Abstract
Drawing on ethnographic fieldwork conducted in a school in a village in Vojvodina, Serbia, where teaching in Croatian has been introduced, this article analyses relationships maintained between Croatian minority activists, the teaching staff at the school, and representatives from Croatian state institutions who visited. This minority context is especially sensitive as, following the wars that accompanied the break-up of the Socialist Yugoslav state into primarily nationally defined states, Serbo-Croatian split into two mutually intelligible standards, Serbian and Croatian. The article examines the contexts of such visits, with a focus on what was at stake in the encounters and how different participants in minority politics manage various connections (
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