Brief intro: As part of the Decade of Roma Inclusion (2005-2015), most countries in the Western Balkans (if not all), and with that, The Republic of Macedonia (my home country), have joined in what has been called “an unprecedented political commitment” to interculturality, one that focuses on bringing together European governments, intergovernmental and non-governmental organizations, together with Roma civil society, all working side-by-side on improving the welfare of the European Roma population “in a transparent and quantifiable way”. Recently, in Macedonia, the Center for Institutional Development (a subsidiary of the Macedonian government), promoted (publicly, through a press conference and media announcements) an incentive to continue with a proposed/established practice (their term – “mission”) of increasing the number of Roma students enrolling into medical school. Insofar, the public has been informed that currently 17 secondary school students attend the preparatory (additional) coursework (10 of those 17 come from a town with a large Roma population) (under the motto – “The Door is Open, Come Study Medicine”), each one working with a tutor, so as to be better prepared for the challenges of the State Placement Exams (Matura), necessary to matriculate and enroll at university. The project’s aim, according to the issued statement, is to target eager and willing 4th year secondary school students, possibly with a high GPA, of verifiable Roma ethnical background (preferably both parents being Roma), who would later on act as intermediaries in their local communities, promoting with the local Roma population the importance of health care and preventive medicine (thus, acting as – their term “health care ambassadors”). The program is financially sponsored by OSI (Open Society Soros) and the Roma Education Fund (REF).

Summary: Several issues have emerged as a result of this announcement/program. Namely, first of all, the way the national media chose to report the news spoke more about the status of media in Macedonia in the last two years (heavily divided into governmentally supported and economically independent) than perhaps the full context of the reported news. The national network (MTV), and a sling of other news providers, simply summarized the report of the press conference, without any reflection or further enquiry into what propelled the project in the first place (for example, why medical schools and not humanities and social studies, why only 17 students when last year’s reports showed that many more had applied for the program initially – did they already matriculate, did they drop out, etc. – or for that matter why only in Skopje and Tetovo, whereas there is a sizable Roma population in other towns and parts of Macedonia?); whereas the rest of the media (a few independently owned TV stations and two daily newspapers) chose to speak less on the topic at hand – Roma integration into Macedonian civil society and educational practices – and more about how the program is externally funded while the Macedonian government takes credit for its implementation. Then there was also the question of individual reactions (through social media posts), which speak greatly about the overall (majority, dominant) perception of Roma in Macedonia (for instance, other minority groups and their representatives – Albanians, Turks, etc. – ‘asked’ when their Inclusion Decade and free education ‘would arrive’, thus attesting to an incredible racial and ethnic divide that exists, and seems to permeate all cultural mindsets (of Macedonian citizens of various ethnic backgrounds) when it comes to the Roma population. In other words, the Roma always emerge as the “children” that need taking care of since they “cannot take care of/for themselves”. Though I do not propose to cure this riff single-handedly, nor am I that conceited so as to believe that one short summary of an analysis exercise can undo decades and centuries of stigma-building and stereotypization and pigeonholing, going over the TOOL BOX, I was particularly taken by TOOLs 1 and 3 in this particular context and for this particular situation. Namely, TOOL 1 addresses the importance of understanding the power relations between key actors/stakeholders; each of the involved actors believes that the other/s stand in “a power over” relationship to them, thus stunting any/all possibility for dialogue, and with that potential for change. I also feel that change is attainable, if each of the involved parties (the Roma students, governmentally-inclined and independent media, local government and international organizations/sponsors) agree to a “power with” relationship; something that has to happen through dialogue, open forum discussions in an agreed safe space (something like a town hall meeting), and not merely mandated policy. Which brings me to TOOL 3, and the changing roles that spring out of unequal relationships between individuals and/or groups. I see this particular situation as one where the other party (whether it be the media or the different minority groups) assumes the role of victim, and thus unwittingly casts the counterpart (whether it be the media or the different minority groups) in the bully role. I feel that this type of role playing is a dangerous practice, one which further perpetuates deadly stereotypes and conflicting situations. Here, however, I am not certain how we can avoid the pitfalls of the victimization scenario since most Balkan cultures tend to embrace it. What I am hoping we can however ‘get’ from the experience are the tools themselves – perhaps if we recognize these relationships for what they are, and the roles we choose to play in them (victim/bully), then we could address the underlying issues head-on (lack of funding, concern about the welfare of one’s children), rather than through sheltered and politically empty discourse.

