Advancing public dialogue surrounding the issues of migrants and refugees, the volume explores the dynamic representations of the recent movement of people from and through the Balkans. It investigates how people within the Balkans view their others, how the West regards the Balkans, and how emigrants from the Balkans reflect upon their experiences as members of cosmopolitan diasporic communities. Highlighting latent tensions between center and periphery and furthering the discussion of racialization related to the Balkans, the collection exposes contradictions in social values, which give rise to national anxieties. Approaching mobility from multiple disciplines, the volume examines several instances of border flows in media, literature, and culture in general, flows of ideas and people. To analyze mobility to, from, and in the Balkans requires one to address the issue of difference, otherness, and race as it relates to South East Europe and as it is understood and reproduced in both transnational and local forms. The racialized category of “migrant” necessitates an understanding of how transnational concepts of race translate into constructs of whiteness and blackness and inform subject positions of the individual and motivate discourses of racialization within communities.

Since 2020, there have been various calls to action in the instruction of East European and Eurasian Languages to address the predominantly white demographics in the fields of Slavic and Eurasian studies and long-standing disparities in access and opportunities for students of the global majority. Despite these acknowledgements and drive to change the nature of the field, there persists a great deal of investigation and interrogation needed to realize the potential benefits of the inclusive East European and Eurasian language classroom. Inclusive Strategies and Critical Pedagogies for East European and Eurasian Languages offers new pathways for affirming and representing diversity, both in the regions of inquiry and in classrooms.

Since 2020, there have been various calls to action in the instruction of East European and Eurasian Languages to address the predominantly white demographics in the fields of Slavic and Eurasian studies and long-standing disparities in access and opportunities for students of the global majority. Despite these acknowledgements and drive to change the nature of the field, there persists a great deal of investigation and interrogation needed to realize the potential benefits of the inclusive East European and Eurasian language classroom.Inclusive Strategies and Critical Pedagogies for East European and Eurasian Languagesoffers new pathways for affirming and representing diversity, both in the regions of inquiry and in classrooms.

Advancing public dialogue surrounding the issues of migrants and refugees, the volume explores the dynamic representations of the recent movement of people from and through the Balkans. It investigates how people within the Balkans view their others, how the West regards the Balkans, and how emigrants from the Balkans reflect upon their experiences as members of cosmopolitan diasporic communities. Highlighting latent tensions between center and periphery and furthering the discussion of racialization related to the Balkans, the collection exposes contradictions in social values, which give rise to national anxieties. Approaching mobility from multiple disciplines, the volume examines several instances of border flows in media, literature, and culture in general, flows of ideas and people. To analyze mobility to, from, and in the Balkans requires one to address the issue of difference, otherness, and race as it relates to South East Europe and as it is understood and reproduced in both transnational and local forms. The racialized category of “migrant” necessitates an understanding of how transnational concepts of race translate into constructs of whiteness and blackness and inform subject positions of the individual and motivate discourses of racialization within communities.

Since 2020, there have been various calls to action in the instruction of East European and Eurasian Languages to address the predominantly white demographics in the fields of Slavic and Eurasian studies and long-standing disparities in access and opportunities for students of the global majority. Despite these acknowledgements and drive to change the nature of the field, there persists a great deal of investigation and interrogation needed to realize the potential benefits of the inclusive East European and Eurasian language classroom. Inclusive Strategies and Critical Pedagogies for East European and Eurasian Languages offers new pathways for affirming and representing diversity, both in the regions of inquiry and in classrooms.

Since 2020, there have been various calls to action in the instruction of East European and Eurasian Languages to address the predominantly white demographics in the fields of Slavic and Eurasian studies and long-standing disparities in access and opportunities for students of the global majority. Despite these acknowledgements and drive to change the nature of the field, there persists a great deal of investigation and interrogation needed to realize the potential benefits of the inclusive East European and Eurasian language classroom.Inclusive Strategies and Critical Pedagogies for East European and Eurasian Languagesoffers new pathways for affirming and representing diversity, both in the regions of inquiry and in classrooms.