycurrentlyare ex less a but use, language official of context the lin ex more a suggest thesis the in reached conclusions a in be should education citizenship of content issu the addresses briefly also thesis the section, perpetuat thereby and schools, language minority to r is it whether question the answer to seeks thesis pert dilemma other The regime. bilingual officially explo to is thesis the of aim the and use, language th of One Slovakia. in community minority Hungarian c ph two on reflecting by political so does It in multiculturalism. exercise an constitutes thesis This Abstract i ight for minority parents to enroll their child their enroll to parents minority for ight tensive one in the sphere of education than education of sphere the in one tensive e of political education and asks what the the what asks and education political of e tensive minority language rights regime in in regime rights language minority tensive ains to education, and in this context, the context, this in and education, to ains e their minority status. Finally, in the last last the in Finally, status. minority their e neprr dlma fo te ae of case the from dilemmas ontemporary e osbe oa jsiiain fr an for justifications moral possible re guistically divided community. The The community. divided guistically lspy n h tee f liberal of theme the on ilosophy s dlma pran t official to pertains dilemmas ese CEU eTD Collection

wor this them I beWithout me to the that best can. and studies, entire my throughout background family my to importantly, most perhaps and thesis, the of Eszter to thankful also am I sources. useful to me co long of number a during thoughts my to listen to thi of content the concerning comments and feedback Mo Andres supervisor my to grateful profoundly am I Acknowledgements ii Timar for revising some of the initial drafts drafts initial the of some revising for Timar k would not have been possible. have not possible. would k been nsultation hours, and then trying to direct to trying then and hours, nsultation parents who provided me with a secure a with me provided who parents s thesis. I really appreciate his patience patience his appreciate really I thesis. s Miranda who has always encouraged encouraged always has who Miranda e wo rvdd e ih useful with me provided who les CEU eTD Collection ABBREVIATIONS ABBREVIATIONS ...... ACKNOWLEDGEMENTS ...... ABSTRACT ...... BIBLIOGRAPHY ...... CONCLUSION ...... Content –The Language and Education 3.4.Liberal -Consequences Language and Education 3.3.Liberal ...... Religion and Education 3.2.Liberal Rig Language Non-Instrumental and 3.1.Instrumental CHAPTER EDUCATION...... 3 - 2.3.Kymlicka ...... 2.2.Taylor ...... South-Slova (Bilingual Dél-Szlovákia 2.1.Kétnyelvű CHAPTER 2 LANGUAGE – ...... Multiculturalism 1.2.Liberal Egalitarianism ...... 1.1.Liberal CHAPTER 1 LIBERALISM – ...... INTRODUCTION ...... CONTENTS OF TABLE ......

...... Table ContentsTable of ...... kia) Initiative ...... Initiative kia) ...... of Political Education ...... Political Education of for Equality of Opportunity ...... Opportunity of Equality for ...... iii hts ...... hts ...... I ...... 45 ...... 58 ...... 62 ...... 1 ...... IV ...... III ...... 19 ...... 19 ...... 42 ...... 41 ...... 3 ...... II ...... 51 ...... 47 ...... 24 ...... 31 ... 3 10

CEU eTD Collection East-CentralEurope ECE (“Bilingual South-Slovak KétnyelvűDél-Szlovákia KD C Kymlicka,(1995). W. MC (1999). J. Rawls, TJ

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Theory of Justice.Theoryof Multicultural Citizenship Multicultural Abbreviations Cambridge, MA: Harvard University Press Harvard MA: University Cambridge, iv . . NewPress University York: Oxford ia”) Initiative Initiative ia”) CEU eTD Collection but, from the perspective of long term prosperous c prosperous term of long perspective from the but, Rawls’ theory of of theory Rawls’ egalitar liberal outlining by out starts and thesis com linguisticallyeducation abe divided in should asks It education. citizenship is which theme, key ore o ehoclua ijsie ae identified are injustices ethno-cultural of sources i means justice what about little very us tell they crit multicultuarilst liberal the with continues it

their child. Finally, the last part of the thesis i thesis the of part last the Finally, child. their pa for legitimate is it whether answerquestion the pap this of concern second the and schools language parents Hungarian many enough Interestingly comes. or Slovak to child their enroll should they whether maj a been It’s education. minority concerns thesis bili a such for justification legitimate a be could que the and South-Slovakia, bilingual a see to like certain in use language minority of revitalization by thesis the in illustrated is which th use language of One Slovakia. in community minority Hungarian c two on reflecting by so does It multiculturalism. The thesis is structured as follows: Chapter 1 pres follows: as structured is The thesis hs hss osiue a eecs i pltcl ph political in exercise an constitutes thesis This justice as fairness as justice and Dworkin’s conception of conception Dworkin’s and Introduction 1 s concerned with a publically less thematized, thematized, less publically a with concerned s ngual linguistic regime. Another topic of the of topic Another regime. linguistic ngual ique which charges the former theories that that theories former the charges which ique rents to do so if they really want the best for the best reallywant if they so do to rents ianism in its classical sense by presenting presenting by sense classical its in ianism s tmig rm tts nqaiis and inequalities status from stemming as the recent upsurge of civil activism on the on activism civil of upsurge recent the regions of Slovakia. These activists would activists These Slovakia. of regions munity. oexistence of national cultures, arguably, a a arguably, cultures, national of oexistence n a multiethnic or –national society. The The society. –national or multiethnic a n the question what the content of political political of content the what question the neprr dlma fo te ae of case the from dilemmas ontemporary Hungarian schools once the school age age school the once schools Hungarian to ti tei tis o nwr s what is answer to tries thesis this stion or dilemma for most minority parents parents minority most for dilemma or ri o xlr hspeoeo, and phenomenon, this explore to is er o nol hi cide t minority to children their enroll do ents the theoretical framework of the framework the ents theoretical lspy n h tee f liberal of theme the on ilosophy e dilemmas pertains to official official to pertains dilemmas e equality of resources of equality . Then . CEU eTD Collection perpetuation and formation of national identities. national of formation and perpetuation Multicultural Citizenship Multicultural chapter briefly addresses the issue of citizenship of theissue citizenship chapter addresses briefly equal children’s on decisions these of consequences m to children enrolling about choices parental with utclua tere icuig alrs hss of thesis Taylor’s including theories multicultural justificatio possible explore to tries and Slovakia recent of case the in brings It language. is which

minorities. whi of both processes, nation-building certain from Finally, Chapter 3 turns to the issue of education of issue the to turns 3 Chapter Finally, Chapter 2 narrows down the scope of thesis to a spe a to thesis of scope the down narrows 2 Chapter . . 2 education. ns for it by considering some of the existing the of some considering by it for ns The largest part of this chapter is concerned is chapter this of part largest The

ity of opportunity. The last section of the of section last The opportunity. of ity oiis f Recognition of Politics ch tend to systematically disadvantage disadvantage systematically to tend ch siain fr iigaim n South- in bilingualism for aspirations nrt o mjrt shos ad the and schools, majority or inority which plays a significant role in the in role significant a plays which cific aspect of cultural difference, difference, cultural of aspect cific ad Kymlicka’s and , CEU eTD Collection pursue their own interests. pursuetheir own interests. ao taiin f oiia thought. political of tradition Saxon utilitarian to alternative systematic reasonably widely seen as a comprehensive justification for cu for justification comprehensive a as seen widely of concept the introducing and liberalism revising given has 1971 in published first TJ) just on here n wee niiul hv te ot xesv right extensive most the have individuals where and state; the of encroachment the against individuals been have proponents Its state. the and individual John Rawls and Ronald Dworkin. Rawls with his magnu his with Rawls Dworkin. Ronald and Rawls John follo thesis general its out setting with concerned expected well-being”expected maximize to as so arranged be to is “society which appropriate that this thesis should also start also with should thesis this appropriatethat Raw on develops literature multicultuarlist liberal

oa ter hs polm o xli o is w wh own its on explain to problem a has theory moral raise utilitarianism problems counter-intuitive the 3 2 1 xvi TJ at i Kymlicka by example, for ismade, Thisstatement http://www.iep.utm.edu/rawls/#SH2b priua vrin f ieaim s iea egali liberal is liberalism of version particular A Rawls’ main purpose in TJ was “to work a out concep TJ purposeRawls’ main in Liberalism is a body of thought that is concerned w concerned is that thought of body a is Liberalism 3 . Here I do not wish to go into the details of this of details the into go to wish not Ido Here . 1.1. Liberal Egalitarianism Egalitarianism Liberal 1.1. Chapter 1Liberalism Chapter –

2 n J al atcs h uiiain da according idea utilitarian the attacks Rawls TJ In n his n 3 Introduction a brief sketch of Rawls’ theory. a briefRawls’ theory. sketch of ism,” which had long dominated the Anglo- the dominated long had which ism,” wing two of the most prominent proponents, prominent most the of two wing their political ideal is one of a limited state limited a of one is ideal political their s. It should be enough to note that such a such that note to enough be should It s. a major impetus to political philosophy by by philosophy political to impetus major a s (n Dokns wrs teeoe t is it therefore works, Dworkin’s) (and ls’ committed to safeguarding the liberties of liberties the safeguarding to committed social justice into it. His theory has been been has theory His it. into justice social rrent welfare state regimesstate welfare rrent (the total or average) aggregate utility or or utility aggregate average) or total (the aalbe o hm n re t freely to order in them to available s y we should not treat some humans humans some treat not should we y m opus, opus, m (2002: 88) (2002: 88) tion of justice that provide[d] a ofprovide[d] that justice tion ith the relationship between the the between relationship the ith ains ad hs eto is section this and tarianism A

Theory of Justice of Theory debate, but to illustrate to but debate, 1 . Much of the of Much . (from (from to to CEU eTD Collection present throughout most of human history. of history. human presentmost throughout atclr at aot hmevs ol are upon. agree would themselves about facts particular

other. right political as the known been hastraditionally thus TJ values. two these out balancing at aimed is of idea the to both committed is he as justice with anoth by individual one of exploitation the to lead comp as such others liberties, basic of suppression i ones the as (such institutions Some institutions. of principles fair the defining in interested is he each person as morally free and equal in the absenc the in equal and free morally as person each obligation to obey the rules of the state because w because state the rulesof the obey to obligation 6 5 4 ofthe largersociety. or slavery torture, to them subject (e.g. inhumanly o vr pplr o ceil) n oiia theory political in credible) (or popular very not sense our to appeal to order in situation contract would be one, according to Rawls, where these repre these where Rawls, to according one, be would concept their or positions social their know not do ind where position “original” or initial an imagine certain moral premises concerning people’s moral eq moral people’s concerning premises moral certain “ a is it him for but obligations, political our of out work to order in them evoking not is Rawls here our consent to any political authority, most of us ofmost authority, political any to consent our Kymlcika (2002: 61) 61) (2002: Kymlcika obligat political our concerning theories Contract TJ 74 So how does Rawls manage to reconcile these two com two these reconcile to manage Rawls does how So In TJ Rawls conceives society as a “cooperative ven “cooperative a as society conceives Rawls TJ In are just born and raised in particular jurisdiction particular in raised and born just are ions are not popular because they suggest we have a have we suggest they because popular not are ions e consented to them, but in not reality, few of us fewreality, us of not in but them, to econsented 4 this social cooperation on the level of basic of level the on cooperation social this on the one hand, and the political left the on political the and the on one hand, nformed by utilitarian principles) enable the enable principles) utilitarian by nformed of intuition. To be sure contract theories are are theories contract sure be To intuition. of freedom as well as equality, and his theory his and equality, as well as freedom ividuals are behind a veil of ignorance and ignorance of veil a behind are ividuals eie o taig u te mlctos of implications the out teasing for device mass murder) if it could be to the benefit the to be could it if murder) mass ocrig u pltcl obligations political our concerning e of the natural subordination that is been been is that subordination natural the of e er. For Rawls none of this is compatible is this of none Rawls For er. letely free and unregulated markets may may markets unregulated and free letely o o te od A ut n fi society fair and just A good. the of ion represents a compromise between what between compromise a represents uality.” the historical origins of the state or that that or state the of origins historical the sentative people who were denied these these denied were who people sentative Rawls here evokes a hypothetical hypothetical a evokes here Rawls 6 ture for mutual advantage,” mutual for ture It is a way that helps us imagineus helps waythat aIt is peting values? He asks us to us asks He values? peting s. s. expressed expressed moral moral 5 4 But . and CEU eTD Collection irrespectively of their individual plan of lifeof r plan individual their of irrespectively every that (“things goods primary endow of distribution natural their and position social their about ac (and and merely choose revise, their to capacity a what Instead herself. to disfavor a does she that t on good particular any impose to interest an have act their knows no-one Since at. arrive should they freed the capture to intended is ignorance this and not do people position original the In themselves. shou life fulfilling a have to order in individuals w goes only life A them. upon act to free be should decide to is that good, the of conception own their woul rational persons equality.freedom, Concerning corresp roughly principles basic two to agree would

Rawls (1999: 54) 54) (1999: Rawls 7 does not advocate a completely equal share for ever for share equal completely a advocate not does th are so therefore and view, of point moral a from m or physical talents, their for responsible is one but status social our only not vie is it that suggests of point moral a from arbitrary is into born is goods certain achieve to ability one’s influenceon one’ that society, in opportunity equal as equality vi the with consistent largely is This goods. these

First and foremost these include: liberties, opport liberties, include: these foremost and First The equality related aspect in the original positio original the in aspect related equality The In such circumstances which would be brought about about brought be would which circumstances such In unities, income, wealth and the bases of self-respe of thebases and wealth income, unities, 7 ) is where everybody can have an equal share of share equal an have can everybody where is ) 5 also natural endowments that are arbitrary: no no arbitrary: are that endowments natural also about their life plans and projects, and they and projects, and plans life their about ld be able to decide about their own goals own their about decide to able be ld , or occupy positions, since the position one one the position since positions, or , occupy t upon) their own conception of the good. upon) their t own conception ual conception of the good, no one should should one no good, the of conception ual know about their conception of the good, the of conception their about know ey products as well. Here although Rawls Rawls although Here well. as products ey na cpcte. hs ae lo arbitrary also are These capacities. ental om related aspect of just agreement that that agreement just of aspect related om d agree that they should be free to choose befree to agree d they should that he community because it might turn out out turn might it because community he ybody (probably because that would not would that because (probably ybody ell if it is decided from inside, therefore therefore inside, from decided is it if ell l hud e neetd n s protecting is in interested be should ll w s e oaas ed o interpret to tend nowadays we as ew sca psto sol nt ae an have not should position social s nig o h cnet f reo and freedom of concept the to onding w. However, Rawls goes further and and further goes Rawls However, w. toa mn s rsmd o want” to presumed is man ational et. al blee ta a just a that believes Rawls ments. n is captured by people’s ignorance people’s by captured is n by the original position people position original the by ct . See See CEU eTD Collection pieces so that she is not worse off than any of her of any than off worse not is she that so pieces is here example classical The positions. bargaining be sustainable and people were less likely to coope to likely less were people and sustainable be Rawlsian justice is the following: is justice Rawlsian particular which with up end will who of knowledge

(because it will be invested into some public good) some public into invested will be it (because patterned because it is concerned about the final o final the about concerned is it because patterned 10 9 8 again to ensure the fair terms of agreement. It is is It agreement. of terms fair the ensure to again o al i js bcue t procedure its because just is Rawls to w she get, to going is she part which know not does distribution pattern favors the least well offwell least the favors pattern distribution be should goods primary all says He redistribution. he but disabled), or less the with everything share concerning liberties should always have a priority priority a have always should liberties concerning should principles the that insists Rawls equality. Although libertarians such as Nozick would certain would Nozick as such libertarians Although ri the letting e.g. that imagine to ispossible It Rawls (1999: 53) 53) Rawls (1999: The special conception of justice allows for the or the for allows justice of conception special The attached to positions and offices open to allofficesand open attachedto positions to ever to be to expected reasonably (a) both are they inequalities economic and Social principle: Second forothers. a with compatible liberties basic equal of schemes ri equal an have to is person Each principle: First

ch to retain some of their resources will benefit t willbenefit resources their of some retain to ch 9 than a direct redistribution would do. do. would redistribution direct a than a gos r dvdd qal wtot prior a without equally divided are goods as : utcome of distribution and that everybody gets equa everybody that and distribution of utcome ly disagree, and argue that such a distribution is distribution a such that argue and disagree, ly 8 . The role of ignorance in respect of equality is equality of respect in ignorance of role The . 6 be read in lexical order that is the first one, first the is that order lexical in read be does advocate a quite extensive scheme of of scheme extensive quite a advocate does peers. This type of distribution, according distribution, of type This peers. rate in such a society where they have to to have they where society a such in rate that of cutting the cake: when a person a when cake: the cutting of that over the second, socio-economic related related socio-economic second, the over distributed equally unless an unequal unequal an unless equally distributed l mk sr ta se us t o equal to it cuts she that sure make ill nedd o hc pol’ unequal people’s check to intended ude S te pca cneto of conception special the So bundle. dering of the values of liberties and liberties of values the of dering 10 . . similar scheme of liberties liberties of scheme similar h t te ot extensive most the to ght yone’s advantage, and (b) and advantage, yone’s are to be arranged so that so arranged be to are he poor more poor he indeed indeed l share. share. l CEU eTD Collection parties have typically advocated for the reform of of the reform advocatedfor partieshave typically eas te blee t rmts aus n a orde an and values promotes it believe they because socialist one) but it certainly involves a large de large a involves certainly it but one) socialist it how mechanism market exact the specify not does th of may that arbitrary factors morally compensationof equality formal than more much with concerned l of conception Rawls equality. social of detriment extensive overly an of promotion the with concerned i charge typically They stronger. the to vulnerable

