This paper is inspired by two trends in two disciplines – cultural anthropology, and the dystopian literature. Starting from the already established premise, that there exists a clear merging between these disciplines in what Stover (1973) calls anthropological science fiction, I am prompted to push the argument further. Instead of just arguing that the SF genre emerged greatly as a result of social science research and particularly of anthropology, I want to look at some of the contemporary problems that cultural anthropology deals with and merge it with the themes of this, now reemerging genre. The origins of the dystopian novel as predominantly SF (science fiction) writing, have been well analyzed. Its emergence goes back to around 1880, marked by the strong intervention of sciences in human life. To list but a few of the most prominent works of dystopian writing, by 1908, works such as Erewhon (Samuel Buttler), Looking Backward (Edward Bellamy), as well as Hugo Gernsback’s Modern Electrics SF magazine have been produced. What followed was an avalanche of writings, including Huxley, Orwell, Bradbery, etc. Many of these works, (Brave New World, 1984) focus on the consequences of technology and lack of ethics in using it on human life. Most of these dystopian novels, talk about the perils of technology, technocracy and its omni-controlling power. It is interesting to analyze then, that much of the contemporary problems that anthropology deals with in the 21 st century, fall within the realm of dystopian literature. The rising trend of new dystopian novels, can offer foundations for a vision, whereby dystopian literature can offers a wide array of topics from which social anthropology can borrow in its active engagement with contemporary global issues and the new human condition. Stephen Collier and George Laikoff, in On Regimes of Living (2004), talk about the regimes of living, referring to a configuration of normative, technical, and political elements that are aligned with situations that present ethical problems – that is, when the question of how to live is brought to the surface. It is precisely, genome sequencing, stem cell research, biopolitics, the pharmaceutical marketing, that fall within the realm of new anthropological problems. Comparing the motives of dystopian literature (its reaction towards reality or the world as we know it), its questioning of the moral and human aspects of war, science, violence, technology, etc, with the most recent issues that contemporary cultural anthropology deals with, will be the primary focus of this paper. Its aim to show the strengths of this interdisciplinarity for a critical grasp of the contemporary human condition, will be but one motive of this work.

' is paper analyzes symbolism pertaining to and popular receptions of the project Skopje 214, an architectural journey in the capital of the Republic of Macedonia. While a) empting to understand the multifaceted symbolic meanings and perceptions associated with this project, we pay a) ention to the existence of previous narratives of Macedonian national identity prior to the announcement of Skopje 2014 and therefore position the project against that backdrop. We want to argue that Skopje 2014 represents a monumental and spectacular turning point in o+ cial narratives of Macedonian national identity. ' e gap between the previously dominant narrative of Macedonian national identity, and the new o+ cial discourse o* ered and realized in and through Skopje 2014, and the multicultural reality of the country are the central themes of this work.

This paper focuses on the culturally responsive teaching and the importance of addressing cultural diversity in the classroom, with special focus on education in multicultural environments. Culturally responsive teaching requires certain adjustments and changes in the curriculum so as to build upon the cultures of diverse groups, no matter the subject taught. The school climate is an indicator of whether diversity and equality are respected and promoted in schools. We will therefore, stress the importance of teacher’s understanding of their students’ cultural background and hence, be culturally responsive in their approach. This paper will draw examples from the education circumstances in Macedonia and from my local experience as a lecturer at the South East Eurpean University (SEEEU) in Tetovo, Macedonia. It will also look at the legal frame referring to the education in Macedonia and see how it organizes the objectives and outcomes in respect to some general values, such as cultural diversity, creativity, democratisation of culture. Key terms: multiculturalism, cultural diversity, culturally responsive teaching, cultural background, diversity Introduction Historically, the word “culture” came from the Latin word cultura, primarily referring to the cultivation of land and animals. However, from the 16th century on, the word started denoting the process of cultivation of the spirit. Later on, throughout the 18th and 19th century, this noun started having an ethnocentric connotation, and referred to a high cultivation of the spirit achievable only by the privileged European. It also became a synonym for civilization, thus describing a progressive process of the human development and evolution towards sophistication and order. What is of crucial importance for our paper here, is the reference about culture provided by Kuper (2000). He points out that culture is always defined in opposition to something else (2000: 14). It is actually, the authentic way of being different. In order to open the terrain for further analysis of our proposed topic, regarding the challenges of multicultural education, it is of utmost importance to draw the attention to the fact that culture is learned, and not biological, that is, it is socially constructed, 1. Maja MUHIC, Assistant Professor South East European University, Macedonia, m.muhic@seeu.edu.mk

Abstract: This paper offers an analysis of spiritual assistance offered in times of crisis. It is based on research and interviews conducted in the early months of 2009 and provides insights into the role played by both NGOs and publishing houses during two refugee crises in the Republic of Macedonia. Their motivation to intensely engage in helping the refugees was greatly due to their religious convictions and was imbued with spiritual connotation. Based on a number of interviews conducted with the engaged parties, this paper also includes the religious discourse of the imams [i] during these two major refugee crises that happened in the Balkans. Through various means of action, both the organizations and the imams attempted to convey a religious message that would provide psychological strength to the victims of these crises in the region, as well as to restore their faith in keeping their community alive and returning safely to their homes. Much of the religious messages and the religious discourse in general, aimed at giving both spiritual support and teaching patience, as well as giving the victims a sense of belonging to a community, and therefore triggering their awareness to preserve it. Some aspects of the 2001 conflict in Macedonia, which bring in the questions of nationalism, nationalist agenda and patriotism, are also be brought into focus, especially as it can shed some further light on the different agendas of both humanitarian and spiritual assistance in times of crisis. Keywords : spiritual assistance, refugee crisis, Islamic literature, piousness, religion, sense of belonging