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And the Politics of History Education in Southeastern 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 1 Eckert. Die Schriftenreihe 2 Studien des Georg-Eckert-Instituts 3 zur internationalen Bildungsmedienforschung 4 5 6 7 8 (in Fortsetzung der bisherigen Reihe 9 »Studien zur internationalen Schulbuchforschung«) 10 11 12 13 14 Band 124 15 16 17 18 19 Herausgegeben von Simone Lssig 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 1 Augusta Dimou (Hg.) 2 3 4 5 6 7 8 ›Transition‹ and the Politics of History 9 Education in Southeastern Europe 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 V&R unipress 41 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Bibliografische Information der Deutschen Nationalbibliothek 21 22 Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen 23 Nationalbibliografie;detaillierte bibliografische Daten sind im Internet ber 24 http://dnb.d-nb.de abrufbar. 25 26 ISBN 978-3-89971-531-6 27 28 29 Verçffentlichungen des Universittsverlags Osnabrck 30 erscheinen im Verlag V&R unipress GmbH. 31 32 33 34 2009, V&R unipress in Gçttingen /www.vr-unipress.de 35 Alle Rechte vorbehalten.Das Werk und seine Teile sind urheberrechtlich geschtzt. Jede 36 Verwertung in anderen als den gesetzlich zugelassenen Fllen bedarf der vorherigen 37 schriftlichen Einwilligung des Verlages. Hinweis zu § 52a UrhG: Weder das Werk noch seine 38 Teile drfen ohne vorherige schriftliche Einwilligung des Verlages çffentlich zugnglich gemacht 39 werden. Dies gilt auch bei einer entsprechenden Nutzung fr Lehr-und Unterrichtszwecke. 40 Printed in Germany. 41 Gedruckt auf alterungsbestndigem Papier. 1 Inhalt 2 3 4 5 6 7 8 9 10 11 12 Augusta Dimou 13 Introduction . ................................ 7 14 15 Peter Vodopivec 16 Politics of History Education in Slovenia and Slovene History Textbooks 17 Since 1990 . ................................ 45 18 19 Vilma Brodnik 20 Revision of History Curricula in the Republic of Slovenia (2006–2008) . 71 21 22 Snjezˇana Koren 23 What Kind of History Education Do We Have After Eighteen Years of 24 Democracy in Croatia? . ................... 91 25 26 Dubravka Stojanovic´ 27 Slow Burning: History Textbooks in Serbia, 1993–2008 . ......141 28 29 Augusta Dimou 30 Politics or Policy? . ...................159 31 32 Denisa Kostovicova 33 The Albanian Parallel Education System and Its Aftermath: Segregation, 34 Identity, and Governance . ...................201 35 36 Robert Pichler 37 Historiography and the Politics of Education in the Republic of 38 Macedonia (1991–2008) . ...................217 39 40 41 6 Inhalt 1 Falk Pingel 2 From Ownership to Intervention – or Vice Versa? Textbook Revision in 3 Bosnia and Herzegovina . ...................251 4 5 Heike Karge and Katarina Batarilo 6 Guidelines guiding history textbook production? Norms and practices of 7 history textbook policy in Bosnia and Hercegovina . ......307 8 9 Stefan Ihrig 10 Moldovan Nightmares, or: »Historiographic Deadlock at Birth« History, 11 identity, and history teaching in the Republic of Moldova, 1991 –2008 . 357 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 1 Augusta Dimou 2 3 4 Introduction1 5 6 7 8 9 10 11 12 Since the 1990 s a large part of Southeast Europe has been going through sig- 13 nificant change, both with regard to the cartographic physiognomy of the region 14 and the nature of its political systems. The collapse of communism, on the one 15 hand, signified the end of a nearly half-century-long political experiment and 16 initiated complex processes of socioeconomic and political change often sub- 17 sumed under the generic and rather murky notion of »transition.« The dis- 18 integration of Yugoslavia, on the other hand, brought about the dissolution of the 19 largest state and the most important supranational, federative experiment in the 20 region with significant and long-lasting consequences. Borders were redrawn 21 and are – in some cases – still being disputed; populations were displaced, 22 uprooted, and induced either to forced or voluntary migration; the social texture 23 of societies was torn apart; and finally, processes of nation-state and identity 24 building were initiated that are partially still going on today. These mutating 25 conditions affected education in manifold ways – from the structure of educa- 26 tional systems to the content of history teaching. The present volume, with its 27 focus on the states constituted as a result of the Yugoslav wars of succession and, 28 additionally, the Republic of Moldova, provides an analysis of developments in 29 the field of history education from the mid-1990 s onward. 