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Answering the question concerning what driving forces had led public health, welfare policy and education to operate as agents and structures of segregation is one of the core prerequisites for sustainable desegregation and historical justice. This book reexamines the politics of disability in interwar and socialist Czechoslovakia as embedded into nation building, recruited to legitimize diverse forms of structural violence against people with disabilities and ethnic minorities. The authors trace the intersectionality of ethnicity and disability, which proliferated across diverse realms of public life, positioning the continuities and ruptures of interrogating propaganda and racial science during the interwar and post-war periods as establishing and reinforcing the border between a healthy Czech majority and a disabled Roma minority. Writing from their experience, the authors critically revise this border that remains observable but unapproachable until it operates as a part of constructing the authenticity of a nation

Intro -- Contents -- Introduction -- Chapter 1 In the Name of the Czech Nation: Education and Eugenics in the Late Imperial Period -- The crusade for Czech education: from asserting the language to emancipating the nation -- The Naturally developed child: the cornerstone of a new pedagogical thinking -- In opposition to family and society: school as a marginal actor of nation-building -- Raising and educating girls: at the cutting edge of the struggle for new generations -- Theorising common sense in line of eugenics -- Conclusions -- Chapter 2 The Segregation of Disabled and Roma Children in the Czech Lands During the Interwar Period -- Eugenics: a measure for building the nation -- Eugenics in action: Care and Control -- Assimilate not segregate: the policy towards the Roma people -- Conclusions -- Chapter 3 The Education for Disabled Children During the First Decades after the WWII in Czechoslovakia: in the Game of Big-time Politics -- Education for all disabled as a part of the resilience of the nation -- Egalitarianism AGAINST elitism: multilevel education for all? -- Networking vs. financial disaster: the miracle of collaborative tactics -- Early socialist period: racing for political capital -- The civic resistance: the curse of the Third Republic -- Official response to the crisis of special education: turn to professionalisation -- Conclusions -- Chapter 4 Development of a Special Education for Roma Children in Socialist Czechoslovakia: the Pious Desires Towards Total Segregation -- The institutional development of special education for the Roma: towards the universalisation of -- EDUCATION FOR THE ROMA CHILDREN: DEEPENING CONTROL UNDER ALIENS -- SPECIAL CLASSES: THE FIRST STEP AWAY THE MAINSTREAM EDUCATION -- SPECIAL SCHOOLS FOR ROMA CHILDREN: INTEGRATION VS. SEGREGATION IN PRACTICE.

AbstractThis article explores the multifaceted role of films that disseminate critical views on public care for children in terms of their epistemic sensitivity towards the main challenges of constructing discursive practices around children and their subjectivity. Three cohorts of Eastern European films produced between the 1960s and 1990s are examined through the prism of two approaches to the deconstruction of the traditional objectified child and the development of his subjectivity, radical psychoanalysis and 'child fundamentalism'. The diversity of critical arguments against residential care reverberates with a variety of gender‐based approaches to presenting children's subjectivity in the films. I explore the sustainable difference between the films with either male or female protagonists through political contexts concerning the production of films and the options to accept the mission of epistemic activism regarding the children deprived in their subjectivity, namely those placed in residential care. To conclude, I discuss the exodus of epistemic activism from the post‐socialist Eastern European films about public care in favour of serving the mission of delegitimizing authoritative past and achieving positive public reception.

The article embeds the three most popular fairy-tale films by Vaclav Vořlíček (Girl on a Broomstick, 1971; Three Wishes for Cinderella, 1973; How to Drown Dr. Mraček or the End of Water Spirits in Bohemia, 1975) in the socialist campaigns orchestrated by the Czechoslovak government in the late 1960s and early 1970s, whose goal was to introduce women to new practices directly relating to reproductive behavior. I explore this cohort of "crazy" comedies stemming from the story of domestication of women as a historical continuity in the development of the comic female Bildungsroman, one of the mainstream genres interrogating nation-building and popular culture in the Czech lands from the second third of the nineteenth century until today. The core frame of the Czech female Bildungsroman, namely the binary opposition of "us/them" related to the Czech-German relationship, ascribing to women the risk of Otherness, and the call for their Czechinization through intercourse with Czech men, are deconstructed through infiltration by eugenic motives disseminated in the public discourse concerning the nation's health between the 1960s and 1970s.

