The New German-speaking School of Balkankompetenzen: Knowledge production and truth claims in post-colonial post-communist context

Abstract

In this paper, I show how some strands of contemporary Western scholarship in Albanian studies reproduce substantive empirical and methodological flaws and perpetuate imperial attitudes and othering stereotypes. In particular, I level a number of criticisms at what I refer to as the New German-speaking School of  Balkankompetenzen that has colonized Albanian and more generally Southeastern European issues. I argue that disregard and patronizing of local scholars, and occasionally over-reliance on essentialized, insufficient or misinterpreted research outcomes, can be shown in the writings of various scholars that are representative of strategic othering, methodological essentialism, dubious deconstructionism and outright misinterpretation of Albanian foundational myths, national history, social structures, and cultural behavior. Arguably, this methodological imperialism reproduces a discourse of Western superiority that serves to legitimate Western political, economic and social control.