Jana Bacevic provides an innovative analysis of education policy-making in the processes of social transformation and post-conflict development in the Western Balkans. Based on case studies of educational reform in the former Yugoslavia - from the decade before its violent breakup to contemporary efforts in post-conflict reconstruction - From Class to Identity tells the story of the political processes and motivations underlying each reform.The book moves away from technical-rational or prescriptive approaches that dominate the literature on education policy-making during social transformation, and offers an example on how to include the social, political and cultural context in the understanding of policy reforms. It connects education policy at a particular time in a particular place with broader questions such as: What is the role of education in society? What kind of education is needed for a 'good' society? Who are the 'targets' of education policies (individuals/citizens, ethnic/religious/linguistic groups, societies)? Bacevic shows how different answers to these questions influence the contents and outcomes of policies.

Table of Contents:
Chapter 1: Introduction 1.1. Education, conflict and former Yugoslavia 1.2. Situating education policy 1.3. Education in former Yugoslavia: between “Communist legacy” and “Europeanization”? 1.4. Beyond transition: (re)politicizing policy 1.5. Scope, methods and structure of the book Chapter 2. Vocationalizing education: Conflict, cohesion and dissent in Socialist Yugoslavia Introduction 2.1. The reform 2.1.1. Education and the Marxist personality 2.1.2. Education and economy 2.1.3. Education and the labor market 2.1.4. Education and class 2.1.5. Education and decentralization 2.1.6. Education and production 2.1.7. Education and the value of labor 2.2. Power and failure 2.3. 1968-1971: dissent and non-cohesion in Socialist Yugoslavia 2.3.1. Belgrade 1968 2.3.2. University of Prishtina 2.3.4. Croatian Spring 2.4. From Spring to Fall 2.5. Vocation-oriented education reform: solution or palliative education? 2.6. Conclusions Chapter 3. Religious education or civic EUcation? Education policy and transition in post-Miloševic Serbia Introduction 3.1. The state of transition 3.2. Blitz policy 3.3. Religious and civic education: a policy paradox? 3.4. Building consensus: changing narratives on religious education 3.5. The name(s) of numbers 3.6. Two subjects, two Serbias? 3.7. The State and the Church 3.8. Policy in context 3.9. Conclusions Chapter 4. Higher education and post-conflict development in Sandžak, Kosovo and Macedonia Introduction 4.1. Post-conflict higher education: a policy paradox? 4.2. Kosovo: education at war 4.2.1. The early years: from 1968 to 1990 4.2.2. Parallel worlds, parallel systems 4.2.3. The Miloševic-Rugova agreement 4.2.4. After 1999 4.2.5. From 2004 to independence 4.2.6. After independence 4.2.7. Universities: hostages to the nation-state(s)? 4.3. Sandžak: Dueling Universities 4.3.1. A brief history 4.3.2. After regime change 4.3.3. The International University of Novi Pazar 4.3.4. The State University of Novi Pazar 4.3.5. The puzzle of dueling universities 4.3.6. Conclusions: Divide et Impera 4.4. Macedonia: Between Peacebuilding and Ethnic Polarization? 4.4.1. Ethnic politics 4.4.2. The issue of higher education in the Albanian language 4.4.3. University of Tetovo 4.4.4. From legal to political solutions 4.4.5. Planning the Southeast European University 4.4.6. The conflict and the Ohrid Framework Agreement 4.4.7. Southeast European University 4.4.8. University of Tetovo Reloaded 4.4.9. After 2004: two universities, one town 4.4.10. Shifting concepts of minority education 4.4.11. Conclusions: Separate and (un)equal? 4.5. Conclusions: from education to fragmentation…and back? Chapter 5. Conclusion: education after Yugoslavia 5.1. Shifting framework: from government to governance 5.2. Shifting focus: from class to identity 5.3. Continuity and change 5.4. Beyond Yugoslavia: what is to be done?