1. Individually, identify three core competences you think are necessary to be effective as a facilitator of intercultural global education activities and three main challenges that you encounter as an educator facilitating such activities for which you would like to strengthen your competence.

I truly believe in the basics when it comes to all democratic education practices: namely, in order to engage fully in critical pedagogy, as an instructor/educator/teacher (I like the word teacher, and dislike how present day discourse has marginalized it; I do not think of it as an oppressive term, nor do I think that educator is a better fit. Perhaps it is a more contemporary fit. In the Balkans, amidst all cultures, present and past, there is an old term for a teacher – DASKAL; it encapsulates all aspects of the learning process – from open and accessible and safe space to inspirational learning), there needs to be an openness to share, a willingness to connect and a commitment to see things through. On that note, I’d say that the three core competences which I find necessary and needed for any democratic education activities to take place are: open communication skills (an openness to share knowledge, but also admit mistakes/misconceptions), pedagogical skills (not merely an ability to guide students through a given curriculum, no matter how inteculturally minded it may be; but also being open to the abundance of wisdom and knowledge that the community brings with itself – the community of the students’ backgrounds; the community of the students as learners; the community of the school), and professionalism (what I mean by this is commitment beyond the ‘paycheck’; commitment to the community we belong to as instructors – our guild so to speak; but also commitment to the community we belong to as life-long learners ourselves). Having said that, I find challenges I fact at the local and regional levels quite devastating – oftentimes destructive. But if I had to pick three main ones, I’d say they revolve around the mobilisational value of intercultural learning (most parents, as well as many of my colleagues feel that in fact there is no mobilisational value at all; that it’s an EU-centered scheme, a ‘politically-correct’ rhetoric existing to further mask colonialism and other hegemonic practices); or the challenge of social justice and transformation in Balkan Post-Yugoslav Societies (most EU candidate-states; on the brink of poverty, struggling to keep afloat, and continuously told by the EU that they are not tolerant enough; Erasmus Mundi programs are not offered to non-EU kids, who can only dream of traveling and studying like their EU counterparts; too many walls and borders after the fall of the Berlin Wall); and finally, the obligation to be intolerant to human rights violations and social injustice (especially when students live in a society that has been ‘violated’ many times over by the same mechanismsthat ask/preach intolerance). Many, many challenges in a Europe that has now a great deal of borders, though it keeps searching for a common identity.

2. In pairs, share your findings and discuss them in a sensitive manner by offering feedback to each other.

For this assignment, as for some of the previous ones for Module 1, I partnered up with Mara Clemente. Chatting with Mara is easy, and almost effortless, since her commitment to life-long learning and activism is something we share in common. For this assignment, we spoke about our individual reflections on activism and education. Both of us have been involved in educational practices both as educators and as activists. In her practice, Mara told me that she tried to share the knowledge of concepts related to human rights education, but as an activist she focused her activities on a political engagement. She also said, that in her opinion (at least before Module 2), she believed that an educator had to share the knowledge for change but not necessary ‘ask’ for it; now, she sees that this was a misconception on her part. So, her main challenge, in her own words, as an educator, has been to place a stronger focus on change. After she read the educator/activist chart in Module 2, she also started thinking about the need to strengthen her knowledge of education theory and techniques. She told me that in Italy, students are asked (required) to work/be in school until University, but not for the length afterwards. So, knowledge in specific fields like Sociology, Anthropology, Economics, can sometimes (oftentimes) be out of reach for many Italian kids. She then added that she thought that conflict transformation theory and skills are equally important but she’s never worked with them.

3. Individually, define your personal goals for the further development and strengthening of the skills for intercultural global education you feel you need to improve.

BE stronger, tougher, more vocal in my pursuit of intercultural education, both as a facilitator and as a student. BE active, fully and whole-heartedly, in getting curricular and extracurricular intercultural educational activities aligned and co-related, so that learning becomes a permanent democratic right. BE open to change, even when I think I have things figured out. BE open to dialogue even with the most hard-headed traditionalists, especially when it has bearing on policy and equity.

