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Reconstructing Political Order through Conflict Regulation: The HCNM in Transylvania

Reconstructing Political Order through Conflict Regulation: The HCNM in Transylvania. Heiko Fürst. The Institution HCNM. crisis prevention in minority issues (early warning, early action) preventive diplomacy open access restrictions. Mandate.

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Reconstructing Political Order through Conflict Regulation: The HCNM in Transylvania

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  1. Reconstructing Political Order through Conflict Regulation: The HCNM in Transylvania Heiko Fürst

  2. The Institution HCNM • crisis prevention in minority issues (early warning, early action) • preventive diplomacy • open access • restrictions

  3. Mandate • Pillar ICSCE-processconsent-oriented, cooperative • Pillar IIsanctions misbehaviour • → stress on Pillar I

  4. Conflict regulation: Process of Communication Certain fields significant Education Linguistic rights Participation The approach of Identity Management

  5. Conflict-Network • root-causes in dynamic system • Perceptions • particularly protracted► support of international community (EU, OSCE, Council of Europe)

  6. Basics of the Conflict in Transylvania

  7. Population in Romania

  8. Historical: nation building: homogenisation policies Territory: World Wars 1 & 2 Since 1990: Autonomy rights (personal, administrative, territorial) Educational rights (secondary level, higher education) Topics of the Conflict

  9. HCNM: Stages of Involvement • I broad involvement / all kinds of minority related issues (1993-1994) • II educational rights (1995-1997) • III higher education / Babeş-Bolyai University (1998-2001)

  10. Identity-related characteristics ofBabeş-Bolyai University • Central Hungarian Higher Education Institution • Cluj / Kolozsvár as Hungarian Capital • Epitome of historical injustice • Connection: Ruling nation-Monopolisation of University

  11. Internal Options for BBU • Monocultural model • Consensual Separatism • Institutional assimilation

  12. HCNM: Working Guidelines • Strengthen moderate actors • Institutionalize communication • Multiculturally restructure BBU → 1. Short term: De-politicize educational issues → 2. Long term: Transform Identity Problem BBU

  13. Conclusions • Multiculturalism introduced in 2000 • Tensions at BBU have disappeared • Hungarian share on higher education rose • Other issues were resolved

  14. HCNM: Advantages of Working Methods • Showed ways of achieving goals • Much weight on cooperation and solidarity • Worked close to the events • Well informed • Recommendations never solely abstract norms • Evaluated the implementation • Stated examples

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