report report increased by a total of 62% (allowing for taxation taxation for 62%(allowing of total a by increased i 30years last the in happened that growth of share 11 liberaldemocracies. peop among wealth of inequalities large endorse not h of form the in (potentially another to generation majo a for call would it suggests he principles the equal social ensure to way long a goes still theory socio- for tradable not are liberties Basic wealth. society whole the or them bring would that if even infringe to accordingly acceptable not is It ones. income grew only a meager 18%, this corresponded to corresponded this 18%, meager a only grew income ambitious in its aim to compensate inequalities tha inequalities compensate to aim its in ambitious opeesv dcrn ad t s nbe o accommod to unable is it and doctrine comprehensive that charged critiques Some good? the over disagree plural a in survive theory this can But society. in It would certainly not endorse such an unequal dis unequal an such endorse not certainly would It The Wealth Gap – Inequality in Numbers Numbers in –Inequality Gap Wealth The So much of Rawls’ theory is about social justice an justice social about is theory Rawls’ of much So poet o lbrls (uh s axss hv typ have Marxists) as (such liberalism of Opponents ( http://www.bbc.co.uk/news/business-16545898 and inflation), but while the lowest paid 5 paid lowest the while but inflation), and n the US had gone to the richest households. Income households. richest the to gone had US the n tribution of wealth as it is in the US. According t US.According the isin it as wealth of tribution a massive 275% income growth for the richest. richest. the for growth income 275% massive a 7 gree of state regulation state of gree their societies. theirsocieties. ity. If societies were organized according to to according organized were societies If ity. on the basic liberties of certain individuals certain of liberties basic the on igh inheritance taxes), and would certainly would and taxes), inheritance igh disadvantage individuals. The theory itself itself The theory individuals. disadvantage cnmc eeis Nvrhls, Rawls’ Nevertheless, benefits. economic n the most progressive Western socialist Western progressive most the n iberalism is certainly not like that. It is is It that. like not certainly is iberalism le that currently exist in many capitalist many in exist currently that le Rawls’ theory of justice is just another just is justice of theory Rawls’ s wrd hr pol fundamentally people where world ist t is “Social Darwinism” because it is is it because Darwinism” “Social is t should happen (whether its capitalist or capitalist its (whether happen should rdsrbto o rsucs rm one from resources of redistribution r increased benefits in terms of material material of terms in benefits increased ring of society that leaves the weak weak the leaves that society of ring reo o te niiul o the to individual the of freedom ate other (notably communitarian) communitarian) (notably other ate d distributing fairly primary goods primary fairly distributing d e individual and calls for the the for calls and individual e ically criticized liberalism liberalism criticized ically 11 , and is much more much is and , th Americans Americans )

the largest largest the o a BBC a o shave CEU eTD Collection better realize that. His main objection is that the that is objection main His that. realize better epe od ifrn, oeie cnlcig compre conflicting sometimes different, hold people ulc reason public that they have to find a way to equally divide betw divide equally to way a find to have they that des a on up washed are survivors which at scenario, us asks ignorance, of veil the of instead Dworkin, correcti at aimed is theory his of much and choices he however, Rawls, of framework liberal the shares

disagreement. The idea is that in a society where p where society a in that is idea The disagreement. and a neutral framework in a in modern society charact andframework a neutral conse “overlapping an provide to supposed is It on. minim of kind a is which reason public of condition doctr comprehensive the of irrespective p individuals freestanding some by justified be should society, insti political Rather, society. diverse a in views be truth, whole their as hold people that doctrines inst political of legitimacy the However, atheism). For a clear summary of the content of their respect their of content the of summary clear a For 13 12 views hud pod hs iel. oee, al introduc Rawls However, ideals. those uphold should as cooperation, fair and equality freedom, of ideas good of conception their over disagree people where socie a in fairness as justice of issue the address everyone’s interests are taken into consideration e consideration into taken are interests everyone’s See Dworkin (2007: 110-33) 110-33) (2007: See Dworkin from come Rawls of critiques communitarian Notable 12 Another influential liberal egalitarian theory come theory egalitarian liberal influential Another . As a response Rawls extended his theory his extended in As . a Rawls response wih s o utf pltcl orin n h fac the in coercion political justify to is which , ive criticism see, for example, Mulhall & Swift (20 & Mulhall example, for see, criticism ive 8 Michael Sandel, Charles Taylor, or Micheal Waltzer Micheal or Taylor, Charles Sandel, Michael tutions, and in particular the basic structure of of structure basic the particular in and tutions, ty that is characterized by deep diversity, and and diversity, deep by characterized is that ty veil of ignorance is not sensitive to people’s to sensitive not is ignorance of veil cause obviously not everybody shares their shares everybody not obviously cause qually they distribute hundred clamshells clamshells hundred distribute they qually eople are free and equal, it is natural that natural is it equal, and free are eople erized by deep diversity. diversity. erizeddeep by een themselveseen Political LiberalismPolitical Rawls believes any system that is just just is that system any believes Rawls nsus” for people with different believes, different with people for nsus” ert island which has abundant resources abundant has which island ert um that all reasonable people can agree can people reasonable all that um itutions cannot rest on comprehensive comprehensive on rest cannot itutions hensive views (such as Christianity or or Christianity as (such views hensive life. PL still contains the fundamental the contains still PL life. eivs ht dfeet cee could scheme different a that believes to imagine a hypothetical shipwreck shipwreck hypothetical a imagine to ns hy usrb t. hs s the is This to. subscribe they ines ng for this (perceived) shortage. So So shortage. (perceived) this for ng icpe ta ae cetbe o all to acceptable are that rinciples es an extra element, the criteria of of criteria the element, extra an es s from Ronald Dworkin. Dworkin Dworkin. Ronald from s 13 . In order to ensure that ensure to order In . o ti reasonable this of e (PL) which aimed to 06) 06) . . CEU eTD Collection but only those would be entitled to them who have i have who them to entitled be would those only but have could she resources, of bundle other preferred unfortunately, it will never be able to equalize th equalize to able be never will it unfortunately, mental as to give we money much how matter no since be not will part stemming latter the course, Of endowments. disadvantages for compensation the ensure ano and resources, of distribution equal the ensure had no grounds for compensation. hadgroundsfor no wer people that insurance of pool this from covered T circumstances. natural and social of distribution or handicapped, being against insurance on spend to asking by place takes distribution the before well to is problem this to solution Dworkin’s them. for am same the therefore, and needs, special have They posse they is that circumstances, social or talents so world real the in And position. initial their of choices. th ensures ofThis costs their accountthe of sort what decide to people allowing by division u treated been has she that complain to grounds has

14 bundl own her to resources of bundle else’s someone d the if arises, resources of distribution equal an isla of goods the for bid they and themselves among Dworkin (2007: 111) 111) (2007: Dworkin But of course, the auction will be only successful successful only be will auction the course, of But Dworkin’s version of justice theory then relies on on relies then theory justice of version Dworkin’s 9 me people face disadvantages in their natural natural their in disadvantages face people me ivision is complete, no islander would prefer would islander no complete, is ivision e ambition sensitivity of the scheme. sensitivity scheme. eambition of the ss differences that none else would choose. choose. would else none that differences ss eir positions adequately and bring them on on them bring and adequately positions eir people how much of their share are willing are share their of much how people add to the auction an insurance scheme as scheme insurance an auction the to add able to compensate for all disadvantages, disadvantages, all for compensate to able e willing to separate from their resources, their from separate to willing e hese disadvantages in society would be be would society in disadvantages hese nitially insured them. Those who did not not did who Those them. insured nitially nd in an auction. According to Dworkin Dworkin to According auction. an in nd ount of 100 shells might not be enough be not might shells 100 of ount ther hypothetical insurance scheme to to scheme insurance hypothetical ther i fr t Te uto esrs equal ensures auction The it. for bid en ohrie iavnae i the in disadvantaged otherwise being e ie hy at o ie y aig into taking by live to want they life 14 . Under such circumstances no one no circumstances such Under . euly eas i smoe had someone if because nequally if no one is disadvantaged in terms terms in disadvantaged is one no if y ial pol, n oe cases, some in people, disable ly a hypothetical auction scheme to to scheme auction hypothetical a from differences in people’s people’s in differences from CEU eTD Collection bid for particular goods), but this for Dworkin is is Dworkin for this but goods), particular for bid justice. justice. would not passthe envy (presumably not test would they would grou no have they tastes, expensive these have they result the are preferences their as long As tastes. i their of part essential an not (and handicap a as f compensate to intended not is scheme distribution wines, expensive for flare a having people some as it Similarly luck. of matter a only but scheme, the prev the goods, certain of availability the as such play at factors other course of are There choices. distr equal their enable would that scheme a device i does he What task. impossible an a is differences the of because exactly latter, The welfare. of that focuses it because procedural also theory his deems st might (which compensation their to resources all endowment neglecting completely between compromise

15 peopl healthy mentally with point starting equal an n oit, hy huh aot t rmrl i term in primarily it about thought they society, in el s al’ rgnl oiin ad n h nx s next the in and position, original Rawls’ as well

Nor would it be rational for one to insure against against insure to one for rational be wouldit Nor While liberal egalitarians have recognized the pres the recognized have egalitarians liberal While Liberal multiculturalists have some issues both wit both issues some have multiculturalists Liberal 1.2. Liberal Multiculturalism Multiculturalism Liberal 1.2. such misfortunes, since it would be way too expensi too way be would it since misfortunes, such 10 alence of particular tastes (how many people many (how tastes particular of alence not something that challenges the fairness of fairness the challenges that something not which influence the outcome of distribution distribution of outcome the influence which dentity) and whish they did not have these have not did they whish and dentity) of their choice, or they do not regret that regret not do they or choice, their of is with eccentric or expensive tastes (such tastes expensive or eccentric with is e s looks at available resources and tries to to tries and resources available at looks s frmnind xml o endowment of example aforementioned or such lifestyles, unless people see them them see people unless lifestyles, such or on the distribution of resources, and not not and resources, of distribution the on ibution in society according to people ‘s people to according society in ibution cin wl tr t ter ocpin of conception their to turn will I ection 15 not insure against them).not o dfeet ocpin o te good: the of conceptions different of s d fr opan s hs preferences those as complain for nds , but the insurance scheme represents a represents scheme insurance the but , ill turn to be unsuccessful). Dworkin Dworkin unsuccessful). be to turn ill r uuiu lfsye – Dworkin’s – lifestyle) luxurious or related disadvantages and devoting devoting and disadvantages related ence of certain degree of pluralism pluralism of degree certain of ence h Dworkin’s insurance scheme as as scheme insurance Dworkin’s h ve.

CEU eTD Collection rsre t dsic eitne n mng is comm its manage and existence distinct its preserve two concepts of nation are washed together and ther and together washed are nation of concepts two correspondi of allocation the and identity national identity national their define freely to minorities

18 17 16 t reality the yet in coincide, nation and state the o concept the grantedfor taking by mainly theories R contexts. such in mean justice does what it about thes and state, one in present people one than more French America, of People (the one be to considered a within exist fractions these of All etc. liberals secu with disagree might sects religious of members states. One is that of a territorial unit, and anot and unit, territorial a of that is One states. of ethno-nationa context theoriesthe of in justice ha multiculturalism liberal that reason this for is thi should we how it about nothing us tell they and uni and state the of borders granted for taken have aspect. But in addition to that, it also has a cult a has also it that, to addition in Butaspect. de of much government; in participating essentially ha it explains, Tamir As meaning. different a gains o sovereignty/self-government the made, distinction su In territory. a on residing people one than more case the necessarily not is this before hinted I as egalitarian liberal the of most for assumption The Tamir (1993: 69) 69) Tamir(1993: 262) (2002: Kymlicka n clear are world the stateson few very Currently It is useful to differentiate between two conceptio two between differentiate to useful is It ation-states. ation-states. 11 ural version which is a “community’s ability toability “community’s a is which version ural his is a highly problematic assumption highlyproblematic a is his l-plurality. l-plurality. her concerns that of the sovereign people sovereign the of that concerns her , and concerns also the public expression of expression public the also concerns and , , and there are many states where there are are there where states many are there and , ng public space for this purpose. Where the Where purpose. this for space public ng d arisen, and have tried to develop further further develop to tried have and arisen, d theories is that the two coincide. However, coincide. two the that is theories t of community are given and uncontested, and given are community of t f nation-state: that is that the boundaries of boundaries the that is that nation-state: f given community where the people are are people the where community given nk about justice when it is not like that. It that. like not is it when justice about nk e is no distinction, it is very often that the that often very is it distinction, no is e r self-determination of the people also also people the of self-determination r as cmuiain o scait with socialists or communitarians lars, e liberal egalitarians tell us very little little very us tell egalitarians liberal e h crusac, hr tee s no is there where circumstance, a ch men etc), but in some cases there are are there cases some in but etc), men s a democratic version which means means which version democratic a s ws n Dokn ae rte their written have Dworkin and awls mocratic theory has focused on this this on focused has theory mocratic nl life”unal ns of the boundaries of the nation- the of boundaries the of ns 18 I ivle mmes of members involves It . 16 . They . 17 . CEU eTD Collection e wie Crsin Soa sekn, heterosexua speaking, Slovak Christian, white, a be concerned primarily are Dworkin) and (Rawls justice cla or socio-economic, is one hierarchies: powerful

degrees of pluralism and exclusion is itself a comp a itself is exclusion and pluralism degreesof of sort what exactly out sort To extent. different have minorities and Roma), of case the in (notably redistribution. of terms in conceived traditionally even if they have the very same citizenship rights citizenship evensame the very if they have the for hard be will it Otherwise, majority. the of som to reflect institutions public that and media), th in share comparable a have they that public, the recogni seek they that important, also is component equa with equal theyis treated are parity,that it It identities. different their of recognition equal e this sometimes for and population, majority the to comparison or desirable less as seen ar marginalized, identities latter The gay. a or woman Hungarian, Europea other many in as just example, for Slovakia i of part large a and related, status is which well says Fraser Nancy As distribution. in inequalities fair as justice by captured adequately be not might culturalcan domin well,and as a this be perceived th and about decide to gets who one the is majority f ore ay f h sau ieulte as inte also inequalities status the of many course Of of conceptions the about questions new raises This 12 l respect by state and its institutions. The latter institutions. and its state respect by l is not more redistribution what they want but but want they what redistribution more not is se groups to see themselves as equal citizens equal as themselves see to groups se than the majority. thanthe majority. e extent their culture too, and not only that that only not and too, culture their extent e ation. ation. licated task, and there might not be a single asingle be might not and there licatedtask, This is what classical liberal theories of of theories liberal classical what is This it, in every society there are two types of of types two are there society every in it, reason some of these groups have sought sought have groups these of some reason e cultural component for the minorities as minorities the for component cultural e tion primarily not from individuals but by but individuals from not primarily tion i md u o clua cmoet. In components. cultural of up made is t e public space allocated to them (e.g. in in (e.g. them to allocated space public e ss related, and remedies to it have been been have it to remedies and related, ss n countries, it has been always better to to better always been has it countries, n recognition is appropriate in different different in appropriate is recognition with. But there is another hierarchy as hierarchy another is there But with. ness that focuses merely on issues of of issues on merely focuses that ness sought to affirm their identities to a a to identities their affirm to sought l, or male, than a Roma, Muslim, Muslim, Roma, a than male, or l, e one that have traditionally been been traditionally have that one e ven ridiculed and denigrated in in denigrated and ridiculed ven equality in multi-nation states that that states multi-nation in equality ract with economic inequalities inequalities economic with ract

CEU eTD Collection ueurce ad rn mda l atvl contribu actively all media print and bureaucracies by a highest degree of “separateness” from the majo the from “separateness” of degree highest a by e be o ie n w clue ad eptae thei perpetuate and cultures own in live to able be gain to intention the with this all but practices, building processes in which all states engage to a to engage states all which in processes building

19 ma sexually or religious (some) racial, to contrary merel focus to continue and discussion the restrict heterogeneous all for fit would that formula magic tews i cnat iial. h itouto of introduction The minimally. contact in otherwise knew often people where territory a of inhabitants contribute nation-states modern in culture national ocrs Sm o te js se non-discrimination seek just them of Some concerns. o minorities, Other both). or autonomy, territorial the in (typically, rights self-government extensive fact, in and culture, majority’s the to competition s this Having life. meaningful and full of lead can and ha minorities), sexual self-reproducing(unlike well. exa is it that, sense a in different are minorities ioiy ihs s o bcue f h misrecognitio the of because not is rights minority to ensure the efficient functioning of the state. G state. the of functioning efficient the ensure to a not intention the with states by adopted are that nation established well of case the in maintaining, Gellner (1983) (1983) Gellner nte rao wy ainl ioiis a b disad be can minorities national why reason Another 13 ctly what they want to avoid, for they want to to want they for avoid, to want they what ctly inclusion to the mainstream society. National National society. mainstream the to inclusion s much to exclude any particular group, but but group, particular any exclude to much s ellner they have often sought to affirm the most the affirm to sought often have they ve their own societal cultures in which they in cultures societal vetheir own y on the case of national minorities which minorities national of case the on y rginalized groups tend to be characterized be to tend groups rginalized societies. In the followings I would like to like would I followings the In societies. s) simply means certain cultural contents cultural certain means simply s) more or less degree. Nation-building (or (or Nation-building degree. less or more sprtns fr uue eeain as generations future for separateness r cea clue hy osiue sr of sort a constitute they culture ocietal t frig f es o uiy among unity of sense of forging to d ted to the formation of single national national single of formation the to ted rity community, in a sense that they are are they that sense a in community, rity form of official language rights, or or rights, language official of form n the other hand, have had different different had have hand, other the n very little about each other and were were and other each about little very o priua iette, u nation- but identities, particular of n 19 describes how the dissemination of dissemination the how describes o acpac o ter different their of acceptance or , omn col ytm army, system, school common atgd f hy o o have not do they if vantaged CEU eTD Collection processes also serve some very important valid purp valid important very some serve also processes populations read different newspapers (or do not re not do (or newspapers different read populations i workforce of mobility the ensure they out pointed language. language. way effective more a and expensive least the merely particula a affirm to like would states that reason

22 21 20 acceptabl be hardly would nowadays which centuries, ass forced with happened process this of much While maps national (flags, items symbolical disseminated national specific a from classes history di introduced They century. 19th the of much since communities their owntheir cooperat to likely less be will people since state, undermin can culture national common of absence the comme some fact, In country. the in regions distant connect of sense a maintain and informed be to them de of functioning the for important also is culture societ modern in employed is population of majority off or factories in working personnel of esse retraining is field the on working peasants for important cultura same the with language same the on literacy fiin fr tts o ucin n n lnug th language one on function to states for efficient mi for protection adequate without culture national Barry and to some extent Kukathas also makes this this makes also Kukathas some extent to and Barry (1995:71-2) Miller Ch.3) (1983: Gellner 21 .Finally, some liberal egalitarians have argued tha argued have egalitarians liberal some .Finally, critique. critique. 14 e and make sacrifices for other people than than people other for sacrifices make and e ad at all) it will be much more difficult for difficult more much be will it all) at ad liberative democracy. If large sections of sections large If democracy. liberative r cultural identity over another, but it is is it but another, over identity cultural r n n mlil one multiple a on an point of view in school curricula, and and curricula, school in view of point n industrial/capitalist societies: adequate societies: industrial/capitalist n ices, the sites where the overwhelming overwhelming the where sites the ices, ntators, such as Miller, have feared that that feared have Miller, as such ntators, l background understandings, while not not while understandings, background l norities is justified because it is more more is it because justified is norities , mottos, etc) through their territories. territories. their through etc) mottos, , ss n oen oite. s Gellner As societies. modern in oses edness to other people living in some some in living people other to edness ies. Furthermore, a common national national common a Furthermore, ies. e the effective functioning of welfare of functioning effective the e ta fr h mngmn o quick or management the for ntial to run the state on the majority’s majority’s the on state the run to , ainbidn (r maintaining) (or nation-building e, mlto o eplin n previous in expulsion or imilation sseminated a common language, language, common a sseminated t the dissemination of common of dissemination the t 22 I i nt o any for not is It . 20

