This text aims to provide an introductory study of linguistic minorities in Central and Eastern Europe taking into account historical development, present situation, language maintenance and shift as well as language and educational policies of each country included in this study.

In recent news coverage of the dramatic political events in Eastern Europe, Gypsies have been a favourite sidebar topic. Some of the stories have been truly horrifying, others are written condescendingly and to amuse; but what has become clear is how little we really know about this people. In a concerted effort to uncover the modern history of the Rom in Eastern Europe, the authors examine the Gypsy experience in Albania, Czechoslovakia, Hungary, Romania and Yugoslavia, with special attention to the Nazi Holocaust as well as to the record of the forced settlement and education programmes instituted by communist regimes.

In this fully updated edition with a new foreword by Andre Liebich, David M. Crowe provides an overview of the life, history, and culture of the Gypsies, or Roma, from their entrance into the region in the Middle Ages up until the present, drawing from previously untapped East European, Russian, and traditional sources.

The oppression of minorities has been a theme in the history of Europe. It has been a cause of dispute over territory, often resulting in war. With nation states demanding undivided loyalty of its citizens, there has been discrimination and racism, which has often led to persecution, at its most extreme in the Nazi crusade against the Jews. This is a history of European minority communities. It deals with the dispersed minorities, the Jews and the gypsies, as well as the muslims of the Balkans and the diaspora of Germans in eastern Europe from the Middle Ages to 1945. Almost all countries have disadvantaged ethnic and linguistic minorities; whether minorities without their own states, such as the Breton, Scots, Vlachs and Kurds; or those such as the Russians in Estonia or the Greeks in Turkey, who form linguistic groups different from the native majorities. During wars the existence of alien communities often led to persecution, in turn bringing huge refugee migrations. The result has been the resettlement of European populations. Since World War II the demand for cheap labour has led to an influx of immigrants from outside Europe. This followed a wave in which workers from the poor Mediterranean countries travelled north to industrial heartlands. Although all EEC countries now operate strict controls on immigrants, there is pressure from the east, following the fall of Communism, and from the Third World, where birth rates outstrip that of Europe. The existence of this pressure is a determinant of Europe's history in the 21st century.

(Originally Published in 2000 by Allyn & Bacon) Teaching and Studying the Holocaust is comprised of thirteen chapters by some of the most noted Holocaust educators in the United States. In addition to chapters on establishing clear rationales for teaching this history and Holocaust historiography, the book includes individual chapters on incorporating primary documents, first person accounts, film, literature, art, drama, music, and technology into a study of the Holocaust. It concludes with an extensive and valuable annotated bibliography especially designed for educators. Chapter Ten instructs how to make effective use of technology in teaching and learning about the Holocaust. The final section of the book includes a bibliography especially developed for teachers that lists invaluable resources. From the Back Cover: Holocaust scholars from around the world offer critical acclaim for Totten and Feinberg's Teaching and Studying the Holocaust: Michael Berenbaum; Ida E. King Distinguished Visitor Professor of Holocaust Studies, Richard Stockton College and Former Director of Research at the United States Holocaust Memorial Museum: "There are many scholars who are wont to criticize the teaching of the Holocaust. Many journalists critique what they regard as kitsch or trendiness. All critics of contemporary Holocaust education would do well to read this book. One cannot fail to be impressed by the quality of its learning and the seriousness of its purpose. It is a wonderful place for teachers to turn as they contemplate teaching the Holocaust, an open invitation to learn more and teach more effectively." Barry van Driel; Coordinator International Teacher Education, Anne Frank House, Amsterdam: "Teaching and Studying the Holocaust is an invaluable resource for any teacher wanting to address the complex and sometimes overwhelming history of the Holocaust in the classroom. The book offers a multitude of sensitive and responsible ways of dealing with the issue of the Holocaust. It succeeds in showing teachers very clearly how the study of the Holocaust is not just a topic for history teachers, but for teachers across the curriculum." Dr. Nili Keren; Kibbutzim College of Education, Tel Aviv, Israel "Teaching about the Shoah is one of the most complicated tasks for educators. Indeed, teaching and studying this history raises unprecedented questions concerning modern civilization, and presents teachers and students with tremendous challenges. Samuel Totten and Stephen Feinberg have created a volume that provides educators with essential information and new insights regarding the teaching of this history, and, in doing so, they assist educators to face the aforementioned challenges head-on. Teaching and Studying the Holocaust does not make the task easier, but it does make it possible." Samuel Totten is currently professor of Curriculum and Instruction at the University of Arkansas, Fayetteville. Prior to entering academia, he was an English and social studies teacher in Australia, Israel, California, and at the U.S. House of Representatives Page School in Washington, D.C. Totten is also editor of Teaching Holocaust Literature published by Allyn & Bacon. Stephen Feinberg is currently the Special Assistant for Education Programs in the National Institute for Holocaust Education at the United States Holocaust Memorial Museum. With Samuel Totten, he was co-editor of a special issue (Teaching the Holocaust) of Social Education, the official journal of the National Council for the Social Studies. For eighteen years, he was a history and social studies teacher in the public schools of Wayland, MA.