1. Participants of the educational activity – their learning needs given the local context Nova Reading Group members (7 older members; 10 new ones – all attending the same international private liberal arts school (English as the language of instruction); in terms of ethnic and religious mix – the majority are Macedonians (ethnically speaking, of Slavic origins), but there are US citizens (of mixed racial backgrounds); ethnic Albanians (from Macedonia); Italians and Roma (in terms of the gender divide, 60 percent are boys, while 40 percent are girls); ages: 15-18. The Reading Group is an extracurricular activity, which started in 2009; it comprises of students (plus one facilitator – me) who wish to read and think and theorize and debate outside the prescribed reading curriculum in arts and humanities (the school’s curriculum which though open and broad does prove selective and constraining). The students (plus facilitator) meet on a monthly basis; all propose the reading curriculum, all engage in providing/examining reading materials; all have a say into what and how is read. Each semester the Group hosts a one-day Symposium, where each member (either individually or in teams) present (in either lecture or workshop format) what their take on the reading materials has been and what can be taken from the experience at large (i.e., what can be learnt/has been learnt, both individually and collectively). The students also publish a peer-reviewed e-zine (on a monthly basis) with a discussion forum, open to all members of the larger school community.

2. Learning objectives – defined on the basis of participants learning needs As I mentioned in the social analysis assignment, students at international schools, particularly private schools in the Balkans, are encouraged to live out in what seems like a cultural safe-haven: as they are continuously reminded of dominant social paradigms (gender, race and ethnicity, sexuality, religion, to name a few) and their operational value within ‘an imagined international community’, the cultural identity of their discourse becomes foreign, un-Balkan, yet also un-English (perhaps a quiet cosmopolitan? a delocalized ‘other’ in pursuit of global human agency?). Henceforth, the principal learning objective of this planned activity is to open students up to voicing their plural identities. Do they see themselves as “third culture kids”, or “American expatriates”, or “decolonized others”, or “quiet cosmopolitans”, or simply, “Balkan/ized”? And once the voicing begins, so can the learning/sharing/questioning/examining.

3. Educational approach – describe the intercultural dimension and the glocal realities considered I am a firm believer in participatory methodology; I follow the precepts of critical pedagogy (in particular, communal-reciprocal methodology) in all of my teaching (inside/outside the classroom); therefore, this activity is no different. To educate and measure a student’s intellect based on test scores (solely standardized test scores) is to engage in delivering a “depersonalized education”, one that does not allow for a complete understanding of who we are, what our histories bring forth, or what the human experience has been. I see “depersonalized education” as a core problem since its practices further exclude (and marginalize) the lives and experiences of students with plural identities (racial, ethnic, religious, academic) in education settings. Thus, being able to create a space where the voices, stories, and testimonies of students with plural identities are heard and acknowledged is vital. The need to have the students come together and collectively share their experiences (particularly reflecting on how their shared academic practices – their attending school together – affect their plural identities (do the same diverge or converge?).

4. Contents – describe briefly which contents you want to address as part of the learning experience In the spirit of reflection/introspection/open forum debate, and ostensibly, learning about plurality in an academic setting (i.e., students cross several contact zones in their time ‘together’ at school; their individual learning and experiential paths cross, but do they truly learn from each other, or is the gap between them widened? Namely, are they simply taught how to be tolerant of each other, and each other’s plurality, or do they in fact engage, perhaps at first passively, with the Other in themselves (the English-speaking academic other), and thus with the others around them (racially, ethnically, religiously, sexually other, yet academically similar)) is the central; which also articulates a number of key content-based enquires I hope the students and I can explore together. They are:  By attempting a delocalized ‘territory of culture’ through their respective missions and objectives, do international schools in the Balkans contribute to a (re)creation of a ‘pseudo nation-state scenario’?  Even so, could (be able to) their students legitimately question the unspoken acceptance and affirmation of culturally determined roles, imposed on Balkan individuality by various mechanisms of compliance (governmental decisions, communal practices, tradition and gossip)?  Yet, when all is said and done, who is to implement a newly designed cultural mythos: individuals or institutions?

