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This course examines the enduring impacts and reverberations of the Yugoslav wars across post-conflict societies in the Western Balkans. Through thirteen seminars, the principal aim is to provide students with an overview of the significant political, economic, and social impacts of the Yugoslav wars during the 1990s. The core focus centres primarily on those former Yugoslav republics whose populations have contended most directly with surmounting the lingering aftermath of warfare and violence, namely Croatia, Bosnia and Herzegovina, and Kosovo. Additionally, the seminars explore political and socio-economic developments unfolding in other post-Yugoslav republics, especially Serbia and Montenegro, alongside Albanian-speaking regions. This course investigates various warfare, violence, and suffering phenomena that have impacted post-conflict, post-socialist, and post-Yugoslav societies in the Western Balkan republics.
Kurz zkoumá trvalé dopady a dozvuky jugoslávských válek v poválečných společnostech západního Balkánu. Prostřednictvím třinácti seminářů je hlavním cílem poskytnout studentům přehled významných politických, ekonomických a sociálních dopadů jugoslávských válek během 90. let. Hlavní pozornost je věnována těm bývalým jugoslávským republikám, jejichž obyvatelstvo se nejvíce potýkalo s překonáváním dlouhodobých následků války a násilí, konkrétně Chorvatsku, Bosně a Hercegovině a Kosovu. Semináře se rovněž zaměřují na politický a socioekonomický vývoj v dalších poválečných republikách, zejména v Srbsku a Černé Hoře, stejně jako v albánsky mluvících regionech. Kurz zkoumá různé jevy válečného konfliktu, násilí a utrpení, které ovlivnily poválečné, postsocialistické a postjugoslávské společnosti v západobalkánských republikách. Kurz je určen pouze pro studenty magisterských programů. Poslední úprava: Hrubá Kateřina, Mgr. (28.01.2026)
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This course aims to give students an overview of the significant political, economic, and social impacts of the Yugoslav wars during the 1990s. The introductory lecture summarizes the three ‘posts’ – post-conflict, post-socialist, and post-Yugoslav – that characterize societies across the Western Balkans at the end of the 20th and the beginning of the 21st centuries. This course is then organized into four thematic units. The first unit focuses on collective memory, politics of memory, and symbols in the Western Balkans. Discussing collective and individual memories in the Western Balkans summarizes the hegemonic memory discourses and narratives, as well as individuals’ fragmented testimonies, reflections, and interpretations. The second unit analyzes how post-Yugoslav societies have grappled with the violent legacy of Yugoslav wars, incorporating top-down and bottom-up perspectives. The top-down approach scrutinizes transitional justice mechanisms and their implications for post-war reconciliation. The bottom-up approach explores individual experiences of victimization and personal quests for reconciliation alongside the prevalence of post-traumatic stress disorder. The third thematic unit examines several phenomena that have emerged in post-Yugoslav societies after post-socialist neo-liberalization. These include the phenomenon of ‘Yugonostalgia’ and its significance and social unrest that has arisen due to post-socialist neo-liberalization. Additionally, we will explore social unrest in the Western Balkan societies in the aftermath of post-socialist neoliberalisation. In the final section of this course, we will provide a comprehensive overview of the diverse outcomes of the post-war, post-socialist, and post-Yugoslav transitions. Through an in-depth examination of selected cases, we will focus on the societies of Croatia, Serbia, Bosnia and Herzegovina, Kosovo, Montenegro and Northern Macedonia at the start of the 21st century. This unit will combine the various themes and concepts explored in the previous units, offering a synthesized understanding of the complex impacts of these transitions. Poslední úprava: ZILA1 (31.08.2025)
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In terms of assessment, this is how you will be assessed in this course: 30% activity in the class (class reading) - ability to answer the questions and formulate own view, based on readings. 70% final paper based on readings and classes.
A) 100 - 91% (B) 90 - 81% (C) 80- 71% (D) 70-61 (E) 60-51 (F) less than 50%
Based on Dean's Measure 20/2019: https://fsv.cuni.cz/deans-measure-no-20/2019
Note on plagiarism Students should follow the rules of academic conduct. Any instance of plagiarism will be immediately delivered to the Disciplinary commission for further decision. Please, consult any uncertainties with the lecturer before you submit your paper.
