In this paper, through the analysis of the normative framework for the operation of these institutions, but also their activity, and the application of international standards in BiH, we will try to find an answer to the question of whether Bosnia and Herzegovina is a state or a protectorate. A lot has been achieved through the implementation of the Dayton Agreement, but most of it was due to the activity of the international community. According to the General Framework Agreement for Peace, this activity does not envisage a protectorate. However, especially in the first years of the functioning of post-Dayton Bosnia and Herzegovina, many constitutional and legal theorists tried to define the legal nature of BiH dependence on the international community in certain elements (which later softened). The results showed no unambiguous answer. In the last fifteen years, this issue has moved to the periphery of interest in domestic and regional constitutional and legal science. But it seems the time to re-establish it has come, especially in light of the announcement of changes in the attitudes of key actors in the international community towards Bosnia and Herzegovina. We are also interested in the issue related to this central research, which is the degree of sovereignty of the state of Bosnia and Herzegovina inside and outside, given the Dayton construct of the international community s involvement in the constitutional and political system of Bosnia and Herzegovina.

The purpose of this article is to shed light on the representation of ‘the Other’ in three Shakespearean dramas: Sir Thomas More, The Merchant of Venice and The Tempest. The article describes several Shakespearean characters through the prism of post-colonialism and, therefore, the paper is structured as the post-colonial re-reading of the aforementioned dramatic texts. William Shakespeare portrayed the sad fate of immigrants in Sir Thomas More, but the Bard also tackled the refugee issue which remains relevant for the contemporary period. Additionally, Shakespeare dramatized the position of the Jewish community in Venice through the portrayal of Shylock. The re-reading of The Tempest focuses on the process of colonisation and the Manichaean division within the conquered world. In conclusion, the article portrays experiences of those dramatic individuals stigmatised and subjugated by the colonial forces, thus allowing the readers to better understand the binary division within colonial systems.

Mind colonization has been a burning issue in the last few decades in the fields of science and humanities. It is argued that mind colonization of the indigenous populations has been conducted via education and language in the mission of ‘civilizing’ since education and language carry culture specific sets of meaning, including knowledge and truth which condition our perception of the world. Zitkala-Ša is one of the earliest Native American authors and activists who sought to subvert the epistemological hierarchy imposed through mind colonization. Zitkala-Ša’s autobiographical collection of short stories titled American Indian Stories (1921) documents her boarding school experience and the acquisition of the colonizer’s education and language. The present paper seeks to address mind colonization through language and education on the example of Zitkala-Ša’s American Indian Stories relying on a number of theories and approaches. The paper also reflects on the importance of Zitkala-Ša mastery of the colonizer’s language.

The nascent field of news literacy is often described as a subset of media literacy. A review of international scholarship with regard to news literacy conceptualizations confirms that there are diverse and competing notions of its definition and purpose: while the civic component of news literacy clearly distinguishes it from media literacy and other new literacies, there is a noticeable divide between journalism-driven and media literacy-derived approaches. Qualitative data analysis was used to identify patterns in a subset of approximately 120 examples of current English-language international scholarship. By proposing three preliminary taxonomic classifications of news literacy – protectionist versus empowerment; skills versus knowledge; and levels of abstraction – this conceptual paper provides orientation in the field.