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Ideology and Educational Media: Albania's Third Grade National Ideology and Educational Media: Albania’s Third Grade National History Textbooks during the Period of Self-Isolation (1978-1984) Dissertation zur Erlangung des Grades eines Doktors der Philosophie am Fachbereich Geschichts- und Kulturwissenschaften der Freien Universität Berlin im (Juni 2018) vorgelegt von Denis Vuka aus Shkodër-Albanien Tag der Disputation 15.01.2019 1. Gutachter/in: Univ.-Prof. Dr. Martin Lücke Freie Universität Berlin Geschichts- und Kulturwissenschaften Friedrich-Meinecke-Institut Arbeitsbereich Didaktik der Geschichte 2. Gutachter/in: Prof. Dr. Felicitas Macgilchrist Georg-August-Universität Göttingen Institut für Erziehungswissenschaft Arbeitsbereichs Medienforschung mit dem Schwerpunkt Bildungsmedien 2 Table of contents Abstract………………………………………………………………………………..5 Zusammenfassung……………………………………………………………………..7 Acknowledgements.……………………………………………………………...........9 Introduction……………………………………………………... …………………..10 Part I – Historical, theoretical and conceptual framework………………………18 Historical background - The Albanian attempt to socialism……………..…………..19 Education system during the socialist period…………..……………………….........25 Literature review……………………………………………………………………..31 Aim and research’s questions…………………………………………………..…….36 Methods………………………………………………………………...……......…...38 Ideology and myth: A conceptual framework ..……………………………………...49 Part II – Empirical research………………………………………………………..58 Third-grade’s national historical narrative 1978-1984………………………….…....59 1. Front and back cover……………………………………………………………..59 2. Inner cover.…………………………………………………….............................67 3. Preface…………………………………………………………………………....71 4. Middle-Ages (Mid-15th - late 19th century)……….……………………………...75 4.1. Genesis-maturation:Wars against the Turks, creation of proto-national state75 4.2. Decline: Period of Turkish occupation……………………………………....80 5. National Renaissance (Late 19th century – Axis invasion 1939)..……………….83 5.1. Rebirth: National awakening movement………………………………….....83 5.2. Maturation: Establishment of the first independent Albanian state………....84 5.3. Decline: Period of Albanian monarchy and Italian invasion…………..........94 6. Socialist era (1941-1981)……………………………………………………….113 6.1. Rebirth: Formation of the Communist Party, the National Liberation War..113 6.2. Maturation: Construction of the socialist order and state…..........................156 6.3. Culmination: Full construction of socialism, creation of the “New Man”…196 6.3.1. Education……………………………………………………………196 6.3.2. Productive work…………………………………………………….207 3 6.3.3. Safeguarding the socialist homeland………………………………..224 7. Epilogue………………………………………………………………………...239 Part III – Results…………………………………………………………………..247 Findings……………………………………………………………………………..248 Discussion....................................................………………………………………..256 Bibliography………………………………………………………………………...278 Appendices section…………………………………………………………….........296 4 Abstract The content of the educational media, issued during the socialist era in Albania, is a field that has largely skipped attention of recent research. It is thus the aim of this dissertation to address this specific part of education and investigate for the first time the content of national history textbooks of the late years of socialism (1978-1984). More concretely, a holistic approach to the entire national narrative of the third grade has been adopted by means of addressing three key parameters: structure, content and evolution. A second priority regards ideology. Ideology is understood in post- structuralist terms as a discourse seeking to establish social cohesion among the members of a certain group in an imaginary manner. More than simply identifying, this thesis sets forth to explain ideology’s operation within the frame of the national narrative. To read the messages of the visual resources that stand in the center of attention of this dissertation project, the social semiotic theory of visual communication has been implemented. Concomitantly, the use of multimodal inquiry tools proved invaluable to reach the multimodally articulated meanings that the textbooks’ layouts contain. Concerning the findings, they refer to the historical narrative and ideology. The national narrative covers the drama of the Albanian people towards the “Promised Land” of socialism and eventually communism. This storytelling goes back to the Middle Ages and follows a circular, as opposed to linear, timeline, which is a core feature of myth and mythical narratives. In terms of content, one might observe the militarization process that the Albanian society underwent, as well as the notion of fear and vigilance caused by the enemies of the socialist state, and a permanent call to arms and working