A very long thread (in Serbian) on an excellent book on 1968 student demonstrations in Yugoslavia.
amazon.com/Jugoslavija-sv…
Upravo sam zavrsio knjigu hrvatskog istoricara Hrvoja Klasica, “Jugoslavija i svijet 1968”. Najveci deo knjige tretira studentske demonstracije 1968. Klasic daje veoma precizan hronoski pregled demonstracija, njihovo politicko znacenje, efekat na SKJ u razlicitim republikama.
Drugi deo knjige posvecen je medju-republickim (medju-nacionalnim) odnosima u toku tih godina, i poziciji YU I Tita u svetu.
Knjiga je odlicna.

Nekoliko kljucnih stvari u pogledu demonstracija.
1. One su trajale veoma krako: 1 sedmica. Za razliku od demonstracija u Francuskoj, Z. Nemackoj I Poljskoj bilo je mnogo manje nasilja. U stvari doslo je do samo jedne konfrontacije policije i studenata (cuveni novobeogradski podvoznjak).
2. Demonstracije su bile najjace u Beogradu, slabije u Zagrebu i takoreci nepostojece u Ljubljani i Sarajevu.
3. U Beogradu su dovele do rascepa ne samo unutar SKS, vec unutar elite. Veliki broj politickih I kulturnih institucija i pojedinaca (cuvena beogradska osmorica profesora) su podrzali studente i aktivno ucestvovali u protestima.
Delovi SKS su ih takodje podrzali (ali ne I tzv “liberali”, Latinka I Nikezic). Stambolic i Draza Markovic su bili za upotrebu policije I slamanje demonstracija.
4. U Zagrebu nije doslo do rascepa elite i SKH, iako se unutar SKH profilisala jaka nacionalisticka struja (Djodan, Veselica, delimicno Savka i Tripalo) koja ce kasnije predvoditi MASPOK.
5. U Ljubljani nije bilo takoreci nikakvih neslaganja. Studente, koji su veoma mlako protestvovali, umirio je Dolanc sa pretnjom da ukoliko ne prestanu “njima ce vladati srpski tenkovi”.
6. Prema Klasicu bila su dva osnovna zahteva studenata: smanjenje socijalnih i ekonomskih razlika (“dole crvena burzoazija”) i demokratizacija I profesionalizacija unutar jednostranackog sistema (uklj. zamena nekvalifikovanih ili korumpiranih kadrova).
7. Prema Klasicu, zahrevi nisu isli protiv privredne reforme, niti su bili levicarski (“Maocetungovski”).
8. SKJ je, naravno, optuzio studente da su sve i svasta: anarhisti, liberali, unitaristi, rankovicevci, djilasovci, CIA itd. Tito je rekao da su se “okupili svi od Kralja do Mao Ce Tunga”. Nista od toga prema Klasicu nije tacno ako se citaju brojne proklamacije studenata.
9. Ima neobicno puno stvari koje Klasic obradjuje i o kojima se moze puno (beskonacno?) diskutovati. Veoma interesantan, mozda kljucni period.
10. Moje misljenje u pogledu zahteva studenata jeste da su oni (nenamerno) identifikovali osnovnu aporiju socijalizma. Ako je trzisna privreda (i privatna svojina) efikasnija, ali i stvara vecu nejednakost,
...onda svaki pomak ka trzistu otvara problem odstupanja od osnovnih socijalistickih vrednosti. Nagradjivanje prema radu, koje su studeni trazili, bilo je nekompatibilno sa vecim trzisnim slobodama.
11. Ako stavise stavimo cinjenicu da trziste produbljuje nejednakost u kontekst Jugoslavije i velikh razlika u razvijenosti izmedju republika, reforma je objektivno povecavala nejednakot izmedju (a) pojedinaca i (b) republika.
12. Zato ja mislim da su zahtevi studenata bili najblaze receno nekonsistentni, ili moguce konzervativni (u smislu povratka na ortodoksni komunizam) iako naravno studenti sami to nisu tako mislili.

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More from @BrankoMilan

29 Oct
Here are some of the slides from my today's talk at FMM (and also from my "C,A").
These are six systemic inequalities.
Start with No. 2. Increasing concentration of ownership of financial capital in the US.
Go to No.3. Increasing share of top capitalists who are also top wage-earners (have high labor incomes). USA, 1980-2015.
Read 9 tweets
26 Oct
I had a very nice conversation with @EconTalker about the methodology and objective of economics. We mentioned also the "Nobel" prize in economics. Here are several of my slides.
Read 6 tweets
19 Oct
I decided to arrange thematically a selection of posts I have written since corona started in the US in March.

First, on corona itself:
braveneweurope.com/branko-milanov…
Read 8 tweets
16 Oct
A bit, I hope, of relevant background to @MarcoRanaldi_ and @BrankoMilan paper that we just posted today and that looks at various capitalist systems and their inequality.
lisdatacenter.org/wps/liswps/803…
It is an area of research that would grow now that we have the methodology, the data, and interest to compare various countries/systems.

This background info is from my perspective. Marco might have a bit of a different one.
@PikettyLeMonde has emphasized in C21C the importance of the rising K share in driving income inequality.
The impact of that rising (macro) share obviously depends on how K income is distributed. If K income is distributed like L income, rising K share has no effect on Gini.
Read 7 tweets
15 Oct
One of the vignettes in my "The haves and the have-nots" has to do with data from Obama's "Dreams from my father". In the book Obama gives the wage of his grandfather in 1927 Kenya (the wages were entered into a special booklet used to control Black laborers...
...so White employers could write whether the worker was hard-working, lazy etc.)
Now it so happens that we have an income survey for 1927 Kenya & can locate Obama's grandfather in Kenyan income distribution of the time.
His wage was good for a Black man ~2x the subsistence but only 1/66 (not a typo) of European average income in Kenya. Image
Read 5 tweets
13 Oct
(Long thread--but worth reading)

I received lots of pushback (including some pretty nasty comments) on my tweets re. the most recent “Nobel Prize” in economics.
I believe that most comments reflect two entirely different views of economics: what it is and what its objectives are.

Rather than engaging in the methodological debate let me help you understand my views by giving examples of what are the big economic issues today--
--which a big prize should acknowledge.

Not so much to give these people money (they are rich anyway) but as a signaling device so that young economists should study topics that matter to people’s wellbeing in the entire world, and not minor issues.
Read 21 tweets

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