CEU eTD Collection but what is not clear is why minorities should not not should minorities why is clear not is what but be able to outvote them. In essence the point of mi of point the essence In them. outvote to able be publ the in disestablished be cannot that phenomena bu te od hl te atr bu dfeet bel different about latter the while good the about forme The attachments. national different having as religioof terms in thinking was Rawls how note But neutr of sort this exactly is consensus overlapping p the in ensured be can cultures for evenhandedness disappea eventually and declining starts it quickly acc be must members its for culture national viable cultur where site important most the of One groups. to way the in little very go essential, absolutely are association of freedom and speech of freedom as respected. are individuals of rights basic the that liberal its are what outlines that nation-building

24 23 h sm etn. s Kymlicka As extent. same the decisions that are crucial to the viability and sur and viability the to crucial are that decisions degr equal in participate to right a have also they A processes. nation-building these from themselves mi certain of introduction the requires This space. within of the minorities tryinginclude members to clearl is neutrality When impossible. is neutrality history of sort some teach must schools languages, Norman (2006: Ch.2.6) Ch.2.6) (2006: Norman 343-347) (2002: Kymlicka It is perfectly understandable that states particip states that understandable perfectly is It 23 n Norman and 15 24 and illiberal forms. The absolute minimum is minimum absolute The forms. illiberal and However the fact that basic civic rights such rights civic basic that fact the However vival of their culture the majority would not would majority the culture their of vival ee in their nation-building processes, and on on and processes, nation-building their in ee ugss e ed prisv ter of theory permissive a need we suggests nority rights that enable the minority protect protect minority the enable rightsnoritythat y impossible it seems the best approach is is approach best the seems it impossible y al framework that it is aimed at providing. providing. at aimed is it that framework al the society by sharing with them the publicthem with thesharingsociety by be allowed to engage in nation building to building nation in engage to allowed be ensure equal parity between two cultural cultural two between parity equal ensure nority rights is to provide members of the of members provide to is rights nority es are present is the public sphere and any any and sphere public the is present are es r pertains to differences or disagreements disagreements or differences to pertains r us differences, and these are not the samethe not are these and differences, us r. A traditional liberal response is that that is response liberal traditional A r. ublic by (striving for) neutrality. Rawls’ neutrality. for) (striving by ublic ic sites since bureaucracies must speak must bureaucracies since sites ic principle of fairness would ensure that that ensure would fairness of principle nig. agae n clue s a is culture and Language ongings. sil i ta ram tews very otherwise realm that in essible ate in these nation-building processes, processes, nation-building these in ate in the educational curricula, and so so and curricula, educational the in rvdd o mnrte, although minorities, for provided CEU eTD Collection rfr o ae ntttos ht r mliiga a multilingual are that institutions have to prefer population. population. equality of resources schemeresources of equality they would advance know in which not position would prefe they that say to have would people reasonable a valued is group one where one or groups, national mino or majority the to belong will we whether know righ of distribution the regulate and institutions, basic of principles the about agree to about are We pos social talents, natural good, the conceptionof t behind stand men representative The first. theory applied be can theories their think I differences,

25 co cultural viable a to access equal group minority enter the island it becomes evident for them in the in them for evident becomes it island the enter entrepre of necessary are that resources prefer 20% t resources for bids 10% about both in composition: passengers the out turns it proceeds auction the As them provided perhaps was goods available the about without system computer ships’ the into bids their smo a ensure to In order island. the on shipwrecked ships, two posits he vessel, one only is there that more reflective is that a with slight modification Kymlicka (1989: Ch. 9) 9) Ch. (1989: Kymlicka h sm ln o agmnain s eeoe b Kyml by developed is argumentation of line same The But even if liberal egalitarian thinkers did not in not did thinkers egalitarian liberal if even But 25 . Kymlicka asks us to imagine Dworkin’s shipwreck s shipwreck Dworkin’s imagine to us asks Kymlicka . 16 one larger and another quite small which are which small quite another and larger one of a multi-nation setting. Instead of assuming assuming Insteadsetting. of of a multi-nation ts and obligations in society, but we do not not do we but society, in obligations and ts and adjusted to those contexts. Take Rawls’ Take contexts. those to adjusted and ition and national attachments in the society. in attachments and national ition oth auction, members of the crew proceed proceed crew the of members auction, oth of the two ships are very similar in their their in similar very are ships two the of neur life, and so on. However, when they when However, on. so and life, neur first time, what has been masked by the by masked been has what time, first rred the first option, simply because they they because simply option, first the rred ever leaving their ships (the information information (the ships their leaving ever d codd qa rcgiin o both to recognition equal accorded nd tx ta i i aalbe o h majority the to available is it that ntext e el f goac nt nwn their knowing not ignorance of veil he structure that should govern the state state the govern should that structure a si cnepaie ietls about lifestyles, contemplative suit hat in a dataset by a third scouting party). party). scouting third a by dataset a in find themselves later. themselves find later. nd promoted over the other? I think think I other? the over promoted nd iy I sc crusac wud we would circumstance such In rity. itially address the issue of national national of issue the address itially ca h ue Dworkin’s uses who icka cenario CEU eTD Collection present majority owners of those resources. But the But resources. those of owners majority present penalized for their national attachments. What form What attachments. national their for penalized bid for their preferred life choices. What they env they What choices. life preferred their for bid contrar the On majority. the of resources of bundle f r e e structu cultural their of viability the about worry whereas plans, life their about choices any making comm minority the of members that is inequality The much how (depending community cultural their secure is the of area one in resources buy to decide would re-run be could auction the that suggests Kymlicka cultural own their in choices life these execute to

27 26 system school etc ins state the when or work, their in e.g. – culture to forced are They position. undesirable very a in d of are ships two the that system, computer common their societal culture. But suggesting such an insu an such suggesting But culture. societal their political/economic the and minority a be will they t insuring for out take would they much how auction culture. majority the in assimilation of costs the schem insurance Dworkinian the of variant a imagine multicultur and Kymlicka ambitions and choices life Kymlicka (1989:189-9) (1989:189-9) Kymlicka (1989:188) Kymlicka 27 . . oie ht h polm gi i nt ht ebr o members that not is again problem the that Notice Because the disadvantages minority nations can face can nations minority disadvantages the Because 26 . . 17 re; they get secure cultural membership for membership cultural secure get they re; y is the fact that they do not have the ability the have not do they that fact the is y rance scheme is to misunderstand the good the misunderstand to is scheme rance y, the minority has the resources what they what resources the has minority they, titutions are created in courts, legislature, legislature, courts, in created are titutions context as members of the majority can. can. majority the of members as context We could perhaps ask people before the the before people ask perhaps could We execute their chosen lifestyles in an alien alien an in lifestyles chosen their execute land, which would involve outbidding the outbidding involve would which land, should the compensation take? We could We take? compensation the should operations of the society will undermine undermine will society the of operations n they have to secure additional costs to to costs additional secure to have they n alists argue that minorities should not be not should minorities that argue alists members of the majority rarely have to to have rarely majority the of members ifferent nationalities. Minorities are noware Minorities nationalities. ifferent in a way that members of the minority the of members that way a in unity face this dilemma already before before already dilemma this face unity e which would compensate people for people compensate would which e hemselves against the possibility that that possibility the against hemselves a person values cultural attachment). cultural values person a is not identical to their member’s their to identical not is f the minority group envy the the envy group minority the f CEU eTD Collection illustrated by the case of officialregi linguistic case by illustrated the of prot such of form one with deal will I section next politic the from protections external culture their citizenshi differentiated of granting the advocated

28 money some for off trade to self-respect someone’s identi their trade to group minority the of members person of sense our affects also It happen. choices a not is culture ends, one’s achieve to capacities d mental or physical Unlike membership. cultural of Kymlicka (1989: 192-3) 192-3) (1989: Kymlicka

18 me in Slovakia. Slovakia. in me means to an end but a context within which within context a but end an to means p rights to minorities which would provide would which minorities to rights p l eiin tkn y h mjrt. n the In majority. the by taken decisions al isabilities which undeservedly limit one’s limit undeservedlywhich isabilities ection which is minority language rights language minority is which ection al identity and self-respect, and asking asking and self-respect, and identity al 28 y o sm mny s ie expecting like is money some for ty Fr hs esn utcluait have multiculturalist reason this For . CEU eTD Collection being reproduced and if a language is marginalized marginalized is language a if and reproduced being generations. For official interaction and education and interaction official For generations. persp future no has it life, family the that within recede language a if that awareness the by hand one from marginalized increasingly being and declining m of attention the draw to want members its actions towns Slovakian south other town (Galánta), and other (Dunaszerdahely),Galanta to spread quickly then activism This Slovakia. of regions mixed nationally local the address that facilities service other or monolingual on stickers put activists These impact.

promote a wider space for bilingualism. bilingualism. for space wider a promote 29 aiu “urla activities “guerilla” various pu the drawn has which (KD) Dél-Szlovákia Kétnyelvű t Perhaps life. public in language Hungarian of use been have which other, each from independently less l of number a 2010 June Since Slovakia. in minority hand, the timing of the sticker campaign (and also also (and campaign sticker the of timing the hand, language” “kitchen a to regress and decay to start Other initiatives include the Fontos vagy! (“You a (“You vagy! Fontos the include initiatives Other 2.1. Kétnyelvű Dél-Szlovákia (Bilingual South-Slova (Bilingual Dél-Szlovákia Kétnyelvű 2.1. h sikr apin ok utmtl a a consciou a as ultimately works campaign sticker The In the last year there has been some remarkable civ remarkable some been has there year last the In 29 Te ay at f uh cin a agal hd the had arguably had action such of last vary The . Chapter 2Language Chapter – re important movement!”), or local initiative tryin initiative local or movement!”), important re 19 population only on the state language in the the in language state the on only population that is merely spoken at home. On the other other the On home. at spoken merely is that are the main sites of language where it is it where language of sites main the are signage of shop windows, train stations, train windows, shop of signage he most visible of these initiatives is the is initiatives these of visible most he the public sphere. The worries are fed on on fed are worries The sphere. public the has started from Šamorín (Somorja) but but (Somorja) Šamorín from started has cie o uvv ta js a ope of couple a just than survive to ective s from a public sphere to the private and and private the to sphere public a from s s with the help of volunteer activists. the help of with volunteer s activists. that of the other activisms encouraging encouraging activisms other the of that trying to promote by various means the means various by promote to trying inority population that their language is is language their that population inority from these spheres, it will unavoidably will it spheres, these from ocal initiatives have sprung up more or or more up sprung have initiatives ocal lcs teto t ti mte by matter this to attention blic’s il activism among the Hungarian the among activism il sness raiser. Via the guerilla guerilla the Via raiser. sness uh s uasá Streda Dunajská as such kia) Initiative Initiative kia) g to to g biggest CEU eTD Collection property and interference with once choices of lang of choices once with interference and property bilingual settlement simply should have institution have should simply settlement bilingual nrpeer d fn te tce cmag offensiv campaign sticker the find do entrepreneurs not do themselves they if – window shop their on it other that demand to right community the of members the raises and community, minority the within issue consc “more use to minorities encourage to try thus c Hungarian of disappearance and decline consequent “moral wrong that is caused in a in caused is that wrong “moral s small the by done is that wrong material the that

themselves Hungarians in Slovakia was at a record m record a wasat Slovakia in Hungarians themselves s rights, citizenship their from were divested they war Afterthe E.g. events. political by influenced refle not do sociologists, by isargued it numbers, 31 30 declined gradually has C of establishment the since For minority. national themselve claim who Slovakia in citizens less again ant already the confirmed which results Census 2011 acciden an not is revitalization) language minority irrespective of their mother tongue. tongue. irrespectivetheir mother of esteem of parity what just is that For bilingually. towards disrespect of sign a as monolingualism see ol ht hs atvss ol lk t ati, whi attain, to like would activists these that goal minority Hungarian the within signage billboard and these all Underlying to. points ultimately activism Rimaszombat: Rimaszombat: ha there because true exactly isnot this Although This brings us to a second and more important aspec important more and second a to us brings This http://www.bumm.sk/68354/ketnyelvu-oriasplakatokat- 30 S tee s hs or aot h aah o minori of apathy the about worry this is there So . de factode it was not quite trendy to proclaim oneself to be H be to oneself proclaim to trendy quite not was it ct the real composition of society but where heavil where but society of composition real the ct o in the early 50s the number of those who proclaim who those of number 50s the early the in o bilingual town by monolingual billboards.” monolingual by town bilingual s been some oscillation among the numbers, but thes but numbers, the among oscillation some sbeen inimum (around 300.000). 300.000). (around inimum 20 requires that everybody be treated equally equally treated be everybody that requires t, and has certainly been influenced by the by influenced been certainly has and t, s and services that are provided them also also them provided are that services and s uage; the activists on the other hand argue hand other the on activists the uage; bickering about bilingual shop windows windows shop bilingual about bickering zechoslovakia, the number of Hungarians Hungarians of number the zechoslovakia, ch is official bilingualism of the mixed mixed the of bilingualism official is ch iously their language.” This is mostly an an mostly is This language.” their iously tickers is incomparably smaller than the than smaller incomparably is tickers the minority speakers, and believe that a that believe and speakers, minority the icipated tendency that there will be yet be will there that tendency icipated s use the minority language, or they put put they or language, minority the use s omnt, hr i as a og term long a also is there community, ad hre ht t s dmg of damage a is it that charge and e question till what extent are some some are extent what till question ommunity in Slovakia. The activists activists The Slovakia. in ommunity s to be members of the Hungarian Hungarian the of members be to s at o Sm scin f minority of section Some to. want kovetelnek-rimaszombati-civilek.html t where this minority language language minority this where t y iies and citizens ty ungarian, as ungarian, y y ed ed 31 They e

CEU eTD Collection bilingualism with the state will take much longer t longer much take will state the with bilingualism complete bilingualism [in South Slovakia]”. Slovakia]”. South [in bilingualism complete Slovakia, settlements can use the minority language minority the use can settlements Slovakia, Ac Slovak. language, majority (obligatory) the with which permissiveness of philosophy a by informed is

megorzese-nem-eleg.html 33 32 South-Slovakia of regions national minority languages is “not enough.” “not is languages minority national c have Slovakia in representatives and commentators source the ultimate of discr Hungarianas community whi state the on pressure put then and neighborhood app to first is here see can one strategy conscious issues, bureaucratic some to referring request the respec equal given also be tongue mother their that argumentation of line the as and Hungarian, mostly the all, After bilingual. stations their make also examp the on that asked and Komárno in company rail organizati other and KD success, the after Now too. Regi Eventually, too”. tongue mother but money only catchy their speakers.As Hungarian areareas these lang minority the on stations train of name the out mino Hungarian by populated overwhelmingly villages B and (Komárom) Komárno between commuting Regiojet, co to succeeded KD of members where activism recent See for example a recent article on bum.sk: bum.sk: on article recent a example See for site itsFacebook on states openly example for KD o de te lvk tt dsrmnt mnrt lan minority discriminate state Slovak the does How

32 . The endeavor for this goal can be nicely tracked tracked nicely be can goal this for endeavor The . http://www.bumm.sk/68663/csemadok-es-mkp-a-status-q in its self-description that its ultimate aim isaim“t itsultimate that self-description its in 33 21 For the law on minority languages in Slovakia Slovakia in languages minority on law the For passengers who commute on the stations are are stations the on commute who passengers uage, for the majority of their customers in in customers their of majority the for uage, slogan expressed it: “the customer has not has “thecustomer it: expressed slogan t”. The Slovak national company declined declined company national Slovak The t”. oc ad i oe te ml fs i the in fish small the over win and roach han with local companies. However, the However, companies. local with han ons immediately approached the national national the approached immediately ons went, as “tax paying citizen they deserve they citizen paying “tax as went, imination against their language. against their language. imination if national minorities constitute at least at constitute minorities national if puts it to a disadvantage in comparison in disadvantage a to it puts cording to the current language law in in law language current the to cording ojet did put out the signs in Hungarian Hungarian in signs the out put did ojet mlie ta te ttsqo towards status-quo the that omplained rities, that the rail company should put put should company rail the that rities, and it is likely that the fight over over fight the that likely is it and ch is seen by some members of the the of members some by seen is ch le of local rail company, they should they company, rail local of le nvince a local rail company, called called company, rail local a nvince ratislava (Pozsony) passing some passing (Pozsony) ratislava guages? Many minority minority Many guages? down from a from down o achieve achieve o uo- CEU eTD Collection parents in the nationally mixed regions tend to enr to tend regions mixed nationally the in parents Hungarian. In other words, the system is made so th so made is system the words, other In Hungarian. tpltd y h lw te fiil agae s eve is language official the law, the by stipulated loca a constitute otherwise Slovaks the where towns th regard to have not do they so and tongue, mother c their what all that enough confident be can hand,

website in their photo album titled titled album photo their in website pos sign local the on language Slovak in namesonly 35 34 Hungarian in also it have (of reasons various for Slovak, in signs their have all merely but towns these in language minority the pu be must emphasis An population. local the of 20% hc Soa lnug i se a esnil hr th where essential as seen is language Slovak which their want often parents Hungarian that is language maint language of terms in reciprocity of lack this be also will choice school the and on, passed later overwhelm an also is it families mixed in Moreover, work not does this schools, Slovak or Hungarian to Hungar While education. of sphere the in is itself, the where site another Finally, language. minority no do officials public because rights, empty merely the that complained typically have Hungarians Thus, delive to obligation corresponding no have officers in in (e.g. contexts official in language their use of name the in Since services. public of access the I discuss in more detail the school choice of mino of choice school the detail more discuss I in po are which Slovakia in villages dozena Thereare 34 . The law of permissiveness similarly disadvantages similarly permissiveness of law The . Névtelen falvak Névtelen (“Nameless villages”). villages”). (“Nameless rity parents in the next chapter. chapter. next the in parents rity ts. Some of these villages can be checked on KD’sF on checked be can villages these of Some ts. pulated by Hungarian minorities but do not have the have not do but minorities Hungarian by pulated 22 teraction with the local bureaucrat), however however bureaucrat), local the with teraction ian parents tend to enroll their children both both children their enroll to tend parents ian “forgetfulness,” or apathy) somewhat less somewhat apathy) or “forgetfulness,” r public services on the minority language. language. minority the on services public r likely that of Slovak. One reason behind behind reason One Slovak. of that likely hild needs for her future prosperity is her is prosperity future her for needs hild oll their children only to Slovak schools. Slovak to only children their oll language law, minorities have a right to to right a have minorities law, language e Hungarian language as an asset even in in even asset an as language Hungarian e ing tendency that the first language being being language first the that tendency ing the same way on the Slovak side. Slovak side. Slovak the on way same the nqaiy ewe lnugs manifests languages between inequality child “to achieve something in life” to to life” in something achieve “to child nne ad erig h ohr groups’ other the learning and enance, t on “can” for the law does not prescribe not does law the“can” for on t ows. Thus, while all mixed settlements mixed all while Thus, ows. at it tolerates bilingualism but does not does but bilingualism tolerates it at hv a olgto t udrtn the understand to obligation an have t rywhere Slovak, and not Slovak Slovak not and Slovak, rywhere y liveey mjrt, eas, s t s currently is it as because, majority, l ir rights to speak their language are are language their speak to rights ir 35 Soa aet, n h other the on parents, Slovak . minorities in minorities acebook acebook ir ir and

