This article offers a study of narratives of ethnic identity among young Ruthenians in Serbia. The analysed data comes from in-depth interviews and questionnaires conducted in 2016 with nine informants studying at the University of Novi Sad. The narrative approach has proven to be most suitable, especially when trying to understand the individual perspective of one’s ethnic and linguistic identity. In order to understand Ruthenians as an ethnic minority in Serbia, the study also provides a brief overview ofthe historical context, including information on Ruthenian migration from Transcarpathia to Vojvodina in the eighteenth century, their strategic positioning towards the nation states they have lived in, their Greek-Catholic denomination as a factor distinguishing them from other ethnic communities, as well as the intersubjective understanding of their ethnic identity. Vojvodina, the northern region of Serbia, where they live, is a multicultural and multi-confessional province, which has proven to be both an opportunity and a challenge for this community. The historical overview also presents how they have obtained their minority rights since their migration to the region.

The works of French literary theorists Jacques Lacan, Jacques Derrida, and Roland Barthes reflect a view of the text as theprimary object of investigation for any discipline in the human sciences. Each of the three has been involved with pedagogicalrsforms within French cultural institutions: Derrida with theteaching of philosophy, Lacan with psychoanalytical training, and Barthes with literature teaching. In Barthes' view, reading should not be constrained by literary convention or equated with theconsumption of writing, and writing should not be confined to professional writers, teachers, and intellectuals. Lacan applied Freudian principles to communication, and introduced the notion of the text as a chain of signifiers. The "true" meaning of a text, Lacan believed, was to be found in gaps in the text, whichinterpretation would fill. To Derrida, there is no non-metaphorical standpoint from which to perceive the order and the demarcation ofthe metaphorical field. Derrida's deconstruction explodes the opposition of the metaphoric and the proper in a text, so thatreading requires a double reading of the text. Barthes concluded thatreading could still be taught in the schools, if the function of the institutional codes was clearly identified and the accomplishments of liberal secular schooling was maintained but directed toward deciphering codes.

This study draws upon a quantitative research with the use of two SPSS tests. Pearson-r was used to investigate the relationship between Foreign Language Anxiety (FLA) and learners’ willingness to communicate (WTC) in English, and an independent samples t-test was used to know the gender difference (if any) in the level of learners’ foreign language anxiety at the University of Sindh, Pakistan. The questionnaire comprised of Foreign Language Classroom Anxiety Scale (FLCAS) and Willingness to Communicate in English (WTCES). The data was collected through questionnaires from two hundred and thirty two (N=232) undergraduate EFL learners at University of Sindh. Findings suggest that a negative correlation was found between the participants’ foreign language anxiety and willingness to communicate in English, however, no statistically significant difference was found on the foreign language anxiety level between male and female participants of the study.

A text entitled 'To seminar or not to seminar, that is the question', on 'To the Seminar' by Roland Barthes, which discusses the dynamic of 'the seminar' as an environment for critical pedagogy. The text began life as a presentation at BAK in Utrecht, as part of Henk Slager's exhibition-as-seminar there in 2017.

This essay concerns the relationship between popular cinematic visions of the future and present day identity politics. We argue that despite its futuristic setting celebrating technological progress and multiculturalism, Luc Besson’s 1997 film The Fifth Element constructs sexual and racial difference in a manner that privileges and naturalizes White heterosexual masculinity. The essay offers counter-imagination as an interpretive practice that destabilizes the categories of sexual and racial difference as they are negotiated within appeals to popular imagination.