Nj\u00eb hyrje e shkurt\u00ebr\u00a0<\/b><\/p>\n
N\u00eb vitin 1953, Tito vjen n\u00eb pushtet. P\u00ebrgjat\u00eb koh\u00ebs n\u00eb t\u00eb cilin ky i fundit ishte n\u00eb pushtet \u201d Republika Popullore Federative e Jugosllavis\u00eb\u201d shnd\u00ebrrohet n\u00eb \u201d Republika Socialiste Federative e Jugosllavis\u00eb\u201d (RSFJ). Kjo seri e shkrimeve do t\u00eb adresoj\u00eb zhvillimet q\u00eb kan\u00eb ndodhur n\u00eb sistemin arsimor n\u00eb Jugosllavi, respektivisht zhvillimeve q\u00eb kan\u00eb ndodhur n\u00eb Kosov\u00eb. P\u00ebrmes k\u00ebtyre shkrimeve do t\u00eb p\u00ebrpiqem t\u00eb hartoj\u00eb disa nga ngjarjet m\u00eb t\u00eb dalluara t\u00eb cilat kan\u00eb ndodhur brenda fush\u00ebs s\u00eb arsimit n\u00eb Jugosllavi, q\u00eb medoemos kan\u00eb prekur Kosov\u00ebn n\u00eb at\u00eb koh\u00eb. N\u00eb vazhd\u00ebn e k\u00ebsaj, do t\u00eb jet\u00eb nj\u00eb tentativ\u00eb p\u00ebr t\u00eb par\u00eb momentumet q\u00eb kishin \u00e7uar deri n\u00eb transformimet arsimore brenda dhe jasht\u00eb Kosov\u00ebs.<\/span> [1]<\/span><\/a> Scott, C. James, <\/span>Seeing Like a State<\/span><\/i>. New Haven and London, Yale University Press, 1998. p.7<\/span><\/p>\n [2]<\/span><\/a> Ibid. p. 87\u00a0\u00a0<\/span><\/p>\n [3]<\/span><\/a> Ibid. p. 89<\/span><\/p>\n [4]<\/span><\/a> Bourdieu, Pierre. \u201c<\/span>Distinction, A Social Critique of the Judgment of Taste\u201d<\/span><\/i>, Massachusetts: Harvard University Press Cambridge, 1984, p. 572<\/span><\/p>\n [5]<\/span><\/a> Bourdieu, Pierre. <\/span>In Other Words: Essays Towards A Reflexive Sociology<\/span><\/i>. Stanford, California: Stanford University Press. 1990. pp. 118-119f<\/span><\/p>\n [6]<\/span><\/a> Lane, Ann, <\/span>Yugoslavia: When Ideals Collide<\/span><\/i>. London, Macmillan Education, Limited, 2004 p. 135<\/span><\/p>\n [7]<\/span><\/a> Finlan, Alastair, <\/span>The collapse of Yugoslavia, 1991-99<\/span><\/i>. Oxford, Osprey Publishing Ltd, 2004. p. 15<\/span><\/p>\n [8]<\/span><\/a> Hoepken, Wolfgang, “War, Memory, and Education in a Fragmented Society: The Case of Yugoslavia.”. <\/span>East European Politics and Societies: and Cultures<\/span><\/i>, Vol.13, 1998, p. 197<\/span><\/p>\n
\n<\/span>