CEU eTD Collection public services available to citizens should be for be should citizens to available services public be bilingual; it does not apply on personal but rat but personal on apply not does it bilingual; be utfal I il un o utclua tere i theories multicultural to turn will I justifiable bilingualism in South-Slovakia in bilingualism hud e roiie i hrn process hiring in prioritized be should able are who employees public that means certainly we be would it (although regions these in languages the bureaucrat.nece not does not This thecitizen, ch the on latter’s The of choice language. citizens a is that personnel a addition, in and information; bilingua these in operating on) so and enterprises, ch the in expression partial a and services) social o character the in expression full find should this re should institutions regions mixed nationally the the staff should not be required to be bilingual, b bilingual, be to required be not should staff the or designated are menus restaurant or hours opening b formal requires Itonly demanding. less is sphere

language too. too. language servecitizen to really are services ifpublic that legitimate. also be could it of versions 37 36 Slovak. in monolingualism assetaboveis an all Appar it. promotes less even assetand seeas an it lrfcto i nee o wa i mat n wa i what and meant is what on needed is clarification Larger departments could perhaps allow having both having allow perhaps could departments Larger of interpretation my is description Thefollowing First of all, official bilingualism in a given area given a in bilingualism official all, of First This is what civil groups such as KD want to change to want KD as such groups civil what is This 36 . . s there should be somebody around who can speak the speak can who around somebody be should s there 37 B cnrs, ata epeso i te semi-publi the in expression partial contrast, By . an officially bilingual regime. Certainly other pos other Certainly regime. bilingual officially an 23 Hungarian and Slovak speaking personnel. Thepoint personnel. speaking Slovak and Hungarian ecause, on one hand, that would arguably be be arguably would that hand, one on ecause, f public institutions (like municipalities, and municipalities, (like institutions public f mally bilingual, that is, have bilingual signs, signs, bilingual have is, that bilingual, mally ssarily mean that everybody has to learn two two learn to has ssarilyeverybody that mean oice of communication should be defined by by bedefined should communication oiceof ently, what from the point of view of state is is of view of state ently,from the point what her on institutional level. It demands that in that demands It level. institutional on her n the next section. But before that some some that before But section. next the n ilingualism, so that for example shop titles, shop example for that so ilingualism, aracter of semi-public entities (like shops, (like entities semi-public of aracter flect the diversity of local population, and population, local of diversity the flect l regions. By full expression I mean that that mean I expression full By regions. l ble to converse and provide services to to services provide and converse to ble made available on both languages. But languages. both on available made to proficiently work on two languages, two on work proficiently to lcomed if Slovaks did so too), but it it but too), so did Slovaks if lcomed does not mean that everybody has to has everybody that mean not does nt en b te da f official of idea the by meant not s , and to see how such a change is is change a such how see to and , sible minority minority is c CEU eTD Collection public entities operate in the private sphere which sphere private the in operate entities public bilingualism is that they perceive the omission of omission the perceive they that is bilingualism bilingualism. bilingualism. omnt’ lnugs teeoe hy ead h re the demand they therefore a languages, services community’s public and private if villages and towns

much less from the minority language than the other the than language minority the from less much 39 38 Slovaksfrom expect to demanding too wt ter hp idw, r omril) hy shou they commercials) or windows, shop their (with prese are entities private these that extent the to Hungarian in serve to refuse they where restaurant minority language speaking inhabitants. minorityinhabitants. speaking language rel the to and level, institutional on only applies offi how is this So speakers. Hungarian significant but signs, Hungarian also have should inhabitants, exclusi almost Northern-Slovakia, in regions Martin movem this initiative, South-Slovakia”) (“Bilingual fr evident is it As currently). (20% law by defined sig a constitute minorities national where Slovakia pee s sg o dsepc t ter personhood their to disrespect of sign a as sphere multi-lingual country.” country.” multi-lingual lea to Slovaks expect to demanding too be would It The sticker slogans clearly express this perception this express clearly slogans sticker The The stated reason why some members of the Hungarian the of members some why reason stated The

Secondly, official bilingualism in this sense shoul sense this in bilingualism official Secondly,

38 2.2. Taylor Taylor 2.2. , and on the other, because a large part of these s these of part large a because other, the on and , when they state “Monolingualism is a disrespect. T disrespect. isa “Monolingualism state when they way round. round. way rn also Hungarian, because in general they would ga would they general in because Hungarian, also rn 24 nt and, so to say, “intrude” the public space space public the “intrude” say, to so and, nt evant regions having significant number of number significant having regions evant their mother tongues from the (semi-)public the from tongues mother their nificant part of the local population, as it is it as population, local the of part nificant language, one can go somewhere else. But else. somewhere go can one language, is voluntary. If someone doesn’t like the like doesn’t someone If voluntary. is om the name of Kétnyelvű Dél-Szlovákia Kétnyelvű of name the om only those settlements which are home to to home are which settlements those only 39 n de nt ead ht h Žln or Žilina the that demand not does ent Hnain fe ls a hm i their in home at less feel Hungarians . cial bilingualism should be meant: it it meant: be should bilingualism cial ey ouae b Soa speaking Slovak by populated vely e ny eiee o te majority the on delivered only re d only apply to those settlements in settlements those to apply only d cognition of Hungarian language language Hungarian of cognition ld respect formal conventions of of conventions formal respect ld minority in Slovakia demand Slovakia in minority his isa in in emi- CEU eTD Collection rne a a omntra pioohr atog th although philosopher, communitarian a as branded rk wt ti nto hnr loehr ad called and altogether, honor notion this with broke proponen popular most the of one Taylor, Charles by min recognize we should why But Slovak. the besides the hart of debate what exactly equal recognition m equalrecognition exactly thehart ofwhat debate his in articulated best perhaps is his of critique neglecti and universalism excessive its of tendency pa In differences. cultural to approach traditional arg communitarian some uses he true is it disputed, liberalism critiquing by proceeds Taylor framework, section. this account in at his look of recognition

such identities should not matter anymore, and be r be and anymore, matter not should identities such equa them gave and groups suppressed previously all advancement great The society. in majority of level di the until and temporally only but discrimination liber egalitarian sure be To apply. rules identical the accorded is everybody principles: universalist basing by was understood been has recognition equal libera between disputed widely is means recognition gen religion, race, class, of regardless individual bi by defined was society of structure hierarchical of notion the around centered was which societies, that principle fundamental this is It humanity. of Rather then trying to work out a justification for for justification a out work to trying then Rather According to Taylor the novelty of modernity is the is modernity of novelty the Taylor to According 25

Politics of Recognitionof Politics rth into a particular status group. Modernity Modernity group. status particular a into rth honor, and where one’s position within thewithin position whereone’s and honor, eans in a liberal democratic society. society. eansa in liberal democratic elevant in defining one’s status in society. in status one’s defining in elevant der and so on. But what exactly equal equal exactly what But on. so and der ae akt f ihs ad o everybody to and rights, of basket same of this approach was that it enfranchised it that was approach this of ng the particularities of individuals. This individuals. of particularities the ng ls themselves. The classical way how this wayhow classical The themselves. ls avnae gop ae o tkn o the to taken not are groups sadvantaged als allow for certain forms of positive positive of forms certain for allow als ifrnits u ae rm pre-modern from age our differentiates itself. For this reason he has been often been has he reason this For itself. tclr h ciius ieaim o its for liberalism critiques he rticular, l set of formal rights. The idea was that was idea The rights. formal of set l ority cultures? One answer is provided is answer One cultures? ority mns o rtqe ieaim n its and liberalism critique to uments for the equal recognition of every every of recognition equal the for ts of multicultural recognition. I will will I recognition. multicultural of ts oiis n sca arneet on arrangements social and policies e appropriateness of this tag can be be can tag this of appropriateness e multicultural policies from a liberal liberal a from policies multicultural recognition of equal moral value moral equal of recognition essay, and goes into into goes and essay, CEU eTD Collection people differ, the politics of difference makes the makes difference of politics the differ, people ramn. hs dfeeta tetet hv come have treatments differential These treatment. waysof non-discrimination for fought universalism b human of dignity equal the center its in has also

40 “benign with neglect.” t blind” “color be should state the words, other In “new form of second-class status” in society in status” “newof second-class form eno bad is which it internalize can minorities that upsho The group”. “problem a as seen are minorities ri are Roma the where societies contemporary the in a be should they that something it’s and desirable, the that minorities towards view a projects society fail can it that but ages, previous in recognition n is age modern of peculiarity the Now up. build is me is This us. to matter that persons with is, that int and communication of process a by dialogically, intuit self, inner one’s to listening by – inwardly formal same the has everybody (since occupy we that identit our that is explains, Taylor as age, modern peo recognize not do they that is which minorities, t difficult make least at or prevent which tendency the from anybody exclude not do rights equal the if Taylor (1992: 39) 39) (1992: Taylor However, as feminist and multiculturalist realized multiculturalist and feminist as However, The politics of difference grew organically out of of out organically grew difference of politics The 40 26 . . if there are no adequate conditions to it. If theIf it. to conditions adequate no are there if rely to make a statement how one’s identity identity one’s how statement a make to rely o people’s different identities and treat them them treat and identities different people’s o y is no more derived form our social status social our form derived more no is y shamed of. And this is very much relevant relevant much very is this And of. shamed se distinctions to the bases of differential differential of bases the to distinctions se os ti i te da f uhniiy and authenticity, of idea the is this ions; ugh in itself, but also that it introduces a introduces it that also but itself, in ugh ot recognition per se, since there was also also was there since se, per recognition ot o enjoy a full sense of moral equality for for equality moral of sense full a enjoy o ple’s unique identity. The particularity of of particularity The identity. unique ple’s that were quite blind to the ways in which in the ways to blind were that quite eraction with one’s “significant selves,” selves,” “significant one’s with eraction t of such misrecognition is on one hand one on is misrecognition such of t ig. oee, hr te oiis of politics the where However, eings. in the form in certain minority rights rights minority certain in form the in ir identity is somehow inferior, less less inferior, somehow is identity ir diculed for who they are, or national national or are, they who for diculed public space, they do have another another have do they space, public status), but it has to be worked out out worked be to has it but status), within the last 20 years or so, even even so, or years 20 last the within the politics of universalism, and it and universalism, of politics the CEU eTD Collection just providing facility to already existing people” existing already to facility providing just continue to identify as French-speakers. There is n is There French-speakers. as identify to continue create policie public the but speakers French existing for survival cultural to right a claims which Quebec in goa collective certain put to framework liberal the i it that believes he case, Quebec the discusses he udmna hmn ihs uh s ih t lf, lib life, to right as such rights human fundamental to only pertains violation this because acceptable, n otas omril ing i ay te languag other any in signage commercial outlaws one employers fifty than more with businesses requires (n schools English-language to child their send can l French of survival the ensuring at aimed are that

good life, and procedural ones, which refer to trea to refer which ones, procedural life,and good 44 43 42 41 identities the maintenance distinctive assists of pol the them”, to untrue is that mould “homogeneous assi promoting than rather So culture. dominant the someh is culture their that minority the of members b that for majority, of “level” the to minority the difference their exercise to minorities allow which lal ses o ilt te iea nto o neut of notion liberal the violate to seems clearly good,. good,. violates clearly Quebec life is. good of conception There are two notions of liberal neutrality accord neutrality liberal of notions two Thereare 52-53) (1992: Taylor 58-59) (1992: Taylor 43) (1992: Taylor ebr o te omnt, o isac, n hi a their in instance, for community, the of members However, Taylor has a very particular understanding particular very a has Taylor However, the procedural neutrality model as it promotes a c a promotes it as model neutrality procedural the ting citizens fairly abnd equally regardless of wha of regardless equally abnd fairly citizens ting ing to Taylor: substantive one, which concerns view concerns which one, substantive Taylor: to ing 27 41 . . s also justifiable for national cultures within cultures national for justifiable also s ls before individual rights which is the case the is which rights individual before ls 42 s. Multiculturalism’s goal is not to bring up up bring to not is goal Multiculturalism’s s. ot francophone’s and immigrants), another another immigrants), and francophone’s ot o way that these policies could be seen as seen be could policies these that way o . It is not only that it provides recognition provides it that only not is It . e quite hypocritical and communicate to to communicate and hypocritical quite e . There are a number of laws in Quebec in laws of number a are There . ae amd t uvvl ciey ek to seek actively survival at “aimed are s anguage, one regulates for example who example for regulates one anguage, ow less valuable, and does not live up to up live not does and valuable, less ow to operate on French language, or a third third a or language, French on operate to ry rpry r reo o sec and speech of freedom or property erty, iain n mlig ioiis no a into minorities molding and milation ulc oiy n de nt violate not does and policy public rality ta French than e itics of difference allows and even even and allows difference of itics 44 of recognition of culture. When When culture. of recognition of srn ta ftr generations future that ssuring hwvr fr alr hs is this Taylor for however, , 43 Te ubc policy Quebec The . t their their t ollective ollective s about sabout CEU eTD Collection perspective that can hardly be squared with the Raw the with squared be hardly can that perspective problematic assumptions and I want to look at these at look to want I and assumptions problematic justice

49 48 47 46 45 on so and religion, He believes we owe “equal respect to all cultures” all to respect “equal Heowe believeswe different cultures; that we not only let them them let only not we that cultures; different oe icvr u tu sl i orevs Ti i a is This ourselves. in self true our discover come loo inward an by discovered is identity our claims, ae o el ih sc a te iem bten libe between dilemma the as such with, deal to have i up come potentially can that conflicts of variety goal communal and rights individual between dilemma their of protection adequate provided are speakers) Taylor (1994: 72-3 72-3 (1994: Taylor 66) (1994: Taylor 64) (1994: Taylor 59-60) (1994: Taylor 59) (1994: Taylor 46

ial, alr eivs ht e hud o ol “r only not should we that believes Taylor Finally, Taylor makes a number of claims in the in claims of number a makes Taylor . . rvdd h hrzn f enn fr ag nmes o numbers large for meaning of horizon the provided this possibilitythis supre a take would it way: another it put could one to have we that much by accomplished is it if even our deserves that something have to certain almost h the good, of sense their articulated words, other pe long a over temperaments, and characters diverse 45 ad hs wo o o sae n hs cmua goal communal these in share not do who those and , a a priori . 49

28 survive Politics of Recognition of Politics 48 n liberal democracies and which societies which and democracies liberal n because they becausethey lsian or other liberal conceptions of self, of conceptions liberal other or lsian igpoes ad s rsl o ti we this of result a as and process, king , but [also] acknowledge their acknowledge [also] but , claims here more closely. First, Taylor Taylor First, closely. more here claims otoesa saeet rm liberal a from statement controversial fundamental rights. For Taylor the the Taylor For rights. fundamental s in Quebec exemplifies just another just exemplifies Quebec in s t ad qaiy o poprt and prosperity or equality, and rty cgie h eul au of value equal the ecognize riod of time – that have in in have that – time of riod me arrogance to discount discount to arrogance me abhor and reject. Perhaps reject. and abhor l, h amrbe are – admirable the oly, diain n respect, and admiration which rest on some on rest which hmn ens of beings, human f (.. English (i.e. s worth .” 47

CEU eTD Collection husbands, or projecting artificial ideals of beauty of ideals artificial projecting or husbands, re treatment, medical members their (denying things cultures different about want I whatever believe to idea problematic a also is This cultures. of value industry (solariums, stranding), in the East fairn East the in stranding), (solariums, industry that cannot be questioned, or subjected cannot our that refl to bequestioned, se the of models of suspicious is it However, them. a communal their value they that or in, raised were to prefer people most that idea the with compatible revis should people that assumption this in suggest revis not with satisfied completely are people many do individuals that assume liberals that say to not

for example, this Indian advertisement by by advertisement Indian this example, for 52 http://www.youtube.com/watch?v=l9Dmbqz5tJ0 51 50 are values and beliefs our of none that hold which them as such. as them such. there hence and that, from apart value independent imp are they extent the to derivatively, value only cultur the to not and individual, the to attributed view is that persons with different cultures are gi are different cultures with persons that is view Rather, cultures. these all respect should we that essay about essay the survival of their community. Taylor suggests th suggests Taylor community. their of survival the For a lucid articulation of this liberal view abou view liberal this of articulation lucid a For whi that note to isinteresting it context this In 20) (1993: Tamir example See for Second, there is the idea that for ethno-cultural e ethno-culturalfor that idea the is there Second, Finally, my last critical point about Taylor is con is Taylor about point critical last my Finally, La Survivance La , that is, that French speakers in Quebec have a le a have Quebec in Frenchspeakers that is, that , Clean and Dry and Clean ess products are promoted. As an example of the lat the of example an As promoted. are essproducts le in the West there is a huge money made from tann from made money huge isa there West the lein t respect for cultures and individuals see Jones (2 Jones see individuals and cultures for respect t

29 about a vagina bleaching product: product: bleaching vagina a about e. Cultures from a liberal point of view have view of point liberal a from Cultures e. ve due respectdue ve ection. ection. from a liberal point of view. Since I am free am I Since view. of point liberal a from 51 ortant to the individual person, but have no no have but person, individual the to ortant ht s motn fo a iea pit of point liberal a from important is what expect and say to ludicrous be would It ). ttachments, and it is difficult to switch for switch to difficult is it and ttachments, ing their believes. Nor is there anything to to anything there is Nor believes. their ing lf which posit there is some part inside us inside part some is there posit which lf eie l o ter eif r attachments, or belief their of all revise free from revision or reflectionor revision from free stay with their original beliefs that they that beliefs original their with stay e their believes, the liberal view can be be can view liberal the believes, their e at this survivalist policy can be squared squared be can policy survivalist this at , and in fact, many cultures do terrible terrible do cultures many fact, in and , quiring wives to be submissive to their to submissive be to wives quiring s o esn h w sol recognize should we why reason no is quality we should recognize the equal the recognize should we quality cerning the idea put forward in his in forward put idea the cerning 52 . The value, hence, should be should hence, value, The . gitimate claim for claim gitimate 006) 006) 50 ter, see, see, ter, . This is This . ing ing CEU eTD Collection parts of the world, including our homelands. I beli I homelands. our including world, the of parts

