Download After the Revolution: Youth, Democracy, and the Politics of by Jessica Greenberg PDF
By Jessica Greenberg
When pupil activists in Serbia helped topple dictator Slobodan Milosevic on October five, 2000, they unexpectedly came upon that the post-revolutionary interval introduced even higher difficulties. How do you definitely dwell and perform democracy within the wake of struggle and the shadow of a up to date revolution? How do younger Serbians try to translate the strength and pleasure generated by way of extensive scale mobilization into the gradual paintings of creating democratic associations? Greenberg navigates in the course of the ranks of pupil businesses as they transition their activism from the streets again into the halls of the college. In exploring the standard practices of pupil activists—their triumphs and frustrations—After the Revolution argues that sadness isn't really a failure of democracy yet a primary characteristic of ways humans stay and perform it. This interesting booklet develops a serious vocabulary for the social lifetime of unhappiness with the purpose of aiding voters, students, and policymakers around the world get away the capture of framing new democracies as doomed to failure.
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Extra resources for After the Revolution: Youth, Democracy, and the Politics of Disappointment in Serbia
Milena’s harsh response to her father’s inability to deal with his condition is a telling example of the reversals of generational responsibility that characterized the period. Milena played the role of parent, educating her father about the ways of the world, dealing with his complaints, and scolding him as a parent might a whining child. That this tension would come out around labor practices is not surprising in a postsocialist context, in which relationships to work are a central site for renegotiating personhood (Dunn 2004; Kideckel 2008).
They were unable to live up to the expectations of revolutionary action in large part because the work of defining democratic practice entailed sometimes-fractious disagreement that opened them up to accusations about whether they were “authentically” democratic or not. As student leaders like Vlada took up particular understandings of democracy, they had to navigate a social field increasingly defined by the seeming circulation of political models, practices, and publics (Wedeen 2008; Chakrabarty 2007; Gaonkar 2007; Brown 2006; Gal 2006; Gutmann 2002; Paley 2002).
Yet it wasn’t always clear how students could convince others that they were representative, especially because the very meaning of democratic representation was up for grabs. Should they be protesting on the street? Conducting elections? Speaking for all young people or only for students? Convincing others that they were representative required students to make authoritative discursive links between specific representational practices and competing understandings of democracy that were in circulation in Serbia at the time.