In all the written text you submit, please follow these rules for the legitimate/illegitimate use of (generative) AI tools:
You are entirely free to use generative AI for preparatory tasks, such as brainstorming, idea generation, or searching for relevant literature, as well as for language corrections. However, do not use AI to generate the text you submit as your own work. In other words, no part of your submitted text itself may be AI-generated, except for the language corrections noted above. Poslední úprava: ZILA1 (14.09.2025)
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Required reading: See the reader of selected required reading for each seminar. Poslední úprava: ZILA1 (31.08.2025)
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Regular reading of the required texts for every single class is obligatory for all participants without exception. All materials are uploaded to Moodle (https://dl2.cuni.cz/course/view.php?id=5515
In all the written text you submit, please follow these rules for the legitimate/illegitimate use of (generative) AI tools: You are entirely free to use generative AI for preparatory tasks, such as brainstorming, idea generation, or searching for relevant literature, as well as for language corrections. However, do not use AI to generate the text you submit as your own work. In other words, no part of your submitted text itself may be AI-generated, except for the language corrections noted above. Use of generative AI tools: The use and citation of generative AI tools (such as ChatGPT or MS Copilot) in seminar papers and other coursework must comply with the decrees of the IMS Director No. 7/2023 and 9/2023. Generative AI tools may be used unless explicitly prohibited by the instructor. However, they may not be used to generate substantial sections of the text or replace the student’s own intellectual contribution. The student remains fully responsible for any content generated with assistance of AI tools. Presenting AI-generated content, whether verbatim, rephrased, or only slightly modified, as one's own work constitutes plagiarism. Every submitted paper must include a transparent statement specifying which generative AI tools were used, in which stage of the work they were employed, and how they were used, or confirming that no generative AI tools were used. If this statement is missing or incomplete, the instructor is not permitted to accept the paper for evaluation. Unless the instructor explicitly prohibits the use of generative AI tools, the decision to use or not to use them rests fully with the student. The student has the right to request that the instructor does not use AI assistance for evaluating their work.
Poslední úprava: Lochmanová Sára, Mgr. (08.10.2025)
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Criteria for Writing a Seminar Thesis When preparing your seminar thesis, please follow these basic requirements. They ensure clarity, academic rigor, and consistency across all submitted papers.
Length Requirements Your seminar thesis must be:
This length allows you to develop a clear argument, present evidence, and engage with academic literature in a focused way.
Bibliography (Minimum 10 References) You must include a final bibliography with at least 10 academic sources. These can include:
Wikipedia, random websites, and non-academic blogs do not count as valid references (!).
Your bibliography should be formatted consistently (e.g., Chicago, APA, MLA, etc.—choose one and adhere to it).
Formatting There are no strict requirements for:
However, your paper should remain readable and professionally formatted.
File Submission
Structure of the Seminar Thesis While not explicitly required, a good academic paper typically includes the following:
Academic Integrity All sources must be properly cited, using a consistent citation style.
Use of generative AI tools: The use and citation of generative AI tools (such as ChatGPT or MS Copilot) in seminar papers and other coursework must comply with the decrees of the IMS Director No. 7/2023 and 9/2023. Generative AI tools may be used unless explicitly prohibited by the instructor. However, they may not be used to generate substantial sections of the text or replace the student’s own intellectual contribution. The student remains fully responsible for any content generated with assistance of AI tools. Presenting AI-generated content, whether verbatim, rephrased, or only slightly modified, as one's own work constitutes plagiarism. Every submitted paper must include a transparent statement specifying which generative AI tools were used, in which stage of the work they were employed, and how they were used, or confirming that no generative AI tools were used. If this statement is missing or incomplete, the instructor is not permitted to accept the paper for evaluation. Unless the instructor explicitly prohibits the use of generative AI tools, the decision to use or not to use them rests fully with the student. The student has the right to request that the instructor does not use AI assistance for evaluating their work.
The final paper has to be submitted to my e-mail address ondrej.zila@fsv.cuni.cz and uploaded to Moodle (https://dl2.cuni.cz/course/view.php?id=3554) no later than 5 January 2026.