53 species” so some to amount would That survive. can they that making avoid should we then value, no have members arbitrar without answered be can questions such how inte the in that grounding without culture national po immediately that questions the of some are These or less be would there years 200 in if worse anyhow i until Frenchness of perpetuation the to committed s why And Ukrainians)? (say community settler other Why claim. survivalist a such justify credibly can independently than rather allegiances individual’s previous the to stick we if But communities. other communi French the of rights collective the as long another thicker a recognizes which (one d liberalism Walzer’s to reference a makes and liberalism with we have to search elsewhere. weelsewhere. have search to tr differential requires society diverse culturally t is Taylor with agree I Where such. as cultures of cann this but cultures, their of protection the for Europe. Likewise, should we be concerned about the about concerned be we should Likewise, Europe. I borrowed this term from Habermas (1992). (1992). Habermas from term this borrowed I

53 . We do not agonize for example because Celtic is n is Celtic because example for agonize not do We . 30 eatment, but to find justification for this claim this for justification find to but eatment, ot rest merely in the desire about the survival survival the about desire the in merely rest ot rests of individuals, and it is difficult to see to difficult is it and individuals, of rests is French more special in Quebec than any any than Quebec in special more French is eve that minorities do have a strong claim strong a have do minorities that eve in the culture itself, it is hard to see what what see to hard is it itself, culture the in hat the equal moral worth of humans in a in humans of worth moral equal the hat notion of cultural value which rests in the in rests which value cultural of notion a thinner notion of collective goods), as goods), collective of notion thinner a survival of any other languages at other other at languages other any of survival ty do not limit the individual rights of of rights individual the limit not do ty dfnt ftr? ol te ol be world the Would future? ndefinite no French speakers at all in Quebec? Quebec? in all at speakers French no ns. f utrs needn o their of independent cultures If iness. u oc oe roiie a particular a prioritizes one once up p rt of commitment of “preservation of “preservation of commitment of rt claims for their protection merely so so merely protection their for claims ol ee al rnh paes be speakers French all even hould sicin ewe to ain fo nations two between istinction o longer spoken in East-Central in spoken longer o CEU eTD Collection books Kymlcika has developed perhaps the most influ most the perhaps developed has Kymlcika books

this, we have to see what his theory is about. theory his we about. what have this, is see to minoriti national of case the in successful less is

MC (1995) where his ideas about liberal multicultur liberal about ideas his where (1995) MC 56 55 54 concept of liberal equality in a diverse society diverse a in equality liberal of concept bu compatible only not is citizenship multicultural convin and minorities national and group, immigrant culture, he defines societal culture the followi culture,in societal he defines narrower other, from culture societal differentiate v liberals supposedly which latter the individuals, societal terms, his in or – culture between link a up to date to up MC 76 76 MC (7MC example for see idea this of exposure an For dea will section this that ones prominent Themost Kymlicka defends multiculturalism from a liberal pe liberal a from multiculturalism defends Kymlicka

Another theory at hand is that of Kymlicka’s multic Kymlicka’s of that is hand at theory Another 54 . His theory is comprehensive because it deals with deals it because comprehensive is theory His . private spheres. These cultures tend to be territor be to tend cultures These spheres. private eiiu, erainl ad cnmc ie encompa life, economic and includin recreational, activities, religious, human of range full the across wi members its provides which culture a ] is [It on a on shared language. 56

2.3. Kymlicka Kymlicka 2.3. alism are the most clearly articulated. articulated. clearly most the are alism l with are Liberalism Community and Culture (1989), Culture and Community Liberalism are with l 5) 5) 31 55 ng way: way: ng . Having said that, I think, Kymlicka’s theory Kymlicka’s think, I that, said Having . es than in other minority groups, but to see see to but groups, minority other in than es culture – on one hand, and the freedom of of freedom the and hand, one on – culture ways of life styles, say, military or pub pub or military say, styles, life of ways i fc i sm css nacs the enhances cases some in fact in t le ih o te te. n re to order In other. the on high, alue ential liberal theory of multiculturalism of theory liberal ential igy eosrts ht differentiated that demonstrates cingly rspective, as his theory hinges on on hinges theory his as rspective, ultural citizenship. In a series of of series a In citizenship. ultural the case of indigenous people, indigenous of case the ially concentrated, and based based and concentrated, ially th meaningful ways of life life of ways meaningful th sn bt pbi and public both ssing g social, educational, educational, social, g and and CEU eTD Collection practices become to be seen valuable and others not others and valuable seen be to become practices

options”. This is one reason way his multicultural multicultural his way reason one Thisis options”. soci a to havingaccess through is“only it Because 61 60 59 58 57 ch particular their of regardless to access have to individ every that goods primary Rawlsian the among i it pervasiveso is Becausethat culture societal Kymlic interactions, human any of terms the defines hoe ewe dfeet as f ie ad therefor decayor and debasement life, of ways different between choose thes pursue and choose to members its for difficult options the and undermined be cultures these should t within us to make sense and mediated meanings are r closenature, to life, living ways traditional of tri (indigenous an through is it or God, to devoted to comes one that culture (Christian) particular a societal not only provides these options, but also also but options, these provides only not societal “involvesmak the latter that arguing by freedom to It is worth considering these one by one. Let’sconsidering Itthese sta one one. worth by is cu that madenamely, here, are being claims aretwo living in harmony with nature, experie harmony livingwith in and they may mean given previouslyhas what loose theymay them, result some members of indigenous minorities have s have minorities indigenous of members some result re a as unviable became increasingly and undermined mn idgnu tie i te mrcs n Austral and Americas the in tribes indigenous among To be sure Kymlicka emphasizes that cultures are v are cultures that emphasizes Kymlicka sure be To 83 MC 83 MC 11. footnote p.214, MC,

One could perhaps argue that this is one of the rea the of one is this that argue perhaps could One utr poie is ebr a eti nraie or narrative certain a members its provides Culture 60 . When people are deprived of the choices their cul their choices the of deprived are people When . theory can be considered a liberal one. MC (83). (83). MC one. liberal a considered be can theory etal culture that people have access to a range of range a to access have people that culture etal aluable, not in and of themselves, but instrumental but themselves, of and in not aluable, lided to a sense of anomie and lost a sense of cont of sense a lost and anomie of sense a to lided 32 sult of expansion of modern European culture, and a and culture, European modern of expansion of sult a Te oitl utr o tee epe ae becom have people these of culture societal The ia. ather than pursuing a business career. All these All career. business a pursuing than ather sons why alcoholism and delinquency is so prevalent so is delinquency and alcoholism why sons believe that Sundays should be a day off and off day a be should Sundays that believe rt with the second, which is meaning. is the second, with which rt makes them meaningful to us.” to meaningful them makes osen way of life of way osen e life styles. They will not be able to freely to able be not will They styles. life e ing choices among various options and our options various among choicesing lture provides options, and also meanings. andmeanings. also options, lture provides 59 nce aharm ncereal ka suggests that we should incorporate it it incorporate should we that suggests ka he framework of a particular culture, and and culture, a particular of heframework . It is for instance due to membership inmembership to due instance for is It . ing to their life, such as serving God, or or servingGod, as such life, their to ing s present in all spheres of our lives, and and lives, of presents our spheres all in a) utr ta oe oe t value to comes one that culture bal) ual, including minorities, should want should minorities, including ual, hy rvd prs, t il e more be will it perish, provide they w ms poet utrs from cultures protect must we e setce va hc certain which via “spectacle” 57 61 . He links societal culture societal links He . . . tures provided for provided tures 58 Now there Now meaningful meaningful ly. ly. rol and and rol s a a s e

CEU eTD Collection perspective? perspective? o eape o sca oiiy Tu te argument the Thus mobility. social for example for fa in can, members some everybody, for unchangeable dem to absurd be would it clearly and circumstance, able not is He choice. of instead choice of context protections cultural for measures justify hence and no culture present and theory, liberal in dichotomy hard tries Kymlicka valuable. are they that reason that culture particular a is it that but cultures, a there whether matter much so not would it account en o peevn ter cultures their preserving of means meaninglessness of sense a into slipping of danger membe that argue to hysterical” “faintly seem would c national between differences minor be might There part would one probably quite Slovak, but Hungarian and, different, than alike more are they lifestyles increasing and post-industrial globalized, same the limitations faces theory the here think I cultures? j for grounds provide and cultures national of case might be a reason to insist on having access to a p a to access having on insist to reason a be might v identical basically provided be would individuals

62 life. of ways meaningful be to believe they p to able more no are They life. their over meaning Patten (2000: 207) (2000: 207) Patten e ol tr t te pin rvdn raos f va of reasons providing option the to turn could We I think this line of reasoning has some plausibilit some has reasoning of line this think I 62 I te rsne f n clue nta o anothe of instead culture one of presence the In . ursue their life according to their inner convictio inner their to according life their ursue 33 provides the context of options, and it is this is it and options, of context the provides hence, it is safe to say that if one was not not was one if that say to safe is it hence, . Since Hungarians and Slovaks are part of part are Slovaks and Hungarians Since . articular culture from this context of choice of context this from culture articular . But all what he can say is that culture is a is culture that is say can he what all But . ustification for maintaining their separate separate their maintaining for ustification t as a choice but more of a circumstance a of more but choice a as t alues only in different contexts. So what So contexts. different in only alues and that, because culture is not given and given not is culture because that, and with context of choice does not go far far go not does choice of context with to overcome the ambition/endowment ambition/endowment the overcome to y eua clue I trs f their of terms In culture. secular ly r nme f hy ee o gvn the given not were they if anomie or ultures, but, as Allan Patten puts it, it it, puts Patten Allan as but, ultures, o a ta w sol tet t s a as it treat should we that say to rs of these national cultures were in in were cultures national these of rs ct, they choose to leave their culture culture their leave to choose they ct, cpt i te ae oen culture. modern same the in icipate re different meanings provided by by provided meanings different re y, but can it also be applied to the to applied be also it can but y, luing societal culture. On this this On culture. societal luing ns what ns r CEU eTD Collection oiin f ylca t s o eiet h w shoul we why evident not is it Kymlicka of position drink to prefers who Timi and hand, one on parties justify intervention. And if there is no separate m separate no is there if And intervention. justify to the case of national minorities national the of case to c to tried has Patten essays of series a In Patten. different ways really culturesof not do li provide protect in interested ultimately are we if cultures dr to akin is culture because work not does analogy Multicultur Timi. to as money much as him gave only th feel not do still we but preferences his satisfy of share equal an From other. the on education into lavish a live Champaign, drink to prefers who Gazo tas or expensive of subsidization the and welfarism thos in intervene cannot one and process democratic

64 63 see asto like Kymlcika would it. be options their for context the that insist should culture national of case the in apparently is it as shoul culture that establish to fails it for enough the survival of their societal cultures.” societal their of survival the outvoted or outbid be [can] “they that is culture, ab the in face to have minorities disadvantagethat Patten (1999; 2000; 2001: 707-9; 2009: 14-20.) 14-20.) 2009: 707-9; 2001: (1999; 2000; Patten (109) MC An alternative solution in the case of national cul national of case the in solution alternative An One of the most interesting argument Kymlicka puts puts Kymlicka argument interesting most the of One 64 . In one of these essays, entitled entitled Inessays, of these . one 63 But liberals would argue that that is just a resul a just is that that argue would liberals But 34 riticize or modify Kymlcika’s theory to suit it suit to theory Kymlcika’s modify or riticize festyles to their members. theirfestyles members. to provided by their particular societal culture, societal particular their by provided eaning that is provided by a societal culture, culture, societal a by provided is that eaning on resources and policies that are crucial to to crucial are that policies and resources on at he might be in anyway mistreated if we we if mistreated anyway in be might he at sence of certain external protections of their protectionsof their external certain sence of d be treated as a circumstance that could could that circumstance a as treated be d ing individual life choices, and particular particular and choices, life individual ing resources Gazo will have a harder time to to time harder a have will Gazo resources , t s o cer h ntoa minorities national why clear not is it s, e because that would raise the problem of of problem the raise would that because e tes. As an example, consider the case of of case the consider example, an As tes. inking taste or preference, but from the from but preference, or taste inking beer, live a modest lifestyle, and invest invest and lifestyle, modest a live beer, e neetd n usdzn national subsidizing in interested be d ietl adsed o fmny on money of lot a spend and lifestyle alists would of course argue that the that argue course of would alists tures have been provided by Allan Allan by provided been have tures Liberal Egalitarianism and Egalitarianism Liberal owr cnenn the concerning forward t of t CEU eTD Collection rcie hi rlgo, atcpt i pltcl d political in participate religion, their practice L-linguistic of Members sphere. public and private eoe nraigy nbe o nae n h pursuit the in engage to unable increasingly become numerous and concentrated to provide its members a members its provide to concentrated and numerous igitc omnt. hs naaiiy i nt ari not did incapability This community. linguistic fre Their Majority. the to regard with incapability t find will community Minority of members remaining activiti of range full the for provide to dispersed th of population the and emigration) or immigration cou (this level threshold viability the below falls va a for and language own its having each Minority, linguistic incapability linguistic

imputing on herself an excessive cost. anherself on cost. imputing excessive i she if language some to respect with incapability act mentioned above the just to refers language the exce an without so do or it learn could or L, speak th on these membersactivities unable are pursue to be L-speakers of number the when viability of level L-lingu The language. own their in all life, family one of which is is which of one 65 Cultures National Supporting for Case the Patten (2000) (2000) Patten o iaie w lnusi cmuiis iig n on in living communities linguistic two imagine Now n niiul a lnusi cpblt wt respec with capability linguistic has individual An i community linguistic viable a Patten to According ibe igitc community linguistic viable . 65 , he does this by introducing two new concepts, new two introducing by this does he 35 (instead of societal culture), and another, another, and culture), societal of (instead ld be because of stagnation in fertility rate, fertility in stagnation of because be ld ebates, form friendships, and have a rich rich a have and friendships, form ebates, eir own language. eir own language. istic community falls below the threshold threshold the below falls community istic s o is ebr. hs en ta the that means This members. its for es ssive cost to himself. An ability to speak to ability An himself. to cost ssive s unable to use or master it without also without it master or use to unable s dm n ie il e iiihd s they as diminished be will life in edom se as a result expensive preferences or or preferences expensive result a as se riety of reasons the Minority population Minority the reasons of riety full range of human activities within the within activities human of range full come too small and dispersed, and its its and dispersed, and small too come ivities. An individual has a linguistic linguistic a has individual An ivities. s omnt wl b to ml and small too be will community is omnt wud e be o work, to able be would community ta wr poie te b their by them provided were that s hemselves in a position of linguistic of position a in hemselves t to a language L if he is able to to able is he if L language a to t oe hc i sufficiently is which one s cuty te aoiy and Majority the country, e CEU eTD Collection rtcin ae ufcet o utf te lis of claims the justify to sufficient are protections eas te aoiy uvtd h Mnrt. Rather, Minority. the outvoted Majority the because tiszteletlenség! them. In some cases levels of competency come into into come competency of levels cases some In them. s monolingual a in therefore and Slovak, understand language in the public. Their cases are still vulne still are cases languageTheir the public. in are who those about nor so, do to want not did who domina the learn to incapable are who those to only of account full a provide to unable is incapability justi be could rights minority cases their In life. in condition a becomes increasingly which language ar community Minority the of members that handicap: lgn o te ciit’ tces hr oe f the of one where stickers activists’ the on slogens

66 for a small minority within the minority: forthe lingu minority a within small commun viable linguistically of conception modified memb its to meaning same the provides it if culture c be should we why explain cannot choice of context in for implications illiberal have may it, suggests ae y eedns f iigaim n Slovakia in bilingualism of defendants by made been has This Slovak. understand they that fact the Hun that true is it For objection. tastes expensive See for example example See for As it stands now neither Taylor’s, nor Kymlicka’s, Kymlicka’s, nor Taylor’s, neither now stands it As I think a fourth option is available which is that that is which available is option fourth a think I (“Monolingualism is disrespect!”). The primary rea primary The disrespect!”). is (“Monolingualism http://www.kozbeszed.sk/2012/04/trianon-update-avag 36 rable tastes objection. the expensive to fied. But note that the problem of linguistic linguistic of problem the that note But fied. recognition for minority cultures. Itpertains cultures. minority for recognition istically incapable. istically incapable. KD. The recognition of groups as Taylor Taylor as groups of recognition The KD. 66 garians want to use their language despite despite language their use to want garians ers than the majority culture; and Patten’s and culture; majority the than ers nt language, and says nothing about those those about nothing says and language, nt ad a lkws be sgae b the by signaled been likewise has and , dividuals; Kymlicka’s theory relying on on relying theory Kymlicka’s dividuals; ity is only able to justify language rights rights language justify to able only is ity tate they have less choices available for available choices less have they tate repeatedly made clear in blog articles articles blog in clear made repeatedly it has arisen because of an individual individual an of because arisen has it the picture, when in stressful or highly or stressful in when picture, the main claim is that that is claim main oncerned about protecting the societal societal the protecting about oncerned order to get one’s projects through in in through projects one’s get to order bilingual and still want to use their their use to want still and bilingual multiculturalists, in part, accept the the accept part, in multiculturalists, ual t mse te Majority the master to unable e nor Patten’s version of minority of version Patten’s nor y-magyar-cegek-esete.html son is not that they do not not do they that not is son Az egynyelvűség egynyelvűség Az

