Social and moral responsibilities of foreign language teachers in post-conflict, fragile and fragmented Bosnia and Herzegovina

This chapter analyses the intercultural dimension of learning and teaching English as a foreign language in Bosnia and Herzegovina. It looks at the role of intercultural and Critical Pedagogy in preparing students at universities for social and moral responsibilities a post-war country that is still deeply divided. While educational policies do not explicitly encourage radical or extremist thinking, they tend to facilitate the emergence of narrow-minded, ethnically exclusive groups of young citizens. This chapter considers whether teacher education of in-service foreign language teachers in primary and secondary schools and pre-service and student-teachers at universities might play a critical role in social recovery.