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Integrated Schools and Social Cohesion in Postconflict Srebrenica: Bosniak Youths’ Views of Their Schooling Experiences

Bosnia and Herzegovina is a postconflict nation challenged with interethnic reconciliation. This study sought to understand the views of Bosniak (Muslim) youths on their schooling experiences in Srebrenica. Their voices can provide meaningful insights into the reality of the segregated education system and the role of schools in affecting social cohesion. The data were primarily collected through 10 focus-group interviews with Bosniak youths. Study participants appreciated the religious subject of Islam, while expressing discomfort and resentment at being separated from their classmates in other ethnonational subjects (history/geography and language). They generally appreciated learning with the Serb students in an integrated environment. The study indicates that these youths developed a resilient attitude to claim the normality of their school life, despite the existing interethnic tensions and the resulting segregated system. The study also affirms the important role of the secondary school as a place of interaction and intercultural learning.