\n<\/span>RSFJ-ja ishte socializ\u00ebm vet-menaxhues q\u00eb funksiononte si e till\u00eb pas p\u00ebrplasjes mes Titos dhe Stalinit (p\u00ebr t\u00eb mos hyr\u00eb n\u00eb detaje, meq\u00eb kjo nuk \u00ebsht\u00eb tema n\u00eb fjal\u00eb). N\u00eb nj\u00ebfar\u00eb forme Jugosllavia \u2019pavar\u00ebsohet\u2019 nga Bashkimi Sovjetik. P\u00ebr m\u00eb tep\u00ebr, RSFJ-ja b\u00ebhet pjes\u00eb e l\u00ebvizjes t\u00eb s\u00eb painkuadruarve (<\/span>non-alignment movement), <\/span><\/i>duke i dh\u00ebn\u00eb k\u00ebsaj t\u00eb fundit fuqi p\u00ebr t\u00eb mbetur nj\u00eb shtet neutral n\u00eb nj\u00eb situat\u00eb t\u00eb tensionuar gjat\u00eb luft\u00ebs s\u00eb ftoht\u00eb. Socializmi vetqeveris\u00ebs dhe t\u00eb qenit i pa parreshtuar ishin baza t\u00eb r\u00ebnd\u00ebsishme p\u00ebr zhvillimin e Jugosllavis\u00eb at\u00ebbot\u00eb. Historia e Jugosllavis\u00eb n\u00ebn Titon \u00ebsht\u00eb nj\u00eb periudh\u00eb e rritjes dhe m\u00eb von\u00eb kriz\u00ebs s\u00eb thell\u00eb ekonomike.<\/span>
\n<\/span>
\n<\/span>Lufta p\u00ebr pushtet mes republikave p\u00ebrb\u00ebr\u00ebse ishte prevalente, nd\u00ebrkaq p\u00ebr t\u2019u nd\u00ebrlidhur me arsim, i cili kishte nj\u00eb rol t\u00eb r\u00ebnd\u00ebsish\u00ebm si instrument p\u00ebr realizimin e \u00ebndrr\u00ebs socialiste, e q\u00eb m\u00eb von\u00eb n\u00eb Kosov\u00eb shnd\u00ebrrohet n\u00eb mjet rezistence.<\/span>
\n<\/span>
\n<\/span>Vitet 80\u2019, vdekja e Titos, dhe m\u00eb pas ardhjes s\u00eb Millosheviqit n\u00eb pushtet,; karakterizohen me st\u00ebrkeqjen e kushteve ekonomike dhe p\u00ebrkeq\u00ebsimin e raporteve nd\u00ebr-etnike.<\/span>
\n<\/span>
\n<\/span>Kjo seri e shkrimeve, do t\u00eb ndahet n\u00eb dy pjes\u00eb, pjes\u00eb t\u00eb cilat do t\u00eb paraqesin transformimet n\u00eb sistemin arsimor jugosllav n\u00ebn Titon dhe Millosheviqin. P\u00ebrmes k\u00ebtij trajtimi do t\u00eb mundohem t\u00eb portretizoj arsimin si mjet p\u00ebr indoktriminimin e nj\u00eb ideologjie specifike brenda Jugosllavis\u00eb, si dhe shfryt\u00ebzimin e arsimit si p\u00ebrpjekje p\u00ebr t\u00eb mohuar realitetet dhe identitet etnike brenda. Megjithat\u00eb duhet ta kem parasysh se kjo tem\u00eb \u00ebsht\u00eb jasht\u00ebzakonisht e v\u00ebshtir\u00eb p\u00ebr t\u2019u trajtuar, dhe nj\u00eb analiz\u00eb m\u00eb e thuk\u00ebt e k\u00ebtyre ngjarjeve dhe proceseve k\u00ebrkon nj\u00eb devotshm\u00ebri e cila shtrihet m\u00eb gjat\u00eb n\u00eb koh\u00eb.<\/span>
\n<\/span>
\n<\/span>Do t\u00eb p\u00ebrpiqem q\u00eb k\u00ebt\u00eb ese, ta shqyrtoj nga qasje t\u00eb ndryshme sociologjike\/historike, p\u00ebrkat\u00ebsisht duke p\u00ebrdorur konceptin e Bourdieu-s mbi \u2019riprodhimin n\u00eb arsim\u2019 si dhe nocionin e James Scott mbi \u2019modernizmin e lart\u00eb (<\/span>high-modernism) <\/span><\/i>n\u00eb regjimet autoritare\u2019.<\/span>
\n<\/span>