Assessment Criteria – Final Essay (Total: 70 points) Your final essay will be evaluated according to the following criteria. Please read them carefully to understand what is expected and how points are awarded.
Analysis – 20 points This is the core of your evaluation. We assess: · the quality and depth of your argument, · whether your reasoning is coherent, · whether your claims are plausible and logically developed, · your ability to engage critically with the topic. A strong essay presents clear arguments, anticipates counterarguments, and demonstrates original analytical insight.
Evidence – 20 points This category evaluates how effectively you support your arguments. You should: · use appropriate, relevant, and sufficient evidence, · reference academic literature, · show that you understand and can apply the sources, · integrate evidence logically rather than merely describing it. High-scoring essays demonstrate excellent command of the scholarly material and use it to strengthen the argument.
Research – 15 points We reward: · creativity, · original insights, · independent thinking, · the ability to go beyond the basic readings and to incorporate additional relevant literature. A strong essay shows that you conducted meaningful research and developed your own argument rather than repeating existing scholarship.
Organisation – 5 points Your essay must be clearly structured and easy to follow. It should include: · an Introduction: briefly outlines the purpose, argument, and structure of the essay; · a logical sequence of paragraphs with clear transitions; · a Conclusion: summarizes the central findings without introducing new information. Essays with unclear structure, unconnected paragraphs, or missing sections will lose points.
Style – 5 points This criterion concerns the quality of writing: · grammar and spelling, · clarity and conciseness, · appropriate academic tone, · effective sentence and paragraph structure. Well-written essays communicate ideas clearly and avoid colloquial language or unclear phrasing.
Referencing and Bibliography – 5 points All essays must use Chicago Manual of Style consistently for: · in-text citations or footnotes, · bibliographic entries, · formatting of books, articles, chapters, and online sources. Incorrect or inconsistent citation style will reduce your score. Missing references or inadequate citation counts as poor academic practice. Total: 70 points
You may choose one of the topics listed below or propose your own. In either case, please inform me by email.
Introduction to the Post-Yugoslav Western Balkans 1) ‘Post-Conflict, Post-Socialist, and Post-Yugoslav’ Characteristics
II. Collective Memory in the Western Balkans 2) Politics of Memory: Cycles of Yugoslav Memory
3) Politics of Symbols: Fragmented Memory
III. Coping with the Violent Legacy of Yugoslav Wars 4) Transitional Justice & War Crimes
5) Reconciliation After Violent Conflict
6) Post-Traumatic Stress Disorder (PTSD)
IV. Legacy of Post-Socialist Transformation 7) Yugonostalgia
8) Social Unrest After Neoliberalisation
V. Case Studies 9) Post-Tuđman Croatia
10) Post-Milošević Serbia
11) The International Community and Kosovo
12) “Dayton” Bosnia and Herzegovina
13) Montenegro and North Macedonia
Poslední úprava: Žíla Ondřej, doc. PhDr., Ph.D. (08.12.2025)
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Syllabus:
Introduction 1) ‘Post-Conflict, Post-Socialist, and Post-Yugoslav’: the introductory characteristics of the Western Balkans in the 21. Century (30.9.)
Collective Memory in the Western Balkans 2) Politics of Memory: cycles of Yugoslav memory (7.10.) 3) Politics of Symbols: Fragmented memory: testimonies, reflections, and interpretations (14.10.)
Coping with the Violent Legacy of Yugoslav Wars in Post-Yugoslav Societies 4) Reconciliation After Violent Conflict: Situation from the ground (21.10.)
Legacy of Post-Socialist Transformation in Post-Yugoslav Societies 5) ‘Yugonostalgy’ in post-conflict, post-socialist, and post-Yugoslav society (4.11.) 6) Social Unrest in the Western Balkan countries – the aftermath of post-socialist neoliberalisation (11.11.)
Case studies 7) Post-Tudjman Croatia (18.11.) 8) Post-Milošević Serbia (25.11.) 9) The International Community and Its Role in Kosovo (9.12.) 10) ‘Dayton’ Bosnia and Herzegovina (16.12.) 11) Montenegro + Northern Macedonia (6.1.) Poslední úprava: ZILA1 (31.08.2025)
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