Abstract The paper discusses Slovenian collective ethnic identity in the 16th century through the lens of Benedict Anderson’s concept of imagined communities. It is based on texts by Slovenian Protestant writers (1550–1595) and on so called neutral sources. The topic is addressed in eight thematic sections: 1) the Slovenian ethnonym, 2) self-identification with the Slovenian ethnic community, 3) integral markers of the Slovenian ethnic space, 4) the concept of the “Church of God of the Slovenian Language”, 5) the myth of ethnic chosenness, 6) the beginnings of national discourse, 7) the history of the Slovenians, and 8) the topos of the widespread use of the Slovenian or Slavic language. The research shows that self-identification with the Slovenian ethnic community was present among the wider population, even though the ideas of Protestant writers were confined to the educated elite. It further demonstrates that, in the second half of the 16th century, the Slovenian ethnic community fulfilled Anderson’s criteria of an imagined community, except for sovereignty.
Abstract This article examines how Roma pupils in Slovenian primary schools perceive their relationships with non-Roma peers and how they experience peer violence. It underscores the significance of interpersonal relationships for pupils’ well-being and the necessity of creating a safe, supportive, and inclusive school environment. The results of an empirical qualitative study based on semi-structured interviews with a sample of 20 pupils from Roma settlements in Slovenia indicate that pupils generally perceive their relationships at school as positive and friendly, yet they continue to face peer violence and discrimination based on ethnicity. Their responses to such incidents include retaliation, seeking help from teachers, or passively ignoring the events. These results highlight the importance of fostering interethnic relations, promoting inclusive practices, and ensuring a safe school environment, while also contributing to a deeper understanding of the specifics of Roma pupils’ inclusion in the Slovenian school system.
Abstract This paper reviews systemic changes in Welsh language legislation over the past thirty-three years, focusing on official strategies for language revitalisation. While Canada and Ireland recognize individual and community language rights, Wales primarily addresses organizational duties, lacking clear individual rights. The Welsh Language Board, established by the 1993 Welsh Language Act, mandated public bodies to create Welsh Language Schemes. Despite improvements, compliance and service quality varied, especially among UK Crown bodies. The absence of robust individual rights has spurred calls for greater protection of the Welsh language, leading to the establishment of the Welsh Language Commissioner in 2012, tasked with introducing Welsh Language Standards to improve public service delivery. Recent legislation, including the Welsh Language and Education (Wales) Act 2025, aims to increase Welsh speakers to one million by 2050. Although the Commissioner is proactive, challenges remain in achieving consistency and addressing previous structural weaknesses. The study emphasizes the need for ongoing legislative reforms and a coherent strategy to fully integrate Welsh into public life and foster a bilingual society.
Abstract The paper presents the research conducted within the project Ethnography of Silence(s), focusing on the Slovene/Yugoslav-Italian border region established after the Second World War. This politically charged period was marked by ideological tensions, state negotiations, and shifting boundaries that deeply affected local communities. The study examines how individuals from Slovene and Italian communities experienced, interpreted, and adapted to these imposed conditions of coexistence and division. Emphasis is placed on lived experiences shaped by migration, deprivation, and contestation. Employing oral history methodology, the research analyses personal narratives, emotions, and memories as key sources of ethnographic insight. By foregrounding silenced or marginalised voices, the study contributes to a deeper understanding of how political borders are internalised and negotiated through everyday life.
Poverty threatens psychosocial health, especially when intersecting with minority identities such as ethnicity. Within the Roma community, discrimination, prejudice, and stigma create particularly adverse environments. This cross-sectional study compares psychosocial health between Roma and non-Roma individuals living in poverty. The sample includes 317 participants (202 non-Roma and 115 Roma), aged 18–71. Significant differences (p < 0.001) were found in psychological distress (non-Roma higher), self-stigma (Roma higher), social support (Roma higher), and resilience (Roma higher). Roma identity predicts lower distress. Discrimination impacts self-stigma, shaped by social prejudice. Higher resilience and social support in Roma communities act as protective factors. These findings highlight the need for public policies that address these populations’ needs and help reduce stigma and discrimination.