5. Methodology – describe the educational process and the chosen methodology and why you consider it adequate given the learning needs and the learning objectives Initially conceived as an attempt to showcase the value of written discourse, while drawing on the abundance of orally transmitted knowledge my students had grown up with/are surrounded by, I will introduce the students to the storytelling method of what Lomas and Joysmith (2005) term as ‘testimonio’: an ethnographic genre/strategy which allows the voiceless political subject – the local student – the necessary agency to account for the connections that exist between lived experience and social (education) context. Historically speaking, women of color have used ‘testimonio’ as a methodology which transgresses, and affords the ‘the voiceless political subject’ the venue to speak against the brutalization against women of color, and with that disrupt the silence (which women of color have experienced/experience in a white supremacist patriarchy; Anzaldúa, 1990). Therefore, I believe that ‘testimonio’, when further supported by qualitative date, does not only validate the lived experiences and epistemologies of plural identities (people), but it lends itself into becoming a counter-story, one that wrestles with, and disrupts the master narratives that often rely on (seek out) a single monolithic positivist ‘Truth’ (Solórzano and Yosso, 2001). As the students and I become ourselves the subjects and the objects of our own inquiry, and thus bear witness to our own becoming, a transformation can occur. Namely, for one session (one month, four weeks; meeting once per week (face to face); otherwise using Skype or MSN Messenger to chat and speak of progress; also using the Group’s discussion forum, to further our collective and individual thoughts/queries/concerns, as the project (activity) unfolds), to have the students (and myself) work on a reflection piece. The goal in mind: to think of a way in which our own varied experiences connect them to the particular readings for that session, may it be a poem, a short story, a play or a chapter/chapters of a novel; or critical theory. Thus, to use the allotted time, and write down, in the languages of their choice (English, Macedonian, Albanian, Roma, Italian, or more than one of their languages), the said reflection.

6. Script – prepare a programme description with an indication of the different roles and responsibilities of the educators Each student (including myself, the facilitator), can ‘safe keep’ his or her own reflection pieces in a folder, or a file, or even a notepad. Yet all are encouraged to share, at various stages of the activity, their reflections with the rest of the group (via email, discussion forum, blog, open readings, etc.) There is no word limit. There is no passing or failing grade, there is no requirement deadline for submission. All of the Group’s members are asked to take part in the process; if any member of the Group feels, at any point in the activity, reticent about sharing or pursuing the task further, they are most definitely allowed to ‘option out’. If the case for such a case arises, I’d also like to know why (as their facilitator), and would ask that at a given point, when comfortable, let me know the reason/s for doing so (in writing preferably).

Ana Jakimska (Class of 2006)

I want to tell stories that trigger emotional response. I began writing short stories during high school (at Nova) and, later on, I got involved with photography (Nova offers those classes as part of its Fine Arts Curriculum). Then, I realized that I had the need to combine words with images in order to create the total illusion I was looking for. That’s how I decided to study Film Directing at the Faculty of Dramatic Arts in Skopje. My BA in Comparative Literature and my studies at the Department of Dramaturgy have proven to be an excellent beginning of the journey. In order to successfully complete my MA, I need to make a short movie. Currently I am working on the script, which will be an adaptation of parts of Nick Hornby’s novel “A long way down”. The written part of my thesis is concentrated on the work of writer and director David Mamet. More precisely, it analyzes his method of movie making and looks at his technique of adapting literary pieces for the screen. The graduate program for Film Directing at FDA – Skopje offers two obligatory courses (Directing and Filmology), and a list of other courses to choose from. Basically, students build their own program according to interests and preferences, which is a great advantage. Since I am interested in the practical (technical) aspects of movie making, I chose courses in camera, editing, and film production. The big support and guidance from my mentor, Professor Antonio Mitrikjeski, is very valuable to me at this point of my development as a movie maker. My future plans? To live a life in the cinema and the theater: to become widely acclaimed as a good movie director, to write good movie scripts and theater plays.

Almost a year after our first encounter with an audience eager to consider Toni Morrison's masterpiece "Beloved" both on a textual and a contextual level, NOVA's Reading Group invited a group of readers, lovers of the written word, as it were, to join us again in attempting to understand the meaning of an entirely different kind of text, Kurt Vonnegut Jr.'s seminal short story "Harrison Bergeron". This year's Symposium elucidated multiple lenses through which a short story like "Harrison Bergeron" could be read; while some focused on the gender roles pertaining to it (Despina Stefanoska, David Dlaka and Monika Spancheska) others looked at the underlying archetypal and mythological axioms upon which this text rests (Simon Simoski, Bisera Dzundeva, Bojan Srbinovski). Then again, there were others, who wanted to reach beyond formalist criticism and delve deeper into the realm of reader response (Bela Gligorova and Simeon Dukikj).

Notes on Intercultural Learning Competences

1. Individually, identify three core competences you think are necessary to be effective as a facilitator of intercultural global education activities and three main challenges that you encounter as an educator facilitating such activities for which you would like to strengthen your competence.