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67 lan majority the in communicating in problem a have lang own their on interact to minorities of members emergency, the calling as (such situations complex the other. On the other hand, Kymlcika’s luck egali luck Kymlcika’s hand, other the On other. the hierar a on cultures rank not do them of most least contrarily quite culture; national their in such as because minorities, national for counter-intuitive o On other.” some have rather would I and identity, e somebody to point to able be person the that asks m disadvant his choose a not did is one that this compensation, Now raised. and born were they which in d they since choice, their of outside disadvantaged o points merely Kymlicka Slovaks). being not regret unli be would it (for instead be to like would they a disadvantaged the whether matter not does it test scheme and envy test from a luck egalitarian positi egalitarian luck a from test envy and scheme be is him, with agreeing us convince to succeed may exp public by provided be therefore, and to, access w that goods, primary Rawlsian the under it subsume whereas sphere, private the in with dealt be should bet to give disagreement should we weigh main what is multiculaturalists The itself. in good important I am greatful to Andres Moles for drawing my atten my drawing for Moles Andres to greatful am I tion to this detail. detail. to this tion 37 , some of them tend to be proud of it, but at but it, of proud be to tend them of some , they clearly do not regret their membership their regret not do clearly they id not choose their membership in a culture culture a in membership their choose not id chical scale and evaluate one as better than than better as one evaluate and scale chical the latter, such as Kymlicka, would like to to like would Kymlicka, as such latter, the lse and say “I regret that I have my current my Ihave that regret “I say and lse re able to point to somebody else and who and else somebody to point to able re on tarian theory is also not sustainable in the in sustainable not also is theory tarian kely that any Hungarian would say they say would Hungarian any that kely t people just prefer to have the option of option the have to prefer just people t enses. Part of the reason why Kymlicka Kymlicka why reason the of Part enses. or filling out a tax sheet) it is easier for easier is it sheet) tax a out filling or ut that members of minority cultures are are cultures minority of members that ut the availability of their language as an as language their of availability the uage. In other cases some people really really people some cases other In uage. hs od Te omr ugss ht it that suggests former The good. this age, than that of Dworkin, which also also which Dworkin, of that than age, 67 e can legitimately expect want to have to want expect legitimately can e e ad Dokns ugsin seems suggestion Dworkin’s hand, ne as h rfae Dokns auction Dworkin’s reframes he cause . This means that for him in the envy the in him for that means This . guage. In all these cases official official cases these all In guage. uch less demanding criteria for for criteria demanding less uch en iea eaiain and egalitarians liberal ween CEU eTD Collection population in US (and arguably in other countries) countries) other in arguably (and US in population discriminated (otherwise rarely utilized by ordinary tax payers) tax ordinary by utilized rarely (otherwise interpretati and translation where EU the considers fro secured be could regime bilingual a that, seems

policy-stay/article-170516 71 70 69 68 into disab culture, gender, race, poverty, disadvantage: take we if that suggests Fraser Nancy chosen. lif their in disadvantaged are people For run. long would require a detailed cost/benefit analysis that analysis cost/benefit detailed a require would or efficiency, money, of terms in as such assessed ar There society. on imposes it costs the on depend adopt the concerning position Our expensive? really how shall we decide which ones should deserve our a deserve our ones should we howshall which decide almost 100% of Slovak speaking inhabitants, but it it but inhabitants, speaking Slovak of 100% almost more is monolingualism official that be well might on rests position this think I more. or two having des more is country a in language official one that m could feel minority that also themselvescitizens No benefit. higher ayield also could turn in which that authorities local of functioning the involves re be would translation South-Slovakia in contrast, See the “EU translation policy ‘here to stay’” art stay’” to ‘here policy translation “EU See the applied or (1991), Pool see model possible one For dimension. economic the for Frasergoes Fraser(1998) One way to go out answering this question is lookin is question this answering out go to way One Another criteria is that of efficiency. Some defend Some efficiency. of that is criteria Another 68 . It would be insane to expect full compensation fo compensation full expect Itinsane to be . would

icle at icleat to the EU context see Parijs (2011). (2011). Parijs see context EU the to 38 http://www.euractiv.com/culture/eu-translation- e in all sorts of ways that they have had not not had have they that ways of sorts all in e are in touch with citizens on a daily bases, daily a on citizens with touch in are ility – it may turn out that about 90% of the of 90% about that out may turn it – ility amount to 1% of the total EU budgetEU total the of 1% to amount t only in terms of better public services, but but services, public better of terms only in t is beyond the scope of this thesis this of scope the beyond is ore at home in their country. oretheir country. at home in e of course many dimensions costs can be can costs dimensions many course of e is certainly not so in the south where most wheremost south the in so not certainly is efficient in northern Slovak regions with with regions Slovak northern in efficient ttention? n f evcs o 3 fiil languages official 23 to services of on a faulty generalized assumption. For it it For assumption. generalized faulty a rbe eas i i mr efcet than efficient more is it because irable o o rjcin f iigaim could bilingualism of rejection or ion oil ot, n a rpr assessment proper a and costs, social urd o ny n lnug, n it and language, one only to quired m a relatively marginal cost. If one one If cost. marginal relatively a m osdrto al pee o social of spheres all consideration ers of monolingualism have argued argued have monolingualism of ers are in some way or the other other the or way some in are g at how much compensation is compensation much how at g 69 . . r all these disadvantages.So rthese all 70 . But it But . 71 . In . CEU eTD Collection party. This is the main reason why the call for bil for call the why reason main the is This party.

immediately makes them an unattractive coalition pa coalition unattractive an them makes immediately Slo of independence the after realized quickly they political minorityHungarian the as South-Slovakia, maintaining practices that disadvatge the minoritie the disadvatge that practices maintaining st the that approach, off-hands than rather handed, national-cult fairly treats state the that requires neutrality, state of idea the to counter runs this o minorities of language the recognize to reluctant carried and in is for activists a civil part large property. See the news bite “Dűhösek a vállalkozók vállalkozók a “Dűhösek bite news See the property. http://www.hirek.sk/video/20120412232308/Duhosek-a- 73 had Thepoll Hungarians. among enjoys bilingualism infor but) non-representative (arguably an contains 72 solution. acertainlymore efficient be se these In on. so and Kamenin, Salka, as such 10%, repective Sturovo or Komarno in example (for 25% or Slovaks minorit local a constitute even Slovaks settlements by both jointly inhabited are areas the of en fr it.” for means the bilingualism of cause the with agree ultimately putting of methods the criticize who entrepreneurs not take part in it because they see it is a form o form a is it see they because it in part take not agree do region the in people Many attitudinal. and Entrepreneurs complain that (the otherwise easily otherwise (the that complain Entrepreneurs at article the example See for The legal obstacles stem from the state’s attitude attitude state’s the from stem obstacles legal The But the obstacles to bilingualism in South-Slovakia in bilingualism to obstacles the But 73 t s ifcl t se oee hw le ol bili could else how however see to difficult is It http://www.kozbeszed.sk/2012/05/matricazas-erkolcst mative poll about the overwhelming popularity the c the popularity overwhelming the about poll mative a megrongált óriásreklamok miatt” at at miatt” óriásreklamok megrongált a about 300 respondents. respondents. 300 about removable) stickers are an unlawful damage of their of damage unlawful an are stickers removable) anonymity. anonymity. 39 rs A ar ramn wud ml a even an imply would treatment fair A ures. vallalkozok-a-megrongalt-oriasreklamok-miatt.html f “provocation” of the majoritythe of “provocation” f ingualism has been recently taken over by by over taken recently been has ingualism y: they are present in towns at a rate of 50 50 of rate a at towns in present are they y: s. This does not mean interfering with the with interfering mean not does This s. or better to say, even handedness which which handedness even say, to better or n equal par with that of the majority. But majority. the of that with par equal n parties have long abandoned this issue, as issue, this abandoned long have parties with the cause of KD activism, they do do they activism, KD of cause the with rtner to any other major Slovak political Slovak major other any to rtner js se tces s nt appropriate “not as stickers see just y t blne te fet o is nation- its of effects the balances ate ly) but in some villages are even below below even arevillages some in but ly) tces n hp idw, a they say windows, shop on stickers teet ofca blnuls would bilingualism official ttlements vakia in 1993 that such a position position a such that 1993 in vakia n Hnain. n oe f these of some In Hungarians. and to its national minorities. That it is is it That minorities. national its to are really not financial, but legal but financial, not really are gaim e civd in achieved be ngualism ana.html which also also which 72 . But even But . ause of ause

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hl on i ta a iea sae hud o take not should state liberal a that is point whole mostly remain would That regions). relevant the in formal from the minimal (apart services bilingually commerc the regulate to ambitions have would it nor de people if matter not would It cultures. national backgroun fair provide to aim would it that however sys the because purposes communication for language st would people for such, as individuals of choices

40 t leave it up to the individuals. the leave individuals. to t up it cided for switching to the majority culture, majority the to switching for cided a position on, or provide incentives to a a to incentives provide or on, position a requirement outlined before, and that only andonly that requirement before, outlined intact by the regime of bilingualism. The bilingualism. of regime the by intact l b fe t cos ter preferred their choose to free be ill a mre ad eur t poie its provide to require and market ial tem would be bilingual. The point is is point The bilingual. be would tem d conditions for members of both both of members for conditions d CEU eTD Collection pluralism, exemplified by the case of Hungarian min Hungarian of case the by exemplified pluralism,

societies. conmost is that systemeducational multicultural a schools should identity national of what issue sort educat political of content the to pertains dilemma for status minority their perpetuate to hence, and their sign to parents minority for legitimate is it responsibility parental concerns One here. address tw raises this and reproduced, actively being still prim these in Itis there. assumes minorityschools ma a is there but there, mushrooms as grow just not w is this Nevertheless, well. as generations future sta minority the that another quite and Hungarians, language minority be should there that say to thing with elaborating on the first aspect, and will argu will and aspect, first the on elaborating with constitutive a be also can it people many for that one, language: of aspects distinctive analytically apply this liberal framework, with some relevant mo relevant some with framework, liberal this apply d religious of context the in Clayton by elaborated excu little a make will I Then protect. to supposed conc which – ones non-instrumental and instrumental ugras ae en iig n lvka o aot t about for Slovakia in living been have Hungarians In section 3.1 I introduce two different reasons be reasons different two introduce I 3.1 section In Chapter 3 Chapter -Education 41 child into these minority language schools, schools, language minority these into child e that although mother tongue education can can education tongue mother although that e that it is a communicative tool, and another, and tool, communicative a is it that nourish (if they are already present) in such such in alreadypresent) are they (if nourish part of their identity. I conclude section 3.3 3.3 section conclude I identity. their of part ary and high schools where Hungarianess is is Hungarianess where schools high and ary hat happens in Slovakia for Hungarians do do Hungarians for Slovakia in happens hat ducive to the working of liberal democratic democratic liberal workingof the to ducive rsion to the liberal conception of education education of conception liberal the to rsion o important moral dilemmas that I should should I that dilemmas moral important o successive generations as well. The other The well. as generations successive and whether, from a liberal point of view, view, of point liberal a from whether, and ion, and I am interested in exploring the exploring in interested am I and ion, iversity. Finally, I will tentatively try to to try tentatively will I Finally, iversity. ority in Slovakia. I will differentiate two, will I Slovakia. in ority ssive role that education in monolingual in education that role ssive tus of people should be reproduced for for reproduced be should people of tus comdtos rvdd o existing for provided accommodations difications, in the context of linguistic linguistic of context the in difications, ern the good language rights are are rights language good the ern hind minority language rights – the – rights language minority hind re eeain nw I i one is It now. generations hree CEU eTD Collection oiia ad oil ihs n eul opportunities equal and rights social and political justified. Nor free access to health care is really is care health to access free Nor justified. The point is that language in itself should not be not should itself in language that is point The

75 74 community. divided f to is society if groups national other of members duties, civic their about individuals in awareness forem and first responsibility, a have institutions to mother of component related identity the explore 3.4 section In society. in opportunity of equality disadv a in minority the of members some leave will of members for benefits related identity some have nesad h cocs hy r peetd ih and with, presented are they choices the understand sense make really not does vote to right Similarly, proceed the language own one’s on understood be and a have really not does One interaction. linguistic wher life of areas all from drawn be could Examples languagewho differentiates instrume between rights will I rights. language minority behind rationales Rubio-Marin (2003: 57). (2003: Rubio-Marin Rubio-Marin (2003) (2003) Rubio-Marin Instrumental language rights are ones that are tied are that ones are rights language Instrumental One way to think about what good language is for pe for is language good what about think to way One

3.1. Instrumental and Non-Instrumental Language Rig Language Non-Instrumental and Instrumental 3.1. 42 an option if doctors cannot speak, or worse, worse, or speak, cannot doctors if option an an obstacle for the enjoyment of one’s civic, one’s of enjoyment the for obstacle an adopt here Rubio-Marin’s understanding of of understanding Rubio-Marin’s here adopt as well as a certain degree of sensibility to sensibility of degree certain a as well as right to fair trial if one cannot understand understand cannot one if trial fair to right unction effectively in such a linguistically linguistically a such in effectively unction n society in minority groups, ultimately, however, this however, ultimately, groups, minority ntal and non-instrumental ones and ntal non-instrumental ost, to cultivate a heightened sense of of sense heightened a cultivate to ost, ngue education. I argue that educational educational that argue I education. ngue I continue with the second aspect and and aspect second the with continue I e access to public goods is facilitated by by facilitated is goods public to access e f hr i a hne ioiis cannot minorities chance a is there if ings, so there’s a need for interpreters. interpreters. for need a there’s so ings, hrfr blnul alt my be may ballots bilingual therefore antageous position in terms of their their of terms in position antageous to other existing rights in society. in rights existing other to 75 ople is to look at the different the at look to is ople RboMrn 20, . 63). p. 2003, (Rubio-Marin, hts hts 74 . . CEU eTD Collection purely pragmatic. purely pragmatic. public clinics on Hungarian language between doctor between language Hungarian on clinics public part thesocialist under term governmental previous to the government. For more on the language law see law thelanguage more on For thegovernment. to

Hungarian. The law was later repealed in 2010 when in2010 repealed later was law The Hungarian. http://www.presseurop.eu/en/content/article/68491-o 76 language patients’ the speak to prohibited are responsibility for the protection of language itsel language of protection the for responsibility Ultimatel instrumentally. rights other of existence that is point main the but society, in rights other impo much how on depending vary can rights language decr and society, in acceptable more presence their pu the in or media, public the in presence example, pu the in language minority of presence the enhance su In society. in strata social lower with majority minori the if particularly measures, discriminatory langu instrumental Furthermore, too. language their by speakers language minority to benefits public of goal of instrument The nativechooses language. her o be can tongue mother that and choose, not do they tha idea liberal general the with consistent large, epc. h ga o nnisrmna lnug righ language non-instrumental of goal The respect. autonom individual of fulfillment the for necessary multicul liberal the with associated mostly is idea valuabl instrumentally only not is space public the it because itself, language the protect to is goal This latter example is actually not so farfetched. so not actually is example latter This By contrast, non-instrumental (or intrinsic) langua intrinsic) (or non-instrumental contrast, By In Slovakia in 2009 there was a language law passe was language there a in2009 Slovakia In y, Smer, led coalition, which prohibited theintera whichprohibited coalition, led y,Smer, nly-say-it-slovak e.g. the article: “Only say it in Slovak” Slovak” init say “Only article: the e.g. and patient even if both of them wanted to speak speak to wanted them of both if even patient and after the elections a new center-right partycoalit center-right new a elections the after 43 is recognized that access to one’s language in in language one’s to access that recognized is 76 t individuals should not be punished for traits traits for punished be not should individuals t f, the point of instrumental language rights is is rights language instrumental of point the f, Isrmna lnug rgt ae b and by are, rights language Instrumental . ch cases affirmative policies can be used to to used be can policies affirmative cases ch e but is an independent good in itself. This itself. in good independent an is but e blic education curriculum in order to make make to order in curriculum education blic turalist thesis that cultural membership is is membership cultural that thesis turalist ease prejudice and social profiling. These These profiling. social and prejudice ease al rights is thus to facilitate the enjoyment the enjoyment facilitate to thus is alrights ty group is commonly associated by the the by associated commonly is group ty hi go i awy drvd rm the from derived always is good their g rgt cn lo utf cran non- certain justify also can rights age providing effective access to them on on them to access effective providing ad o te ai o idvda self- individual of basis the for and y ts is to enable minority’s capacity to to capacity minority’s enable to is ts y, the state does not assume any any assume not does state the y, rtance is attached to the enjoyment of enjoyment the to attached is rtance e uh tat sne o n really one no since trait, a such ne blic sphere by providing them, for for them, providing by sphere blic

ge rights are ones whose primarily primarily whose ones are rights ge ction in ction ion came came ion d inthe d CEU eTD Collection practice these types of rights have been used to ju to used been have rights of types these practice ly n h frain f haty es o identit of sense healthy a of formation the in play languages minority lauding by way a in bilingualism the majority group in the larger societylarger the in group majority the the from base cultural minority’s the protect which

77 in life full a live to continue can and society, in the that also, and public, in dignity with language moth their in environment linguistic secure a enjoy general, minorities and proponents of multicultural of proponents and minorities general, civ say (let’s ones other over rights certain value p different in approaches different have may states them separate clearly to difficult and disentangled a in linguisticall reproduction chancesof cultural as language recognize rights language instrumental th by supported simply is it because language their ha never they as free, for something get absence majorities the in that argued also is it Furthermore, are that matters on minority the outbid or outvote soito i Soai i odr o norg paren encourage to order in Slovakia in Association parti interested other and schools minority by made prima to enrollment of time the at year every where Slovaki in observed be can tendency This languages. downpla to tended have they and community, minority Kymlicka (1995: 7). 7). (1995: Kymlicka o ti i al bu te oie bhn lnug r language behind motives the about all is this Now 77 . In the absence of these protections majorities co majorities protections these of absence the In . 44 y diverse context. y have a fair chance of cultural reproduction cultural of chance fair a have y ic over social, or cultural over both). But in in But both). over cultural or social, over ic stify certain certain stify hi clue f hy hoe o o o In so. do to choose they if culture their ism have typically framed the debate over over debate the framed typically have ism adverse impact of decisions coming from coming decisions of impact adverse olicy areas depending on how much they much how on depending areas olicy ve to be concerned about the viability of of viability the about concerned be to ve ry schools there is a large-scale campaign campaign large-scale a is there schools ry in different contexts, in fact, individual individual fact, in contexts, different in crucial to the latter’s survival of culture. culture. of survival latter’s the to crucial e presence of the state. In essence, non- essence, In state. the of presence e an intrinsic good, and try to provide fair fair provide to try and good, intrinsic an ad efrset o mmes f the of members for self-respect and y a within the Hungarian community too, too, community Hungarian the within a for their intrinsic value, the role they they role the value, intrinsic their for er tongue, so that they can use their their use can they that so tongue, er s o nol hi cid o Hungarian to child their enroll to ts f o-ntuetl agae rights, language non-instrumental of y the overall importance of dominant of importance overall the y es such as the Hungarian Parents’ Parents’ Hungarian the as such es external protectionsexternal ights. Often the two are are two the Often ights. , measures measures , uld CEU eTD Collection performance” proceeding further in the argument let us make themake us let theargument in further proceeding ge children impressions initial since Also, pupils.