\n<\/span> Scott, beson se shtetet me plane utopike, me nj\u00eb shp\u00ebrfillje autoritare p\u00ebr subjektet brenda atyre shteteve, shp\u00ebrfillje ndaj vlerave e d\u00ebshirave t\u00eb atyre subjekteve, rezultojn\u00eb t\u00eb jen\u00eb k\u00ebrc\u00ebnim vdekjeprur\u00ebs p\u00ebr mir\u00ebqenien njer\u00ebzore.<\/span>[1]<\/span>
\n<\/span>
\n<\/span><\/a>Ai shpjegon sesi shteti gjithmon\u00eb p\u00ebrpiqet t\u00eb jet\u00eb aktori i vet\u00ebm legjitim n\u00eb p\u00ebrdorimin e forc\u00ebs.<\/span>[2]<\/span><\/a> Modernizmi i lart\u00eb, \u00ebsht\u00eb i lidhur me projektin e Iluminizmit, q\u00eb n\u00eb nj\u00ebfar\u00eb forme racionalizon ekzistenc\u00ebs e nj\u00eb shteti t\u00eb till\u00eb fillimisht. Modernizmi i lart\u00eb sipas Scott, ka tri elemente kryesore: e para \u00ebsht\u00eb diktimi i natyr\u00ebs dhe shoq\u00ebris\u00eb n\u00ebp\u00ebrmjet administrat\u00ebs, e dyta \u00ebsht\u00eb pushtet i shfrenuar p\u00ebr t\u2019i arritur q\u00ebllimet dhe e treta: mungesa e shoq\u00ebris\u00eb civile p\u00ebr t\u2019iu rezistuar k\u00ebtyre planeve.<\/span>[3]<\/span>
\n<\/span>
\n<\/span><\/a>Pierre Bourdieu, sheh sistemet arsimore si nj\u00eb lak t\u00eb riprodhimit i cili p\u00ebrjet\u00ebsohet nga klasa dominuese q\u00eb p\u00ebrcakton rregullat e \u201dloj\u00ebs\u201d dhe lejon vet\u00ebm ata q\u00eb p\u00ebrshtaten t\u00eb marrin pjes\u00eb dhe\/ose ta ndryshojn\u00eb loj\u00ebn. Nj\u00eb argument i r\u00ebnd\u00ebsish\u00ebm nga Bourdieu, \u00ebsht\u00eb ku ai flet p\u00ebr pabarazit\u00eb q\u00eb shkas kan\u00eb gjeografin\u00eb, p\u00ebrkat\u00ebsisht pabarazit\u00eb q\u00eb riprodhohen mes zonave rurale e urbane. Sipas tij, ata q\u00eb jan\u00eb fizikisht m\u00eb af\u00ebr \u2019vendit\u2019 ku prodhohen t\u00eb mirat kulturore dhe ekonomike, jan\u00eb edhe nj\u00ebkoh\u00ebsisht <\/span>performues <\/span><\/i>m\u00eb t\u00eb mir\u00eb n\u00eb shkoll\u00eb, n\u00eb krahasim me ata q\u00eb gjinden m\u00eb larg. Nj\u00eb perspektiv\u00eb tjet\u00ebr nga e cila mund ta shohim k\u00ebt\u00eb dukuri \u00ebsht\u00eb p\u00ebrmes periferis\u00eb dhe qendr\u00ebs. Rasti i Kosov\u00ebs mund t\u00eb pozicionohet n\u00ebn k\u00ebt\u00eb teori, si nj\u00ebra nga vendet me nivelin m\u00eb t\u00eb lart\u00eb t\u00eb analfabetizmit si dhe vendi m\u00eb i varf\u00ebr brenda Jugosllavis\u00eb.<\/span>[4]<\/span><\/a> N\u00eb vazhd\u00ebn e k\u00ebsaj, Bourdieu p\u00ebrmend nj\u00eb gj\u00eb shum\u00eb t\u00eb r\u00ebnd\u00ebsishme: q\u00eb cikli i riprodhimit t\u00eb pabarazive p\u00ebrmes sistemeve arsimore potencialisht mund t\u00eb ndalet kur ata t\u00eb cil\u00ebt gjinden ne pozicione t\u00eb pafavorshme rezistojn\u00eb.<\/span>[5]<\/span><\/a> Kjo mund t\u00eb v\u00ebrehet n\u00eb disa momente t\u00eb ndryshme n\u00eb Kosov\u00eb, n\u00eb fakt n\u00eb dy momente kyqe: n\u00eb p\u00ebrpjekjen p\u00ebr hapjen e Universistetit t\u00eb Prishtin\u00ebs dhe arsimimit paralel n\u00eb vitet 90\u2019.<\/span><\/p>\n