I truly believe in the basics when it comes to all democratic education practices: namely, in order to engage fully in critical pedagogy, as an instructor/educator/teacher (I like the word teacher, and dislike how present day discourse has marginalized it; I do not think of it as an oppressive term, nor do I think that educator is a better fit. Perhaps it is a more contemporary fit. In the Balkans, amidst all cultures, present and past, there is an old term for a teacher – DASKAL; it encapsulates all aspects of the learning process – from open and accessible and safe space to inspirational learning), there needs to be an openness to share, a willingness to connect and a commitment to see things through. On that note, I’d say that the three core competences which I find necessary and needed for any democratic education activities to take place are: open communication skills (an openness to share knowledge, but also admit mistakes/misconceptions), pedagogical skills (not merely an ability to guide students through a given curriculum, no matter how inteculturally minded it may be; but also being open to the abundance of wisdom and knowledge that the community brings with itself – the community of the students’ backgrounds; the community of the students as learners; the community of the school), and professionalism (what I mean by this is commitment beyond the ‘paycheck’; commitment to the community we belong to as instructors – our guild so to speak; but also commitment to the community we belong to as life-long learners ourselves). Having said that, I find challenges I fact at the local and regional levels quite devastating – oftentimes destructive. But if I had to pick three main ones, I’d say they revolve around the mobilisational value of intercultural learning (most parents, as well as many of my colleagues feel that in fact there is no mobilisational value at all; that it’s an EU-centered scheme, a ‘politically-correct’ rhetoric existing to further mask colonialism and other hegemonic practices); or the challenge of social justice and transformation in Balkan Post-Yugoslav Societies (most EU candidate-states; on the brink of poverty, struggling to keep afloat, and continuously told by the EU that they are not tolerant enough; Erasmus Mundi programs are not offered to non-EU kids, who can only dream of traveling and studying like their EU counterparts; too many walls and borders after the fall of the Berlin Wall); and finally, the obligation to be intolerant to human rights violations and social injustice (especially when students live in a society that has been ‘violated’ many times over by the same mechanisms that ask/preach intolerance). Many, many challenges in a Europe that has now a great deal of borders, though it keeps searching for a common identity.

2. In pairs, share your findings and discuss them in a sensitive manner by offering feedback to each other.

For this assignment, as for some of the previous ones for Module 1, I partnered up with Mara Clemente. Chatting with Mara is easy, and almost effortless, since her commitment to life-long learning and activism is something we share in common. For this assignment, we spoke about our individual reflections on activism and education. Both of us have been involved in educational practices both as educators and as activists. In her practice, Mara told me that she tried to share the knowledge of concepts related to human rights education, but as an activist she focused her activities on a political engagement. She also said, that in her opinion (at least before Module 2), she believed that an educator had to share the knowledge for change but not necessary ‘ask’ for it; now, she sees that this was a misconception on her part. So, her main challenge, in her own words, as an educator, has been to place a stronger focus on change. After she read the educator/activist chart in Module 2, she also started thinking about the need to strengthen her knowledge of education theory and techniques. She told me that in Italy, students are asked (required) to work/be in school until University, but not for the length afterwards. So, knowledge in specific fields like Sociology, Anthropology, Economics, can sometimes (oftentimes) be out of reach for many Italian kids. She then added that she thought that conflict transformation theory and skills are equally important but she’s never worked with them.

3. Individually, define your personal goals for the further development and strengthening of the skills for intercultural global education you feel you need to improve.

BE stronger, tougher, more vocal in my pursuit of intercultural education, both as a facilitator and as a student.

BE active, fully and whole-heartedly, in getting curricular and extracurricular intercultural educational activities aligned and co-related, so that learning becomes a permanent democratic right. BE open to change, even when I think I have things figured out.

BE open to dialogue even with the most hard-headed traditionalists, especially when it has bearing on policy and equity.

A few weeks ago I signed up for (applied, enrolled, the gist) an online course on the Global Dimension of Intercultural Education. Consisting of 4 modules, administered and moderated on a weekly basis (namely, 1 module per week), the course aims at something which I find crucial in any and all intercultural education practices, i.e., gaining insight and hands-on experience on how intercultural learning and intercultural education 'play together', rather than against each other. The course is thus designed to help the individual participants reflect, continuously and communally (through the online Discussion forum), on their role in the local/regional and international (global) on the uneven split that exists between policy design (curriculum) and policy implementation (activities).

Administered by The Network University, and partnered with the North South Center of the Council of Europe, a good deal of the course insofar (MODULE 1) reflects well on Hendrik Otten's Ten Theses on the Correlation between European Youth Work, Intercultural Learning and Professionalization; however, most of the course participants, and their plural identities, are far removed from the European context. So, as our discussions deepen, and our examination of what makes a good model for/of intercultural learning widens, it will be interesting to see if Otten's work withstands the test of locality.

