By Jessica Greenberg
When scholar activists in Serbia helped topple dictator Slobodan Milosevic on October five, 2000, they all of sudden came upon that the post-revolutionary interval introduced even larger difficulties. How do you definitely reside and perform democracy within the wake of struggle and the shadow of a contemporary revolution? How do younger Serbians try and translate the strength and pleasure generated by way of extensive scale mobilization into the sluggish paintings of establishing democratic associations? Greenberg navigates in the course of the ranks of pupil organisations as they transition their activism from the streets again into the halls of the collage. In exploring the typical practices of pupil activists—their triumphs and frustrations—After the Revolution argues that unhappiness isn't really a failure of democracy yet a basic characteristic of the way humans dwell and perform it. This attention-grabbing publication develops a severe vocabulary for the social lifetime of unhappiness with the purpose of aiding voters, students, and policymakers all over the world get away the seize of framing new democracies as doomed to failure.
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Additional resources for After the Revolution: Youth, Democracy, and the Politics of Disappointment in Serbia
At that point his voice trailed off. Despite his quiet intensity, the theatrics of his statement revealed an element of humor. Laughing, I asked why he would say something so depressing. “Because it’s like that here,” he replied matter-of-factly. Then he laughed, short and quick, and immediately launched into formal interview mode. In an instant he had moved from black humor and theatrics, to resignation, to once again being “on,” in his official role as student representative, international officer, and expert.
When we met in his office at the Rectorate Building at the University of Belgrade, the professor argued that students should represent a unified student voice, “innocent” of political interest, career goals, and concern with power and resources; have control and influence over other students and force professors to consider their interests; have less influence than they did in the 1990s; be professional and easy to deal with; and be knowledgeable and well-organized experts. The problem was not simply that students didn’t live up to a single ideal picture of activism in the 1990s; it was that these ideals existed side by side with new sets of concerns and demands that made it impossible to authoritatively inhabit one consistent way of being socially and politically engaged.
Indeed, after the 1948 split from the Soviet Union, the “ideology of the happy child” was used to differentiate Yugoslav self-managing socialism as freer and as less bureaucratic than surrounding communist countries still in the Soviet sphere of influence (Erdei 2006, 170). Representations of a creative, joyful socialist childhood—figured through the Pioneers— were mobilized in the battle against the “the dangers of bureaucracy” in Yugoslav society and other socialist contexts (Erdei 2006, 170).
After the Revolution: Youth, Democracy, and the Politics of Disappointment in Serbia by Jessica Greenberg