tools that generates a sense of hope for the future. Another crucial finding regards the merging of the individual into a collective and mass existence having one sole will. This uniformed and homogenized pattern of depiction of the people seems related to a totalitarian discourse underlying the narrative. The above findings represent a development of the late period of self-isolation and confirm at the same time the evolution of the national narrative. With regard to ideology, there is no doubt that in textbooks the official ideological and political agenda has been mirrored. Such a fact has not been denied. What is negated though is the standard position of blatant Marxist-Leninist doctrine permeating the content of history textbooks. This study argues for a complex, subtle yet lively performance of the ideological discourse. 5 Structured around the core theme, or the centripetal myth, of common mobilization to resist the supposed invaders and further consolidate the socialist order, it manages to effectively fulfill its objectives: namely, the imaginary unification of the pupils and the preservation of the socialist order in the present and future. Furthermore, this discourse and above all its key message of pupils’ engagement is not imposed. Rather, it has the power to fascinate the young protagonists and persuade them to get involved in the ongoing drama of the community. National history textbooks provide a limited, though important, source in getting to know the Albanian society in one of the most controversial turns of its history. Of equal significance is the central argument this study puts forth about the cyclical mythical storytelling, which openly defies the linear version of Albanian history. Moreover, new light has been shed on ideology that moves beyond the notion of indoctrination. Instead, its complex and imaginary essence has been visually and multimodally revealed. In addition, this research offers an insight into the Albanian “mythmaking manufacture” during the self-isolation period, when myth chaffed every aspect of the social sphere. A worthy contribution regards the process of identity formation. This is dominated by an introverted form of nationalism and phobic syndromes that the post-socialist Albania is still trying to recover. Another important input of this dissertation refers to the integration of Albania into the international map of schoolbook research and the enrichment of current debates with concepts such as political myth and ideology. 6 Zusammenfassung Der Inhalt der Bildungsmedien, die während der sozialistischen Ära in Albanien veröffentlicht wurden ist ein Feld, das in der jüngsten Forschung weitgehend außer Acht geblieben ist. Ziel dieser Dissertation ist es daher, mit diesem spezifischen Teil der Bildung zu beschäftigen und erstmals den Inhalt nationaler Geschichtsbücher der späten Jahre des Sozialismus (1978-1984) zu untersuchen. Konkreter, wurde ein ganzheitlicher Ansatz für die gesamte nationale Erzählung der dritten Klasse angewendet, indem drei Schlüsselparameter analysiert wurden: die Struktur, der Inhalt und die Entwicklung. Ein zweiter Schwepunkt betrifft die Ideologie. Das Konzept wurde poststrukturalistisch als Diskurs betrachtet, das auf imaginäre Weise den sozialen Zusammenhalt zwischen den Mitgliedern einer bestimmten Gruppe herzustellen versucht. Diese Dissertation orientiert sich nicht nur an der Identifizierung, sondern eher an der Funktion der Ideologie im Rahmen des nationalen Narrativs. Um die Botschaften der visuellen Ressourcen zu lesen, die im Mittelpunkt dieser Studie stehen, wurde die sozial-semiotische Theorie der visuellen Kommunikation implementiert. Gleichzeitig erwies sich der Einsatz von multimodalen Abfrage-Werkzeuge als wertvoll, um die multimodal artikulierten Bedeutungen der Layouts zu ermöglichen. Die Ergebnisse beziehen sich auf die historische Erzählug und die Ideologie. Die nationale Erzählung berichtet über das Drama des albanischen Volkes in Richtung des "Gelobten Landes" des Sozialismus und schließlich des Kommunismus. Diese Erzählung, die auf das Mittelalter zurückgeht, konstruiert eine kreisförmige, statt einer linearen historischen Zeitlinie, die ein Kernmerkmal des Mythos und der mythischen Erzählungen ist. Inhaltlich erfährt man die Militarisierung der albanischen Gesellschaft, den Begriff der Angst und der Wachsamkeit, und einen ständigen Appell an die Waffen und Arbeitsinstrumente, der an die Schüler gerichtet ist und ein Gefühl der Hoffnung auf die Zukunft vermitteln. Eine andere wichtige Beobachtung betrifft die Zusammenführung des Individuums in eine kollektive und massenhafte Existenz, die einen einzigen Willen hat. Dieses uniformierte und homogenisierte Muster der Darstellung des Volkes scheint mit einem totalitären Diskurs verbunden zu sein, der der
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