Now, onto Module 1. I've decided to share the different assignments and tasks I am asked to engage in as participant, week in and week out, simply to gain further feedback (meaning, outside of the course's inner circle, for I am a strong believer in feedback and its usefulness. In Module 1, we were asked to work with multiple partners (ours was the choosing), in a sense opening up the experience of getting to know one another. We were encouraged to use the Discussion Forum and the Chat Room. We were asked to be open to questions, to learning, to sharing with each other. Not a bad way to star, a kind of a cultural ice breaker.

And then the task itself - To communicate with at least one other participant, and identify one aspect (habit, etc.) that we share in common, and one that sets us apart. Then, individually, we were asked to consider a suitable expression for those two distinct aspects - the commonality and the difference. We could go and find that expression in a song, a mime, a poem, an image, or a symbol. We were then asked to share it with the rest of the group by uploading it. The purpose, they wrote, was to see if any patterns would emerge, as we'd repeat the task with other participants. So, this is what I wrote/reflected on:

"Originally, I didn’t know how this exercise would turn out. On the one hand, I was looking forward to chatting with the rest of the participants of this course; on the other, as with all new situations, I was a bit apprehensive as to how things would work out in the end. Namely, would they like me? Would there be quality sharing of information, or mere chit-chat about our hobbies, interests, commitments? So, preconceptions aside, I loved the process. I tried to approach it without any preconceived notions of “ethnographic” work, getting the correct answers to the correct questions. I just asked, ran with the flow of the conversation, and allowed for the sharing to take place on its own accord. I thus learned that LaSalete and I have both travelled to Guinea-Bissau; she, as part of her activist and church outreach work, and I as part of a visit, to an old friend. Hers was an experience filled with daily challenges, and policy build-up; mine, a once-in-a-lifetime visit, with my beloved maternal grandmother, to the Yugoslav ambassador. We both, nonetheless, had a transformative experience, one which strengthened our commitment to travel and education. I spoke to Daniela about teaching English in the Balkans. While she kindly apologized for her lack of technical skills, we chatted freely about life in Romania and Macedonia; living through turbulent times and transitional economies. We talked about John Lennon, and her love of his music; we talked about the importance of his music for those of us living in the former socialist bloc and discovered that she and my parents have similar memories of the 1960s and 1970s. How truly transformative, and yet we met under the auspices of a simple online course. I loved speaking to Mario about Malta; his love for his island, his knowledge of its history. I admired him for being brave and trusting online education with his MA degree; but mostly, I was impressed of his basic knowledge of Serbian and Macedonian everyday phrases, even if spelt with the Cyrillic alphabet. We even found a Maltese poet we both knew! Though none of us have met him in person (I translated his work from English into Macedonian). Most of all, I truly enjoyed speaking, messaging and Skyping with Mara. Our long chat, with multiple technical hiccups, was such a rewarding experience. From the seemingly mundane (that we are both “not that religious”, live in committed civil partnerships with men who work and love the theatre), to the apparently obvious (working on our commitment to learning, education, educating ourselves), to the extraordinary spontaneous (living in the UK, in the same year, enjoying a particular brand of black Yorkshire tea, and being continuously committed to our choice of occupation – me, teaching and research; her – journalism and research). In a way, this experience has been both rewarding and challenging. It’s taught me to loosen up and get to basics when meeting people – even virally – that is, allowing for conversation to flow without thinking of agendas, without scheming for tasks and perfect assignments. Challenging: I now see that my once favorite band, The Pulp, was not that far from the truth when writing and performing “Common People”. For indeed, if we give each other a chance, we can get to know the core of our shared commonalities, no matter how different we are."

Let me know what you think.