\n<\/span>Vllaz\u00ebrim Bashkimi \u2013 Arsimi identik dhe Memoria Kolektive\u00a0 <\/b>
\n<\/b>
\n<\/b>Jugosllavia, dhe k\u00ebmb\u00ebngulja e vazhdueshme p\u00ebr t\u00eb krijuar nj\u00eb identitet t\u00eb unifikuar komb\u00ebtar sigurisht q\u00eb vlen t\u00eb shqyrtohet n\u00eb raport me rolin q\u00eb arsimi kishte n\u00eb k\u00ebt\u00eb mes. Nd\u00ebrkaq, do tentoj ta p\u00ebrmbledh\u00eb nj\u00eb kronologji t\u00eb ngjarjeve nga viti 1963 deri n\u00eb fund t\u00eb viteve 90\u2019 p\u00ebr ta kuptuar sesi u nd\u00ebrtua sistemi arsimor n\u00eb Jugosllavi, dhe si \u00ebsht\u00eb shtyer nj\u00eb ideologji specifike brenda saj.<\/span>
\n<\/span>
\n<\/span>Historia e sistemit arsimor n\u00eb Kosov\u00eb, ka kaluar n\u00eb disa etapa q\u00eb mund t\u00eb cil\u00ebsohen goxha t\u00eb r\u00ebnda. Kosova ishte rajoni me nivelin m\u00eb t\u00eb lart\u00eb t\u00eb analfabetizmit n\u00eb kuad\u00ebr t\u00eb RSFJ-s\u00eb, si dhe para vitit 1966 i vetmi nivel shkollor n\u00eb t\u00eb cilin lejohej m\u00ebsimi n\u00eb gjuh\u00ebn shqipe ishte ai i shkollave fillore.<\/span>[6]<\/span>
\n<\/span>
\n<\/span><\/a>Nd\u00ebrkaq, edhe kur Kosova fiton disa t\u00eb drejta, nuk pati mund\u00ebsi p\u00ebr ta ndikuar arsimin si pasoj\u00eb e sistemit nj\u00eb-partiak brenda Jugosllavis\u00eb, p\u00ebr m\u00eb tep\u00ebr p\u00ebr shkak t\u00eb politikave nga lart\u00eb posht\u00eb. N\u00eb momentin q\u00eb Kosov\u00ebs i ipet e drejta p\u00ebr t\u00eb pasur statusin e nj\u00eb province autonome n\u00eb vitin 1974, at\u00ebher\u00eb i mund\u00ebsohet t\u00eb ndikoj\u00eb n\u00eb fush\u00ebn e arsimit, ndon\u00ebse ky ndikim ishte i limituar dhe i diktuar nga lart\u00eb.<\/span>[7]<\/span>
\n<\/span>
\n<\/span><\/a>Mund t\u00eb argumentohet se disa nga arsyet pse ka ekzistuar nj\u00eb realitet antagonist n\u00eb fush\u00ebn e arsimit n\u00eb Kosov\u00eb, ishte vet m\u00ebnyra e konstruktimit t\u00eb sistemit arsimor n\u00eb Jugosllavi. Ligji i P\u00ebrgjithsh\u00ebm p\u00ebr Arsimin Publik (1958), synonte drejt nj\u00eb sistemi arsimor t\u00eb njetrajtsh\u00ebm p\u00ebr t\u00eb gjith\u00eb. Ndon\u00ebse n\u00eb shikim t\u00eb par\u00eb kjo mund t\u00eb duket e arsyeshme, n\u00eb an\u00ebn