The article embeds the three most popular fairy-tale films by Vaclav Vořlíček (Girl on a Broomstick, 1971; Three Wishes for Cinderella, 1973; How to Drown Dr. Mraček or the End of Water Spirits in Bohemia, 1975) in the socialist campaigns orchestrated by the Czechoslovak government in the late 1960s and early 1970s, whose goal was to introduce women to new practices directly relating to reproductive behavior. I explore this cohort of "crazy" comedies stemming from the story of domestication of women as a historical continuity in the development of the comic female Bildungsroman, one of the mainstream genres interrogating nation-building and popular culture in the Czech lands from the second third of the nineteenth century until today. The core frame of the Czech female Bildungsroman, namely the binary opposition of "us/them" related to the Czech-German relationship, ascribing to women the risk of Otherness, and the call for their Czechinization through intercourse with Czech men, are deconstructed through infiltration by eugenic motives disseminated in the public discourse concerning the nation's health between the 1960s and 1970s. ; Rad analizira tri najpopularnija filma-bajke autora Vaclava Vořlíčeka (Devojka na metli, 1971; Tri oraha za pepeljugu, 1973; Kao utopiti dr. Mračka, 1975) iz socijalističih kampanja orkestriranih od strane čehoslovačkih vlasti tokom druge polovine 1960-ih i ranih 1970-ih, čiji je cilj bio da se žene upoznaju sa novim praksama koje se direktno odnose na reproduktivno ponašanje. Rad se fokusira na 'lude' komedije koje se zasnivaju na pričama o pripitomljavanju žena kao deo istorijskog toka razvoja komične žene, bildungsromana, jednog od glavnih tokova izgradnje nacije i popularne kutlure u Čehoslovačkoj od druge trećine 19. veka do danas. Suštinski okvir čehoslovačke žene, bildungsroman, naime predstavlja binarnu opoziciju 'mi/oni' koja se tiče odnosa između Čehoslovačke i Nemačke, pripisujući ženama rizik od postajanja dela Drugog, ali i poziv na jačanje njihovog čehoslovačkog duha ...

The burgeoning scholarship on Western health films stands in stark contrast to the vacuum in the historical conceptualization of Eastern European films. This book develops a nonlinear historical model that revises their unique role in the inception of national cinematography and establishing supranational health security.

Readers witness the revelation of an unknown history concerning how the health films produced in Eastern European countries not only adopted Western patterns of propaganda but actively participated in its formation, especially with regard to those considered "others": Women and the populations of the periphery. The authors elaborate on the long "echo" of the discursive practices introduced by health films within public health propaganda, as well as the attempts to negate and deconstruct such practices by rebellious filmmakers. A wide range of methods, including the analysis of the sociological biographies of filmmakers, the historical reconstruction of public campaigns against diseases and an investigation into the production of health films, contextualizes these films along a multifaceted continuum stretching between the adaptation of global patterns and the cultivation of national authenticities.

The book is aimed at those who study the history of film, the history of public health, Central and Eastern European countries and global history.

Abstract
This text brings into analytical focus the workings of whiteness within the politics regarding Ukrainian refugees in two neighboring countries, Austria and Czechia. This comparison aims to contextualize various racial hierarchies in which Ukrainian refugees are embedded, and to connect public discourses translated by mass media and critically accepted by scholars and experts with the personal experience of refugees and those recruited to help them in reception centers. We follow the layering and conversion of racial hierarchies through examining three interrelated realms of public policy: (1) the conflation of illiberal and liberal populisms concerning the Russian invasion and the subsequent refugee movements in the discursive practices of leading politicians and those responsible for refugee politics; (2) the intersectionality of gender, class, and race as a locus of control over Ukrainian women, who comprise the majority of those fleeing the country; and (3) elaborating an extreme case of forging whiteness, within the overt and covert racist practices concerning Ukrainian Romani refugees. To conclude, we discuss possible directions for future research that apply critical whiteness studies for understanding how racial hierarchies design public politics concerning refugees, and what can be done to minimize the injustices determined by whiteness.

"In Central Europe, limited success in revisiting the role of science in the segregation of Roma reverberates with the yet-unmet call for contextualizing the impact of ideas on everyday racism. This book attempts to interpret such a gap as a case of epistemic injustice. It underscores the historical role of ideas in race-making and provides analytical lenses for exploring cross-border transfers of whiteness in Central Europe. In the case of Roma, the scientific argument in favor of segregation continues to play an outstanding role due to a long-term focus on the limited educability of Roma. The authors trace the long-term interrelation between racializing Roma and the adaptation by Central European scholars of theories legitimizing segregation against those considered non-white, conceived as unable to become educated or "civilized." Along with legitimizing segregation, sterilization and even extermination, theorizing ineducability has laid the groundwork for negating the capacity of Roma as subjects of knowledge. Such negation has hindered practices of identity and quite literally prevented Roma in Central Europe from becoming who they are. This systematic epistemic injustice still echoes in contemporary attempts to historicize Roma in Central Europe. The authors critically investigate contemporary approaches to historicize Roma as reproducing whiteness and inevitably leading to various forms of epistemic injustice. The methodological approach herein conceptualizes critical whiteness as a practice of epistemic justice targeted at providing a sustainable platform for reflecting upon the impact of the past on the contemporary situation of Roma."--