Sandra Ristovska (Nova Class of 2005)

I sincerely believe in the transformational power of knowledge, and I am passionate about research, teaching and learning. Therefore, attending graduate school felt like the natural thing to do. My intellectual trajectory includes a degree in filmmaking, film and media studies, and a pursuit of a doctoral degree in the field of communication. I guess my intellectual interests evolved as part of my broad thinking about narratives and their resonance locally and internationally. During my early filmmaking efforts, I found myself in a long conversation with a cinematographer from Germany about the inclusion of “donkey shots” in the final cut of my documentary film. I was afraid that such images would reinforce what I perceived to be the stereotypical rural representation of Macedonia. While I was being convinced that the “rural narrative” would be appealing to international audiences, I was afraid that local viewers would reject it. Intrigued by the politics of representation in my own film practice made me pursue a more serious undergraduate coursework in film studies. I was passionate to study the different meanings movies communicate to audiences from various backgrounds. Therefore, as part of my Honors (undergraduate) thesis, I conducted a reception study that looked at the reasons for which internationally acclaimed Balkan movies are sometimes perceived as an “insult” by their “native” viewers. However, with my intellectual growth, I became interested in broader issues of communication and culture, which resulted in my pursuit of a doctoral degree at the Annenberg School for Communication (University of Pennsylvania). Grappling with issues of conflict, marginality, and the mediation of memory and identity, as well as the cultural changes produced by the intersection of local and global dynamics in the Balkans, the rarely discussed Roma issues came to the forefront of my intellectual curiosity. That is how my dissertation research/academic path so far took a clear shape.

The broad focus of my doctoral dissertation research is how the study of the local and transnational interactive practices of migrant communities can give us insights into the cultural politics of engaging globally. Specifically, I am interested in the Romani people to whom mobility has been ascribed as a quintessential identification. My research seeks to explore the ways in which Romani identity moves across local, national and transnational settings, thus positioning Roma as part of a wide network of collective memories and attachments. I argue against an all-encompassing Romani nomadic identity by exploring the historical resonance and situated nature of Romani cultural and media narratives within three different contexts—the Balkans, the European Union, and the United States. Through urban ethnographic work with Romani communities in Macedonia, Düsseldorf and New York City, my research project diverges from the typical romanticized notions of pre-modern and pre-industrial Roma. Instead, it engages with the “here” and “now,” and with the particularities of each context in which Romani identity is formed. The project also seeks to address the various forms in which transnational connections to “the homeland” and to the notion of Roma ethnicity at large are being shaped.

The articulation of my research interests was shaped by seminars on topics like collective memory, communicating publics, social construction of reality, new media and social transformation, as well as media witnessing. They all challenged me intellectually and inspired my academic thinking. I really cannot choose only one graduate seminar. I’ve met fascinating and inspiring people—both faculty and fellow doctoral students—at Annenberg and Penn at large. I made really close friends. Sometimes it feels like I am living a dream.

No concrete plans for the ultimate post-doctoral future. I love research; I sincerely care about teaching; filmmaking has remained very dear to my heart (currently I am in pre-production with two films), and the social justice activist in me keeps rebelling. I need them all regardless whether it is during or post-PhD.

Simona Kicurovska (Nova Class of 2004)

The Dutch educational system is somewhat different, from let's say, the Macedonian or American. You can earn your Bachelor's degree at a university or at 'Hoger beroepsonderwijs' (Higher Vocational Education). The Art Academy (where I studied Graphic Design and Visual Communication) officially falls in the first category. But the curriculum that is offered was a category on its own. There was always a divide between the academic approach that you would normally have at a university and the practical approach of a vocational study.

By the 4th year of my Bachelor studies, I realized that I had as much interest in the applied side of graphic design, (the making of books, identities, posters websites) as in theory and research. 4 years is a really short time to find a way to combine the two, which was my goal. This is why I chose to continue with Master studies. I choose the design department of The Sandberg Institute Amsterdam, a 2 year program, with a very loose curriculum where designers and researchers are encouraged to initiate their own projects and collaborations. It is a place where you are not only a designer, but also a researcher, thinker, editor, writer, anthropologist, sociologist, curator, connector, provocateur, etc. Completing the Master course enabled me to formulate my own practice and become and independent graphic designer and researcher.

In a romantic sense, I see design as the illegitimate child of science and art. Within these terms I was always interested in the influence technology and new media have on society. My graduation thesis had two parts, a theoretical one and applied one. My thesis "You Are Here: Naming a Society on a Move" deals with the names we use to describe the society of today, where people reorganize themselves in different ways and experiment with alternative approaches to problems. The society of networks and social networks, where our location is everywhere and nowhere at the same time and the computer has replaced the clock as a time pacing device. A society where we no longer imagine the future, but plan it. This thesis was the backbone of "The Jetlag Society" a project that revolves around describing the feeling of being unable to keep up with the fast pace technology is influencing and shaping our society.