78 ch our of condition indispensable an is environment anythin with substituted be cannot education tongue on in written was it as them, to According schools. seen as legitimate from a liberal point of view. Fo view. of point liberal a from legitimate as seen y early her from child a on beliefs their imparting worldvi of type different with children familiarize r but religion, as such doctrine, comprehensive any education exemplified by Clayton in the religious c Clayton by the religious educationin exemplified t in available are that opportunities the from away prospects children’s some for implications adverse on insisting that show and position this challenge mino a to enrolled is she that argued, is it child, Th good. for them discourage potentially and impact ne such learning, formal towards formation attitude standards to up live and perform to have even they f out stick they where schools attend to have would expos be can they tongue, mother their on education See the article in thearticle See The main claim of Clayton is that parents should no should parents that is Clayton of claim main The

78 Te mle msae n h agmn i ta i ch if that is argument the in message implied The . Szabadujsag 3.2. Liberal Education and Religion Religion and Education Liberal 3.2. . . 45 rity language school. In this paper I want to to want I paper this In school. language rity t in classrooms are crucial in respect of their their of respect in crucial are classrooms in t ears on pursue a practice that can be hardly be can that practice a pursue on ears r according to liberals one can legitimately legitimately can one liberals to according r

short excursion to the conception of liberal of conception the to excursion short ontext. ontext. rom the majority, and in the face of that, that, of face the in and majority, the rom because they can effectively become cut cut become effectively can they because e of the Hungarian newspapers, “mother “mother newspapers, Hungarian the of e g else; for the security of mother tongue mother of security the for else; g ed to an increased peer pressure, as they they as pressure, peer increased an to ed that have been set primarily to Slovak Slovak to primarily set been have that ews during their upbringing. Parents Parents upbringing. their during ews erefore, it is in the best interest of the of interest best the in is it erefore, gative experiences could have lasting lasting have could experiences gative minority education can actually have have actually can education minority e oit te lv i. u before But in. live they society he te, hy hud ut xoe and expose just should they ather, ild’s harmonic development, good good development, harmonic ild’s t be allowed to enroll children to to children enroll to allowed be t lrn ant receive cannot ildren CEU eTD Collection religious or non-religious. religiousor non-religious. accepta be can that one is it words other In views. compatible which one is and doctrine, comprehensive early beliefs might retain on them on retain might beliefs early but beliefs, alternative about less know might they will it beliefs, their revise to want once children a of capacity of development later the hinder could to values parental of indoctrination the Moreover,

them. them. repudia to were they if parents their offended they 81 80 79 it to consent autonomously ca a has individual the if other to belief a impart can be justified by public reason public by justified be can impart should parents liberal view legitimate only impose not should but children their for engagement Pa life. of ways other with engaged be legitimately pre-con a also itself in is but reach, should child Sinc purpose. that for conducive not be likely will comprehensive particular a child a into instilling For more on public reason see Clayton (2006: 96-10 (2006: Clayton see reason public more on For 106-9). (2006: Clayton 91-2). (2006: Clayton

While all liberal parents should want their child t child their want should parents liberal all While 79 . These requirements clearly are lacking in the cas the in lacking are clearly requirements These . 81 . This entails a much thinner world view than it is it than view world thinner much a entails This . 80 . They might feel a sense of guilt, for example, or example, for guilt, of sense a feel might They . 2). 2). 46 pacity for a conception of the good, and she she and good, the of conception a for pacity be much harder for them to do so, because so, do to them for harder much be dition that must be retained before they can they before retained be must that dition doctrine, for the above mentioned reasons, mentioned above the for doctrine, e autonomy is not only an end-state that a that end-state an only not is autonomy e te the upbringing they had received from from received had they upbringing the te to their children is a sense of justice that that justice of sense a is children their to also because of the emotional pull their pull emotional the of because also utonomy in these children. Would these Would children. these in utonomy it upon them. According to Clayton, the Clayton, to According them. upon it children is also problematic because it it because problematic also is children et sol mrl hl fcltt this facilitate help merely should rents ble for a reasonable person be her a a her be person reasonable a for ble with both religious and non-religious non-religious and religious both with o develop a capacity for autonomy, for capacity a develop o e of children. of e in any in that CEU eTD Collection because even though, we might agree that legitimate that agree might we though, even because somebo to view a impart legitimately can one before on o ve, oee, s hte prns r also are parents whether is however, view, of point

use of a different medium than the majority. Second majority. the than medium different a of use and think they that only is difference The Slovaks. against or for non-religious, or religious be might complete are that worldviews and beliefs hold might spe might Hungarians another. than purpose this for an communication, of means a but belief a not is it or religion from nature different of fundamentally a education) by about brought be should (that state requires the capacity for the conception of the goo the of conception the for capacity the requires th is they Slovak given languageknow that schools, as rig civic basic seen and speech of freedom is by guaranteed family of sphere the in used is language the on relatives with gatherings family on converse exa for and, home at closeness of sense a retain to because or child, their with language own their on th considerations costs of because so be might This speak state, the of that than different is language 3.3. Liberal Education and Language - Consequences -Consequences Language and Education Liberal 3.3. If we turn back to Clayton’s conception of autonomy of conception Clayton’s to back turn we If controve it find not would liberals most Presumably Opportunity Opportunity 47 to their child at home on their own language. language. theirown on home at child their to communicate these very same ideas by the by ideas same very these communicate more redistribution, and so forth – just as just – forth so and redistribution, more d one modern language can be just as good good as just be can language modern one d all, of First doctrines. comprehensive other of reasons of intimacy, that they may want want may they that intimacy, of reasons of nd a pre-condition (that should be retained retained be should (that pre-condition a nd d and autonomous consent, in the case of case the in consent, autonomous and d e language of social mobility in Slovakia. Slovakia. ein social language mobility of at it is easier for parents to communicate to parents for easier is it at mple, enable their children to be able to to able be to children their enable mple, hts. What is controversial from a liberal a from controversial is What hts. , the legitimacy question does not arise not does question legitimacy the , enrolment to comprehensive doctrines doctrines comprehensive to enrolment ly consistent with liberal tenets – they – tenets liberal with consistent ly ih t erl ter is o minority to kids their enroll to right ak a different language, but they still still they but language, different a ak ir own language, and so on. What What on. so and language, own ir eaiey notoesa a i is it as uncontroversial relatively dy else), we see that language is is language that see we else), dy , what he defines both as an end- an as both defines he what , rsial that parents, whose first first whose parents, that rsial for Equality of Equality for CEU eTD Collection bilingually and then once they are sufficiently flu sufficiently are they once then and bilingually Slovakia. Slovakia. e monolingual extensive an such langu warrant necessarily minority on education justify to reasons some n do they believe I although, us, for useful be may one’s establish to want also we If capacities. autonomous they will need later on, either if they decide to s to decide they if either on, later need will they continue to sense make probably would it children, languages both on fluent were pupils because on, go proba would it that after fact, In latter. the with t starting example, for imagine, could We language. could education child’s the until only Hungarian in wo it understand, can she that education receive to of autonomy. But this is only to say that we need need we that say to only is this But autonomy. of g important an is language that stating by context,

able to think at all. at all. ablethink to thinki autonomous for capacities our develop can we pre-condition a itself is language that is happens thinking consciously start to able are we before it choose us of none since – language a into enrolment Autonomy sense. make not does this language, native

own If we adopted an instrumental view and believed tha believed and view instrumental an adopted we If Drawing on Clayton we could modify his liberal acco liberal his modify could we Clayton on Drawing language, we need to go further. Here the instrume the Here further. go to need we language, 48 bly not matter in which language we choose to to choose we language which in matter not bly tudy at university or seek employment in the in employment seek or university at tudy ood since it is a pre-condition for a capacity capacity a for pre-condition a is it since ood for autonomy, since it is only via language language via only is it since autonomy, for ent in the majority language, just continue just language, majority the in ent ot take us very far. For they might give us us give might they For far. very us take ot uld be enough for us to provide education provide to us for enough be uld some not effectively be continued on the state the on continued be effectively not with Slovak, because that is the language the is that because Slovak, with . However, for the future prospects of the of prospects future the for However, . that it is not just any language but it’s it’s but language any just not is it that s her native language, we are raised into into raised are we language, native her s and reflecting on things. Rather what what Rather things. on reflecting and o teach kids in the first couple of years of couple first the in kids teach o ducation system that currently exists in exists currently that system ducation ng. Without language we would not be not would we language Without ng. language to be able to develop our develop to able be to language ages, but ultimately, they do not not do they ultimately, but ages, s o a r-odto hr for here pre-condition a not is t every child should have a right right a have should child every t unt of education in the linguistic the in education of unt ntal and non-instrumental views non-instrumental and ntal CEU eTD Collection bilingual one. bilingualone. proposition should be very much different than the the than different much very be should proposition between 2006-2010, have occasionally attempted to i to attempted have occasionally 2006-2010, between beneficial linguistic skills for their future life. future their for skills linguistic beneficial

82 closely also it. to tied a Slovak, is Slovakia in franca lingua The country. dcto ee frhr nrae te uooos cap autonomous the increases further even education I autonomy. of criteria this to tuned be to exactly e to gradually pupils minority introduces therefore minority recognizes which model previous the fact, onl depend to have not does theirs of capacity this chi Once good. for language single a to tied not is s to hard is it But language. state the on learn to lan minority in education extensive more a consider ca autonomous of development one’s of part integral uey o hr te efrset f ioiy speaki minority of self-respect the hurt not surely on taught being time the of some least at subjects lang minority the in taught be also should identity not presumably physics, or math as such others, why candidates prime the among be could e.g., history, co identity minority’s national of reproduction the ern ta i wud nemn te og em viabi term long the undermine would it that fearing pa Hungarian by resisted starkly been traditionally Slovak nationalist leaning governments, such as th as such governments, leaning nationalist Slovak If we adopted a stronger, intrinsic value position, intrinsic a stronger, Ifadopted we In order to satisfy the self-respect criteria, cert criteria, self-respect the satisfy to order In e Maciar coalition in the 1990s or the Fico led coa led theFico or 1990s inthe coalition Maciar e nitiate the reform of education system in Slovakia Slovakia in system education of thereform nitiate 49 Such bilingual education system, however, has has however, system, education bilingual Such ee why an education system based on this on based system education an why ee uld be taught in Hungarian. Literature and and Literature Hungarian. in taught be uld rents associations and teachers in Slovakia Slovakia in teachers and associations rents ldren are able to master another language language another master to able are ldren y on the availability of mother tongue. In tongue. mother of availability the on y for these classes. But again, it is not clear not is it again, But classes. these for previous one. The capacity for autonomy for capacity The one. previous i nt la hw nitn o minority on insisting how clear not is t able are children until merely than guage uage. We could imagine some of these these of some imagine could We uage. g uis ad ol eup hm with them equip would and pupils, ng nd the opportunity of social mobility is is mobility social of opportunity the nd the state language as well. That would would That well. as language state the substantial to the formation of national of formation the to substantial ain subjects that are deemed essential to essential deemed are that subjects ain uain n h sae agae seems language state the on ducation cte o cide mr ta, a, a say, than, more children of acities agae isrmna fnto and function instrumental languages which holds that mother tongue is an an is tongue mother that whichholds iy f hi ntoa community national their of lity aiis n sl-epc, e could we self-respect, and pacities lition and and 82 . CEU eTD Collection programs would certainly be of much help in this re this in help much of be certainly would programs s education the to introduced be could bilingualism perceive the relationship between the dominant lang dominant the between relationship the perceive plenty of opportunity to learn Slovak later on anyw on later Slovak learn to opportunity of plenty resisted. resisted. and assist to attempt another as community minority hn ta i cud e oe iie ta nwdy i nowadays than limited more be could it that think ov discarded be to have not does education minority to enroll their kids to Hungarian schools because t because schools Hungarian to kids their enroll to l a constitutes community Hungarian the where towns general, in But choice. easy an always not manyis opportunity and identity the between choice a make of means a as more but identity, their to threat of in change attitudinal major a require would system

essentially trapped in the minority culture. minorityculture. essentiallythe in trapped la state the properly learn couldn’t they education voluntary a of because less grouppersists minority mobility. social of opportunities future from away rein in result also effect in may (whateveris), it ma to objective South-Slovakia, this in communities so For case. the necessarily not is this others for replace the monolingual minority schools with a mor with a schools minority monolingual the replace groups‘of their sen preservation essentialfor the th insist teachers Hungarian and Parents Hungarian. la Slovak the for except where schools, monolingual co the of 12years spend children speaking Hungarian To be sure, if parents’ objective is to cultivate a cultivate to is objective parents’ if sure, be To fasten their assimilation, and therefore, they werthey therefore, and assimilation, their fasten e bilingual one, but their measures were perceived perceived were measures their but one, bilingual e 50 forcing their socio-cultural status and cut them and cut them status their socio-cultural forcing se of national identity, and children will have have children will and of identity, national se opportunity. In any case parents will have to to have will parents case Inany opportunity. heir child will have plenty of opportunities opportunities of plenty have will child heir choice, and more because throughout their throughout because more and choice, e hlrn n agl Hnain isolated Hungarian largely in children me it could be said that for parents who live in live who parentsfor that said be could it ay. And while this might be true for some, for true be might this while And ay. In their cases, self-identification with the with self-identification cases, their In uage and education not primarily in terms in primarily not education and uage intain a healthy sense of national identity of identity national sense a healthy intain erall. But there are some good reasons to to reasons good some are there But erall. at this monolingual education system is is system education monolingual this at costs of minority education, and this for this and education, minority of costs spect. But the acceptance of such novel such of acceptance the But spect. immersion of availability the or ystem, nguage and now as a result they are are they result a as now and nguage ocal minority, it carries smaller danger danger smaller carries it minority, ocal the minority population which would would which population minority the nguage itself all classes are taught in in taught are classes all itself nguage i i Soai. cran ere of degree certain A Slovakia. in is t sense of autonomy in their children, their in autonomy of sense ploy dcto i completely in education mpulsory e strongly strongly e bythe

CEU eTD Collection than in the American sense which refers to the stat the to whichrefers sense American the than in hi priua ntoa communities national particular their result a as and literatures and histories own their m a than more much with come institutions these But t reason legitimate ahave may Slovakia in minority Hungarian the speak can one that is Hungarian be to of part constitutive a also is it rights, one’s to

83 choice, of less a amight is andc prudent child it se it cases, these In spoken. being is that culture sou these of many in fact, in culture; Hungarian to still is There school. Hungarian a to enrolled not lose would she that danger less is there Therefore, is she regions these in because identity, national a for condition necessary a as education Hungarian areas, rural southern, populated Hungarian largely en really perhaps is education minority cases their d the well sufficiently learn to able are they area Slov in exclusively almost operates school and home towns Slovak other or Bratislava in living children language. majority the learn to school the outside nrbeai i “ue nto-tts i rie so raises it nation-states, “pure” in unproblematic I use here the term of nation in the East Central Central theEast nationin of theterm use here I 3.4. Liberal Education and Language – The Content Content The – Language and Education Liberal 3.4.

Language is not only a communicative tool that enab that tool communicative a only not is Language 83 Wie hs ucin f col my e relatively be may schools of function this While . European sense which denotes a cultural community, community, cultural a denotes which sense European e. e. 51 peoples’ identity. At least part of what it means means it what of part least At identity. peoples’ ems that insisting on Hungarian education for for education Hungarian on insisting that ems ome of the price of her future opportunities. opportunities. future of of the her price ome ominant language from relatively early on. In on. early relatively from language ominant virtually exposed only to Hungarian anyway. anyway. Hungarian to only exposed virtually plenty of opportunity for her to be exposed be to her for opportunity of plenty , foster a sense of belonging in children to to children in belonging of sense a foster , connection with her community if she was she if community her with connection richment to their life, not a setback. But in in But setback. a not life, their to richment . Their larger environment outside of their of outside environment larger Their . it seems to be somewhat futile to insist on on insist to futile somewhat be to seems it thern towns it is virtually only Hungarian Hungarian only virtually is it towns thern o have Hungarian educational institutions. educational Hungarian have o me important stability-related issues in in issues stability-related important me language. For this reason the Hungarian the reason this For language. This is the case with many Hungarian Hungarian many with case the is This inority language instruction. They teach teach They instruction. language inority k teeoe y ipy iig n this in living simply by therefore, ak; hl’ aiiy o ep rsre her preserve help to ability child’s les one to have effective access effective have to one les of Political Education Education ofPolitical rather rather CEU eTD Collection ouain Ctznhp dcto te hs specia a has then education Citizenship population. before. A propensity to come to the aid of these un these of aid the to come to propensity A before. perhaps be a viable approach for homogeneous nation homogeneous for approach viable a be perhaps

and political education in his his in education political and eainhp ewe euain n ntoa identit national and education between relationship could befacilitate this say to about how something pr Slovakia, as such polity, divided linguistically th jeopardize not does that individuals in identity 85 84 that sentiments irredentist the ECE) on here (from constitu Canadian or Belgian the are point in cases di more together living make can this times, at and separaten of sense a foster may identities national on residing nations multiple are there where states co-citizens that often live far away, and have actu have and away, far live often that co-citizens t of part substantial a share e.g., scarifies, make viable political community. We could call this pers this call could We community. political viable shared a view, this to according Hence, community. pe binds which identity national shared of glue the aim is to foster to a belongingis betwaim sense together of of liberal values will indeed be jeopardized be indeed will values liberal of shared a forge or sustain to serve should education oiaiy ewe pol lvn i dfeet regio different in living people between solidarity o seeds the disseminate to was function primary its Miller quoted in Clayton (2006: 156-7) 156-7) (2006: inClayton quoted Miller inform heavily makeis I following distinction The n eea tee r to ra prpcie hw com how perspectives broad two are there general In And in fact, traditionally the role of education ha education of role the traditionally fact, in And Justice and Legitimacy in Upbringing, in Legitimacy and Justice ed by Clayton’s view on the connection between nati between connection the on view Clayton’s by ed 85 . In modern democracies people are required to required are people democracies modern In . 52 heir resources in the form of taxes with their their with taxes of form the in resources heir oponents of multiculturalism should be able able be should multiculturalism of oponents ess between different national communities, national different between ess een people. ally not had any interpersonal contact with with contact interpersonal any had not ally d. d. national identity, otherwise the realization realization the otherwise identity, national fficult in a common state. The well known well The state. common a in fficult known individuals is largely facilitated by facilitated largely is individuals known pective the territory. The cultivation of different of cultivation The territory. the tional impasse, or in East-Central Europe Europe East-Central in or impasse, tional s f h cuty Bt hl ti could this while But country. the of ns saiiy f h cmuiy ad n a in and community, the of stability e are harbored by certain segments of the of segments certain by harbored are rl i iclaig sne f national of sense a inculcating in role l y national identity is a precondition for a for precondition a is identity national -states, in our current case with national with case current our in -states, 84 pe oehr no cmo ethical common a into together ople ptits, n dvlp sne of sense a develop and patriotism, f Sm blee sc a Mle that Miller as such believe, Some . Ch. 4.4. Ch. 4.4. s been conceived along these lines; lines; these along conceived been s education for nationality, nationality, for education mentators have viewed the the viewed have mentators since its since onality onality CEU eTD Collection rbes s el A Catn ons u, nationalit out, points Clayton As well. as problems eiv ta, a, Hnaines” s iie b c by limited is “Hungarianness,” say, that, believe opeesv dcrn oe woe eis n attrac and merits whose over doctrine comprehensive multi-nation polity. multi-nation said be strategies these could Hardly differences. opposite the exactly serve would latter the whereas alienatio of sense the increase likely would former own their cultivate to them encouraging or theirs, s thick a them upon imposing by either state common h serve could identity national a for education how

