This thesis focuses on the growing and pressing issue of Holocaust denial, explicitly focusing on the relationship between the Republic of North Macedonia and Bulgaria and the conflicting perspectives of each country. My hope is that this thesis will guide readers through a historical study of the relationship between the now present-day Republic of North Macedonia and Bulgaria and examine the ongoing issue of Holocaust denial between the two countries.

Several narratives exist about the Balkans and people from the region, with the primary narrative often being negative. Many know the region as one of conflict, where neighbors are always squabbling over land and history. This negative narrative has spread into the Balkan Diaspora in the United States and across the globe. This is significant because diasporas are independent actors that actively influence and are connected to the homelands they represent, as Barth and Shain argue in “Diasporas and International Relations Theory”. Currently, there are neither reliable statistics on the number of members of a greater Balkan Diaspora in the United States, nor are there many statistics on the number of members of the individual ethnic diasporas, such as the Serbian Diaspora, Bulgarian Diaspora, Romanian Diaspora, etc. A lot of research that exists on the Balkans is related to the conflicts in the 1990s, helping to shape the negative narrative of the Balkans as a region of prejudice and hate. Additionally, there aren’t enough resources allocated towards the Balkan Diaspora. There is some literature on diasporas in the post-communist world, such as in Koinova’s research on “Diasporas and democratization in the post-communist world”, as well as on ethnic diasporas from across the Balkan region, such as in Prelec’s research on the Serbian Diaspora’s political views and its impact on the 2017 presidential election and Raggazi’s article on the invention of the Croatian Diaspora during the wars in Yugoslavia in the 1990s. There is a lot of existing literature on prominent diasporas in the United States, that are large in both number and geopolitical soft power, such as the Armenian (Bolsajian, 2018) and Greek Diasporas (Kaloudis, 2008). However, there remains a gap when it comes to questions regarding identity and being part of both the Balkan Diaspora and its individual ethnic diasporas in the twenty-first century. Across the US, there are communities for individual ethnic diasporas, such as ethnic Orthodox Churches and Bosnian and Albanian Islamic Centers. However, there isn’t much of a dedicated space for a unified Balkan Diaspora and its members. For example, Balkan Bred is a company that sells products catered towards the former Yugoslav Diaspora and tells former Yuogslav Diaspora members’ stories in the form of blogs. Still, there isn’t a space for the entire Balkan Diaspora that includes both the western, eastern, and southern Balkans communities. Based on these considerations, we pose a few questions for our research: How do we create a space and community for all members of the Balkan Diaspora that is free of hate so we can more positively share our culture and heritage with one another and with the world? How can individual ethnic identities exist in conjunction with a unified Balkan Diasporic identity? The overarching idea is to reconstruct existing narratives about the Balkans as a region of prejudice and conflict by providing a space for members of the Balkan Diaspora to share their stories. The fields of study from which we derive our topic are Eastern European Studies and Global Politics with a thematic focus on Conflict Resolution. There are several goals with this project. We want to share Diaspora members’ stories about their experiences in the United States, related to identity, migration, and ethnicity. We want to build such a community for a unified Balkan Diaspora, initially virtually on social media, and then in-person. We want to share resources about the Balkans and its various ethnic diasporas, for both members of the Diaspora and for those who would like to learn more. We want these resources to be related to topics other than conflict, such as ethnic organizations, communities, articles, and books that celebrate individual ethnic diasporas.

Having registered as a nonprofit organization in Arizona, we are building a community to reconstruct bridges in the Balkan Diaspora by sharing members' stories through interviews called Diaspora Diaries, providing educational resources, and raising funds to support efforts to preserve Balkan culture across the United States through mission-related products. By connecting with members through our online platform, we show that we are one, unified Balkan Diaspora. Implementing an innovative approach to forging a strong Balkan community, we collected 23 Diaspora Diaries from across individual ethnic Diasporas, generations, and backgrounds. By publishing interviews to our site (balkaninamerika.com), we cultivate a deeper appreciation for one another throughout the diasporic community. Diaspora Diaries have sparked enthusiasm in members across the U.S., as interviews have been incredibly positive with individuals sharing personal histories about sustaining their cultural identities. Through using oral histories as our primary mechanism of conflict resolution and community building, we better understand how individuals influence history and are influenced by history.

Borders have deep symbolic, cultural, historical, and religious meanings, and can therefore become mobilized for various political endeavors. Using a critical educational ethnographic approach, my dissertation examines educators’ memories of bordering practices and experiences to rethink national borders and identities in Armenian education. I argue that teachers have the potential to act as key change agents in transforming the Armenia-Azerbaijan and Armenia-Turkey conflicts of the Caucasus region through their distinctive influence both on curriculum and pedagogy, and by creating supportive learning environments in classrooms. This dissertation suggests that borders are central to the defining of identity – as studied among Armenians – and that border thinking has the potential to expand pedagogical practices to not only inform/(re)define identity, but also to sustain peace and make room for an alternative way of being that refutes the dichotomies of colonialism and imperialism, and other prevalent isms. Specifically, my research focuses on the ways in which the idea and reality of “the border” – as well as teachers’ memories of the “border” – shape classroom practices, textbook content, and pedagogical theory in post-conflict Armenia. This research analyzes the capacity and potential of educators to contribute to more peaceful relationships and makes clear the constraints of schools in fulfilling this role. My dissertation contributes to the current scholarship of border studies, post-Soviet transformations, and education in conflict territories by expanding the scope of pedagogical practices necessary for peaceful coexistence. Fieldwork for this study was conducted in Armenia between June 2019 and March 2020 with a one-month site visit in Turkey. This study includes textbook analyses, interviews with teachers, fieldwork observations, as well as document and visual analyses.

Disinformation has long been a tactic used by the Russian government to achieve its goals. Today, Vladimir Putin aims to achieve several things: weaken the United States’ strength on the world stage, relieve Western sanctions on himself and his inner circle, and reassert dominant influence over Russia’s near abroad (the Baltics, Ukraine, etc.). This research analyzed disinformation in English, Spanish, and Russian; noting the dominant narratives and geopolitical goals Russia hoped to achieve by destabilizing democracy in each country/region.