I have been told on many a occasion that I am 'too' critical. This is in a way true, as personally I always saw that there was a lot of room for improvement in both my Bachelor and my Master programs. But in hindsight I am very satisfied with the two extra years I had, which allowed me to shape my practice, and I am happy with the programs I followed. I would definitely recommend them to future applicants.

For now, I am working hard on my own practice and research, doing commissioned projects and initiating personal research projects. It's hard work, but I am really enjoying everything I do. Even though I am no longer a student, I find that I am still very studious and serious about everything I do. I am thinking about doing a Phd course in a few years, as part of a university program somewhere, but it's still too early to say anything about it.

Aleksandra Popovska (Nova Class of 2008)

Majoring in International Economics and Management as part of my undergraduate degree at University Bocconi (Italy) gave me the opportunity to attend various courses in the fields of economics, management, finance and accounting. Out if these, I particularly liked accounting and finance, since I had amazing and inspirational professors who helped me see these fields as such that provide a wide range of working possibilities, that are dynamic, challenging and interesting if seen from the right perspective. For this reason I chose to pursue my Master of Science in Bocconi, whose high ranking with respect to the finance courses places it among the top universities that offer master programs in finance. Even though accounting is seen as a monotonous work by many, the MSc of ‘Accounting, Financial Management and Control’ provides an insight into the most applied accounting principles (IAS/IFRS, GAAP), managerial accounting and systems of control for the financial soundness of firms, where one studies accounting from various aspects, rather than just do ‘book keeping’. Besides this, there are also finance courses such as financial management, valuation, data analysis and other courses in the field of management and statistics which all together provide a wide range of opportunities for future job positions in many areas. Lastly, some of the crucial reasons behind the current financial and economic crisis are found in the countries false statements, debt problems, the mortgage bubble and the complex risky financial instruments.These concepts are being taught from various perspectives in most of the courses, which adds an additional value as we study the newest trends and at the same time, the MSc helps us develop critical thinking for the possible solutions and grasp the future developments. Therefore, my interest in the subjects, their wide application and the opportunities they offer for work in the financial, consultancy or commercial business areas are some of the major reasons for choosing this MSc.

My BS graduate thesis was focused on the current economic crisis in the European Union and the newly created bodies and measures that are being developed currently as a response and cure for it. Working on the thesis was quite a challenging process, since it is an ongoing issue, there are continuously new events that change some of the fundamental EU principles and new decisions and measures are implemented on a daily basis. In addition, there is not a lot of literature on the subject matter, so I had to read a vast number of articles from the best economic and financial newspapers, to grab different expert’s opinions about the current events, their predictions or critics.Perhaps, my favorite course was ‘Business Strategy’, a course which was largely based on the newest trends, best performers and some theory, but largely focused on case studies trying to find the secret ingredients for success of the best firms. The professor, being very creative, dynamic, forward looking, with large industry experience, succeeded to leave all of the students breathless and inspired to strive always for new, innovative solutions and become more aware of our surrounding. Other truly inspirational courses were comparative business law, where we studied differences between civil and common law, which was covered through many case studies in a creative and critical thinking manner.As mentioned before I also liked ‘accounting and related industries’ where I studied the different accounting issues faced by firms in various industries, followed by many examples and guest speakers from the firms we studied.

The ‘Accounting, Financial Management and Control’ MSc, being the first one offered in English by Bocconi, has the disadvantage of having some issues disorganized. However, overall I am very satisfied from the program, since there are courses not only focused on accounting and finance but also on other issues such as the advanced macroeconomics or corporate governance courses. The best part is that all of the issues being studied are not only based on theory, but at the same time incorporate the most recent trends, developments and are supported by many case studies, guest speakers from the field, which make the studying process more complete, interesting and easier to develop critical thinking skills.

I am hoping that during the second year of the program I would be able to do an internship of about six months, preferably in a consultancy firm or in the finance or strategic division of a big multinational firm. This internship is required by the MSc itself, and I hope to do it in a firm either in Milan, another European city, or in the fast growing economies, where I would have the chance to put in practice the studied material, make contacts with people from various fields and backgrounds, be challenged and learn many new things. After the internship it would be good if I can continue in the firm where I would do the internship or elsewhere. However having in mind the difficult economic situation of the European economies, and the fact that many firms with ‘big names’ take advantage of early graduates by offering only internships, rather than real job, as I see is happening with almost all of my graduated friends, it is possible to move from one to several internships, which on one hand does not offer security but offers various experiences, which is the good side. I also have in mind the possibility of doing a Phd, even though I would prefer some working experience before.