87 86 grounds the on rights self-government endorsing in a states, with conflated be not should nations that some to minorities national recognize to seem does indi on identity particular a forces which liberal, assi an Such country. the over all children to over histo of version majority’s) the (presumably one is essentia down boil might communities national among out. work should it how clear not is it minorities, nationalism, there is considerable disagreement on on disagreement considerable is there nationalism, Even differences. class important more our sustain them see and loyalties national about critical also communi national the to commitments special alleged wit identify to prefer cosmopolitans, as such Some, Clayton (2006: 159) (2006: Clayton 27-33) (2000: Miller utemr, nuctn a es o ntoa identi national of sense a inculcating Furthermore, 53 mostly as a sham which conceals and helps helps and conceals which sham a as mostly viduals that is not theirs. Although, Miller Miller Although, theirs. not is that viduals nd for this reason, he seems to go quite far far quite go to seems he reason, this for nd conducive to be peaceful cohabitation in a in cohabitation peaceful be to conducive The intensity. same the in identity national milative education could hardly be seen as seen be hardly could education milative among those who buy into the ideology of of ideology the into buy who those among the conception of nationality itself. Some itself. nationality of conception the of self-determinationof ry, culture and traditions that are passed passed are that traditions and culture ry, degree, because he is at pain to point out point to pain at is he because degree, Forging a sense of belonging together together belonging of sense a Forging o mmes f h mnrt groups, minority the of members of n tgre o rc, n Rm ae not are Roma and race, of ategories lig ifrn pols oehr n a in together peoples different olding iees esnbe epe disagree people reasonable tiveness goa cmuiis n rjc our reject and communities global h lly to assimilative education, so that it it that so education, assimilative to lly y ad tes sc a scait, are socialists, as such others, and ty, xrm ad enoc ter group their reinforce and extreme (s poe t ctznhp i a is citizenship) to opposed (as y ense of national identity that is not not is that identity national of ense ty raises some separate moral moral separate some raises ty 86 . But it is not clear not is it But . 87 . CEU eTD Collection borders, and that the Hungarians in Hungary and the and Hungary in Hungarians the that and borders, Christian is (which tradition religious particular rnils sc a eul int, ares n to and fairness dignity, equal as such – principles a nations, particular to themselves align do people proclaims that Hungary shall bear a special respons special a bear shall thatHungary proclaims hpn education shaping be, e.g., to cultivate a heightened sense of awaren of sense heightened a cultivate to e.g., be, nat immediate more their to than rather principles, polity wider the to primarily citizens in belonging Law of Hungary (2011), Article D. D. Article (2011), Hungary Lawof assertion even the and development, survival, their nationality is recognized as one important source o source important one as recognized is nationality li with complies it that way a in identity of sense from a moral point of view either. either. from of a view moral point solid a as serve cannot it therefore and disputed,

n, icee community discrete one, the in view prevalent a is there importantly, most 89 88 is group national the that or Hungarians, “proper” necessarily inculcating a particular version of it, of version particular a inculcating necessarily see the flourishing of these institutions intimatel institutions these of flourishing the see cit which polity inclusive widely a suggested, I as gotheir co-nationals to fairnes as justice because foremost and first taxes Clayton (2006: 160). 160). (2006: Clayton spe a has been there vein this in largely fact, In Another role education can assume in the formation formation the in assume can education role Another Of course a sense of belonging to the polity (inste polity the to belonging of sense a course Of Sc a euain ol b cnend ih cultiva with concerned be would education an Such . 89 . . 88 I sot te au ad otn o ntoa ident national of content and value the short, In . cial statement enshrined in the Hungarian Constitut theHungarian in enshrined statement cial of their individual and collective rights. See the See rights. collective and individual their of ibility to Hungarians living beyond its borders and borders its beyond living Hungarians to ibility 54 y intertwined with their own flourishing, and flourishing, own their with intertwined y rather than Jewish or Muslim), and perhaps perhaps and Muslim), or Jewish than rather but merely recognizing the fact that many that fact the recognizing merely but s requires so, and not because the transfers the because not and so, requires s izens can identify as their own, where they where own, their as identify can izens foundation for liberal principles in society in principles liberal for foundation beral principles of justice. In other words, other In justice. of principles beral ess in people that they are required to pay to required are they that people in ess region that national belonging transcends transcends belonging national that region ional community. One of its tasks would would tasks its of One community. ional f identity, but it is subordinated to liberal to subordinated is it but identity, f and its institutions which embody these these embody which institutions its and nd then it aims to influence individuals’ individuals’ influence to aims it then nd lo eie b sm cmimn t a to commitment some by defined also lerance. We could call this this call could We lerance. Hungarian minority in Slovakia form Slovakia in minority Hungarian ad of national community) requires, requires, community) national of ad f ainl dniy i not is identity, national of ig sne of sense a ting t i widely is ity Fundamental Fundamental nationality ion which which ion facilitate CEU eTD Collection believe would be more feasible to minority-majority to morefeasible wouldbe believe ht f h majority the of that cu particular the because polity this with identify

down or officially banned. Hungarians, on the other the on Hungarians, banned. officially or down ma and schools Slovak several when Empire Hungarian not intend to open this debate here, although elsew although here, this debate open to intend not deci in representation as such level, institutional 92 91 90 them in home at feel they lvk tn t lmn te ocfl Hungarianizatio forceful the lament to tend Slovaks presu grievances up play to tendency the have sides injusti past about reminders constant that realized ot the of traditions the regarding sensitivity more th now, is it as literature, and history of version communit national each While importance. tremendous and under which they currently institutions live. t majority the of traditions the value to come must equall But institutions. the of transformation some tradit minority of influence the value to come must polity. the within valuing mutual of degree certain concerns and interests of the dominant culture. dominant the of interests and concerns they if institutions these to subject be to enough belongin of sense a ensure to way some goes already t under live minorities that fact the that suggests to done be could What region. ECE the in minorities There are certain institutional arrangements that that arrangements certain institutional are There 148). (2000: Mason (1999:272). Mason In promoting such attitudinal change of mutual valu mutual of change attitudinal such promoting In 92 Wa i ncsay o a icuie oiy s that is polity inclusive an for necessary is What . 90 Ti i i fc wa i lrey isn i te ca the in missing largely is what fact in is This . sion making, federalism, territorial or personal au personal or territorial federalism, making, sion here I try to develop an institutionally bilingual bilingual aninstitutionally develop to try I here have been developed to accommodate minority identit minority accommodate to developed been have relations in the Slovak context. context. Slovak inthe relations 55 91 is should probably go hand in hand with much much with hand in hand go probably should is In such cases it will be hard for minorities to minorities for hard be will it cases such In

reflect legally, politically, and culturally the culturally and politically, legally, reflect lture which its institutions express is (only) is express institutions its which lture her community. In particular, it should be be should it particular, In community. her ces does not help. In Slovakia, e.g., both both e.g., Slovakia, In help. not does ces ee ntttos n pses citizenship possess and institutions hese ions, and this should be also reflected in reflected also be should this and ions, a aeifre h oit’ existing society’s the informed have hat , ebr o te ioiy community minority the of members y, hand, tend to agonize over the “unjust” the over agonize to tend hand, ebr o te oiat community dominant the of Members mably caused by the other community. other the by caused mably plce i te 19 the in policies n t terplte. oee, t s not is it However, polities. their to g otr uh dniiain Mason identification? such foster sol b al t tah t own its teach to able be should y jor cultural institutions were shut shut were institutions cultural jor ing, the content of education has a has education of content the ing, hr sol b a be should there th etr Austro- century e f national of se tonomy. I do do I tonomy. regime that I thatI regime ies on on ies CEU eTD Collection atclr ru, u ae oty h rsl o arbi of result the mostly are but group, particular acc is community a in membership that emphasized be nationality-shaping such for relevant particularly animosity or suspicion concerning citizens of other citizens concerning animositysuspicion or as communities, national their towards individuals lon a go could nationalities, different of citizens t ones particularly events, these of readings other

93 presenting and enemy, of diabolization the requires glorific the noted, Callan as example, For history. be traditionally has nation particular a to loyalty history that an unavoida is be borneshould mind in defin m can we that so important very is past certain the Knowing or twisted be should history the that nat “their” dismembered which treaty, peace Trianon ciet rte ta te dspseso o a part a of (dis)possession the than rather accidents sho they therefore, and, conveniences, geographical reflec not do borders state that stressed be should what concerning Second, dignity. equal with treated past presumed group’s one for blamed be not should natio other the or one of parents to born being for conce first, nationality: concerning exclusiveness, mentio to Just propositions. these by informed more underly the if benefit considerably could community Callan (1997: 108). 108). Callan (1997: t em t m ta sm o te supin i poli in assumptions the of some that me to seems It 56 g way in nourishing a more critical attitude in in attitude critical more a nourishing in way g en facilitated by a highly sanitized version of version sanitized highly a by facilitated en t an inherent right to self-determination of a of self-determination to right inherent an t hat are relevant from the perspective of co- of perspective the from relevant are hat ation of historical figures almost inevitably almost figures historical of ation rning the status of the individual, it should it individual, the of status the rning nationalities. nationalities. bly selective way of narrating the past, and past, the of narrating blyway selective the latter in a one sided way sided one a in latter the icular titular nation. Finally, and perhaps perhaps and Finally, nation. titular icular rr fcos sc a pltcl oe, or power, political as such factors, trary uld be regarded by and large as historical historical as large and by regarded be uld n a few observations, without the aim of of aim the without observations, few a n education, and a linguistically divided divided linguistically a and education, ake sense out of the present. However, it it However, present. the of out sense ake ional empire. This is naturally not to say to not naturally is This empire. ional ing values of its education system were were system education its of values ing a cmuiy Teeoe individuals Therefore, community. nal ons s rlvn ui o plt, it polity, of unit relevant a as counts well as, diminish their propensity of of propensity their diminish as, well n mmnus hud e omitted. be should momentums ing idental, and that no one is responsible responsible is one no that and idental, nutcs ec idvda sol be should individual each injustices; tical philosophy could be be could philosophy tical 93 . Presenting . CEU eTD Collection

together. live to bes is it Therefore, run. long the in them maintain dr to impossible is it region, ECE-an the including cul of degree large a is there reasons, demographic war past to due countries many in importantly, most 57 t if members of different nationalities learn nationalities different of members if t w la nto-tt budre, r to or boundaries, nation-state clear aw ua htrgniy I tee countries, these In heterogeneity. tural s, migration, intermarriage and other other and intermarriage migration, s, CEU eTD Collection rvds t mmes lfsye ht s genuinely is that lifestyle a members its provides utfal oiin i fvr fblnuls t l to bilingualism of favor in positions justifiable acti although, that argued have I regime. bilingual prescribed by the Slovak state, and one of the main the of one and state, Slovak the prescribed by

f ioiy agae ihs n oa lvl Tee l These level. local on rights language minority of st and co-citizens their from demanding by Slovakia lvk Teeoe I ae ugse ta multiculut that suggested have I Therefore, Slovak. d language their use to want Slovakia in Hungarians fr small very a arguably is This choice. of context prot cultural that language majority the adequately cann who minorities those of case the in only is It v be would that members their to options or meaning mi national For grounds. these on cultures national why clear not is it that argued, have I society’s, of case the in strategy workable a be might options But groups. cultural different in members are that provides in because protected be should which good, recogni which theory Kymlicka’s Will with continued in the in only but survival, or wellbeing cultures’ regi bilingual liberal a culture, their of survival n cnen f hs hss a t epoe h moral the explore to was thesis this of concern One th in bilingualism official of institutionalization Since the last year on Hungarian minority civil act civil minority Hungarian on year last the Since Conclusion 58 e nationally mixed regions in South-Slovakia. South-Slovakia. in regions mixed nationally e iberal multicultuarist arguments. So I have have I So arguments. multicultuarist iberal action of Hungarians in Slovakia. But most most But Slovakia. in Hungarians of action e ant e rudd n cnen for concern a in grounded be cannot me ections could be justified on the grounds of groundsof the on justified be could ections ot speak and are not able to learn anymore anymore learn to able not are and speak ot goals these activists want to achieve is the achieveis to want activists thesegoals we should be concerned about protecting protecting about concerned be should we while linking culture to the availability of of availability the to culture linking while it otn pel o h rcgiin and recognition the to appeal often vists ate officials a more thorough implication thorough more a officials ate ery different from the majority’s culture. culture. majority’s the from different ery eet o idvda. hs iis the limits This individual. of terests oiy utrs o o poie special provide not do cultures nority anguage rights are permitted but not not but permitted are rights anguage a “context of choice” for individuals individuals for choice” of “context a nqe rm ht f h mainstream the of that from unique zes (societal) culture as an important important an as culture (societal) zes ruet bhn jsiyn sc a such justifying behind arguments ait, n at hv t acp the accept to have part, in ralists, espite the fact that they understand understand they that fact the espite aboriginal bands, for their culture culture their for bands, aboriginal ivists became remarkably visible in in visible remarkably became ivists CEU eTD Collection background institutions of society by privileging o privileging by society of institutions background eptae fr uue eeain a wl. Interes well. as generations future for perpetuated benefits and future prospects of equality opportuni equality of prospects future and benefits

(mis)recognizing one or anotherthe nat in language or (mis)recognizing one state the but market, the on attraction language’s o depend solely should state liberal a in languages in used be will language which individual the on it availabilit the balancing at aim should it that, of tt nurlt o ee hnens rqie ta t that requires handedness even or neutrality state to forward put argument main the and self-respect, language their retain and use to ability minority’s argue to try should and objection, tastes expensive ugra sekn sho. h dlma s n betwe one is dilemma The school. speaking Hungarian enrol should they whether choice difficult the face up schools minoritylanguage in child educatetheir some provides and respect, this in permissive more anoth quite and individuals existing for recognized their child to a Slovak school. school. a to theirSlovak child a opportunity the from arising benefits educational circumsta some in children, their for best the want opeey ooiga shos I mn css these cases many In schools. monolingual completely ye twelve about spend Slovakia in Students systems. be institutionalized was mobility of degree certain It is one thing however to claim that the minority minority the that claim to however thing one is It n diin o hs te hss a as suggested also has thesis the this, to addition In 59 y of languages in the public sphere, and leave leave and sphere, public the in languages of y on their homelands might matter for their their for matter might homelands their on to university level. Many minority parents parents Manyminority university level. to ne national culture over other. But instead But other. over culture national ne nces, they should consider prioritizing the prioritizing consider should they nces, tingly however, the Slovak state is much much is state Slovak the however, tingly ties of child. I have argued that if parents if that argued have I child. of ties ionally mixed regions. ionallymixed spect over that of the identity, and enroll and identity, the of that over spect wide-ranging rights to minority parents to parents minority to rights wide-ranging tween the Slovak and Hungarian school school Hungarian and Slovak the tween er to demand that the minority status be be status minority the that demand to er the state to recognize this could be that be could this recognize to state the he state should not interfere with the the with interfere not should state he l their child to Slovak speaking or a a or speaking Slovak to child their l hud o ofe ti eulbim by equilibrium this offset not should fiil neatos Te uvvl of survival The interactions. official n nte fot Nml, ht the that Namely, front. another on te hie o idvda ad the and individual of choices the n ars of their compulsory education in in education compulsory their of ars col cn e on nx t each to next found be can schools en the presumed identity related related identity presumed the en ht t ol b dsrbe ht a that desirable be would it that agae f iies hud be should citizens of language CEU eTD Collection both bring members of the two cultures closer toget closer cultures two the of members bring both by which future citizens can open up to and recogni and to up open can citizens future which by permission of minority language use to an officiall an to use language minority of permission woul This evenhandedness. of principle the on based

immersion programs should be welcomed by both natio both by welcomed be should programs immersion them between interaction little is there but other, their national attachments. theirattachments. national respectivenation the to than polity(rather the to more tuned be should curricula education of content acouldlearn sec where they fortunateenvironment, hpn euain il ep nom h euain sy education the i elsewhere such as as well Slovakia as communities inform help will education shaping theo more that hope only can We happen. to unlikely an Such Slovakia. in other each perceive Hungarians attitude of pra shift major a require would conclusions The generations. future for identities minority les but minorities, existing of sake the for rights ha paper the words, other In prospects. opportunity mo is former the because ones, Hungarian of instead to reasons good have should parents cases, some in of context the in contrast, In Slovakia. of regions ugse ta a oe ieped rtcin f mino of protection widespread more a that suggested conte the In Slovakia. in practices rights language The last part of thesis explored the issue of citiz of issue the explored thesis of part last The The conclusions reached in the thesis are, hence, s hence, are, thesis the in reached conclusions The 60 al culture) of students, and facilitate a processa facilitate and students, of culture) al s extensive ones for the sake of perpetuating perpetuating of sake the for ones extensive s . More cooperation, perhaps in the form of form the in perhaps cooperation, More . education the thesis suggested that at least at that suggested thesis the education in the way majority Slovaks and minority and Slovaks majority way the in y bilingual regime in the nationally mixed mixed nationally the in regime bilingual y ond language in a very efficient way. efficienta very language ond way. in n the world. the n world. her, and they could easily capitalize on a a on capitalize easily could they and her, towards cultivating a sense of belonging of sense a cultivating towards attitudinal change currently seems quite quite seems currently change attitudinal t f fiil agae s, h thesis the use, language official of xt ze each other as equals irrespective of of irrespective equals as other each ze d warrant a departure from the current current the from departure a warrant d age fr oe xesv minority extensive more for argued s retical work on the idea of nationality of idea the on work retical enship education. It suggested that the that suggested It education. enship ctical realization of both of these these of both of realization ctical rity language use could be justified justified be could use language rity nol hi cid o lvk schools Slovak to child their enroll nal groups in the region. This could This region. the in groups nal e eeiil o te hl’ future child’s the for beneficial re omewhat contradictory to current current to contradictory omewhat stems in linguistically divided divided linguistically in stems CEU eTD Collection

61 CEU eTD Collection Clean and Dry and Clean ylca W (2002). W. Kymlicka, ylca W (1989). W. Kymlicka, Clayton,(2006). M. Callan, E. (1997). Callan, Gellner, E. (1983). Green, L. (1987). “Are Language Rights Fundamental? Rights Language “Are (1987). L. Green, Anderson, E. (2007). “Fair Opportunity in Education Opportunity in “Fair (2007). E. Anderson,

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