tjet\u00ebr duke pasur parasysh shum\u00ebsin\u00eb e realititeteve brenda Jugosllavis\u00eb, shpejt\u00eb na del se n\u00eb fakt nj\u00eb ligj i cili synon t\u00eb \u2019harroj\u2019 se dallimet (jo t\u00eb vogla) q\u00eb ekzistonin mes republikave edhe provincave, n\u00eb fakt pamund\u00ebsonin ekzistimin e nj\u00eb ligji t\u00eb vet\u00ebm q\u00eb rregullon t\u00ebr\u00eb sistemin arsimor n\u00eb RSFJ. Megjithat\u00eb, ky ishte vet\u00ebm nj\u00eb problem, nd\u00ebrkaq pabarazit\u00eb tjera t\u00eb cilat kishin ndodhur p\u00ebrmes arsimit, t\u00eb cilat jan\u00eb p\u00ebrmendur m\u00eb her\u00ebt, e q\u00eb do listohen edhe m\u00eb posht\u00eb, natyrisht se nuk derivojn\u00eb nga ekzistimi i atij ligji si i till\u00eb; edhe pse \u00ebsht\u00eb tregues sesi \u00ebsht\u00eb trajtuar kjo \u00e7\u00ebshtje.<\/span>
\n<\/span>
\n<\/span>Krijimi i nj\u00eb \u2019identiteti\u2019 t\u00eb p\u00ebrbashk\u00ebt ishte nj\u00eb q\u00ebllim jasht\u00ebzakonisht i r\u00ebnd\u00ebsish\u00ebm p\u00ebr Jugosllavin\u00eb. P\u00ebr krijimin e k\u00ebtij identiteti, kjo e fundit mb\u00ebshtetej n\u00eb kujtes\u00ebn e Luft\u00ebs s\u00eb Dyt\u00eb Bot\u00ebrore,<\/span>[8]<\/span><\/a> por edhe p\u00ebr ndarjen e fajit p\u00ebr krimet q\u00eb ndodh\u00ebn gjat\u00eb luft\u00ebs, \u2019fashist\u00eb\u2019 e \u2019kolaboracionist\u00eb\u2019 z\u00ebvend\u00ebsuan termet \u201dkroat\u00eb\u201d e \u201dserb\u00eb\u201d. Kjo kujtes\u00eb p\u00ebrb\u00ebhej nga trimat q\u00eb luftuan p\u00ebr komunizmin, s\u00eb bashku, pa dallim. \u2019Partizan\u00ebt\u2019 luftuan p\u00ebr at\u00eb q\u00eb ishte e drejt\u00eb, k\u00ebshtu duke synuar de-etnizimin e luft\u00ebs. Shpjegimet tjera p\u00ebr Luft\u00ebn e Dyt\u00eb Bot\u00ebrore ishin pak a shum\u00eb t\u00eb shp\u00ebrfillura.<\/span>[9]<\/span><\/a> Ani pse, republikat brenda Jugosllavis\u00eb kishin ndikimin e tyre mbi arsimimin brenda vendeve t\u00eb tyre, duke pasur parasysh pushtetin e decentralizuar; m\u00ebnyra sesi Lufta e Dyt\u00eb Bot\u00ebrore paraqitej n\u00eb tekstet shkollore t\u00eb historis\u00eb ishte e njejt\u00eb n\u00eb t\u00ebr\u00eb RSFJ-n\u00eb. Nga 90 tekste shkollore n\u00eb nivelin fillor, 58 prej tyre trajtonin luft\u00ebra, specifikisht Luft\u00ebn e Dyt\u00eb Bot\u00ebrore.<\/span>[10]<\/span><\/a> Nd\u00ebrkaq, p\u00ebrmendja e figurave \u2019komb\u00ebtare\u2019, nuk ishte fenomen i cili hasej shpesh n\u00eb tekstet shkollore n\u00eb Kosov\u00eb, pa hyr\u00eb n\u00eb diskutimin se a duhet apo jo meq\u00eb \u00ebsht\u00eb diskutim tjet\u00ebr.\u00a0\u00a0<\/span><\/p>\n