30 For nearly a decade the Georg Eckert Institute for International Textbook 31 Research (GEI hereafter) has pursued its own project on textbook development2 32 33 1 The following text draws upon ideas and themes that were exchanged in the course of various 34 meetings among the majority of the participants of this volume, who can rightfully be con- 35 sidered coauthors of this introduction (Falk Pingel, Heike Karge, Katarina Batarillo, Robert Pichler, Snjezˇana Koren, Branislava Baranovic´, Peter Vodopivec, and Stefan Ihrig). I would 36 additionally like to thank Marija Rudic´ (OSCE, Belgrade), with whom I had the chance to 37 discuss several aspects of international project work during my 2006 stay in Belgrade. Na- 38 turally, only the author of this text is ultimately accountable for the content and opinions 39 expressed therein. Last but not least, I would like to express my gratitude to the editors and translators of this manuscript. Special thanks go to Wendy Anne Kopisch, Peter Carrier, Anna 40 Stock-Hesketh and Liesel Tarquini. 41 2 The Project for the Co-ordination of Textbook Research, Development and Comparison in 8 Augusta Dimou 1 by supporting, initiating, and monitoring textbook revision processes, con- 2 ducting official evaluations of teaching materials, providing textbook analyses, 3 and sponsoring scholarships for textbook authors. Through the organization of 4 training seminars, conferences, and summer schools, the institute aimed at 5 functioning as a transmission belt for the dissemination of know-how and ex- 6 perience, building bridges between the academic world and the world of edu- 7 cational practice, between historical scholarship and didactical and pedagogical 8 expertise. During this period, the GEI has been a partner to several international 9 and European organizations involved in educational development in the Bal- 10 kans, with whom it has coordinated multifarious activities either as co-organizer 11 or simple participant. The current study was conceived as a distillation of the 12 GEI’s involvement as an NGO actor in the sphere of educational policy and 13 development in the Balkans. Though this volume offers an occasion to reflect 14 more theoretically and critically upon the work of the GEI, it is not understood as 15 a summary of that project. Rather, by taking our GEI work as a starting point, 16 this volume would like to address relevant issues in more generic terms, as well 17 as register recent developments and persisting problems in the educational 18 sector. What is the effect of international intervention in education? How are 19 projects operationalized and what are their outcomes? What do changes and 20 reforms in education look like in the context of »transition«? What provides for 21 sustainability of reforms? Are there models of successful intervention? Are the 22 problems in successor countries similar, and can we generalize about them? In 23 which direction are educational systems heading? What are the contents of 24 postwar historical narratives? Though this volume takes history education as the 25 general point of reference, we, as an institution, have concentrated extensively on 26 textbook development and this naturally provides a major analytical pillar for 27 the majority of the essays. 28 The scholarly background of the contributors to this volume is informed by 29 various neighboring disciplines, ranging from political science to history, an- 30 thropology, and pedagogy. This allows for an interdisciplinary dialogue and 31 diverse analytical angles but also divergent approaches. In addition, we invited 32 the authors not to eschew personal experience. On the contrary, they were de- 33 liberately encouraged to bring their understanding and familiarity with these 34 occurrences into their narratives. Several contributors have taken advantage of 35 the potential offered by oral history and included interview material in their 36 analyses, while the majority of the authors have been active participants in 37 educational policy and often draw from personal experience in the processes 38 they portray. 39 40 South-East Europe was initiated in 2000 and has been coordinated by the following scholars in 41 chronological succession: Heike Karge, Sabine Rutar, Augusta Dimou, and Katarina Batarilo. Introduction 9 1 A series of publications that have appeared since the late 1990 s have drawn 2 attention to existing problems in textbooks and history education in Southeast 3 Europe. l ins Feuer?,3 Clio in the Balkans,4 and Teaching the History of South- 4 eastern Europe5 were pathbreaking for a number of reasons: in the first place, 5 they represented the first attempts to register national historical canons and 6 historicize the process of nation building from a comparative perspective. 7 Constituent to this process was an analysis of images of the national self and the 8 »other« as well as an incorporation of comparative methodology in the inves- 9 tigation of nation building processes so as to demystify the notion of national 10 uniqueness.
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