History and memory beyond classroom in Croatia

Abstract

This article examines attitudes of the Croatian final grade high school students towards the burdensome legacy of the Second World War and Croatian war for independence (1991–1995). Following the theoretical framework of memory studies, and implementing the concept of postmemory, we have developed a structural model connecting ideology and legacy of the wars. In addition, we have further modelled postmemory and its reliance on democratic values, namely political attitudes, trust in state institutions and political knowledge. Individualised predictors offered more nuanced analysis away from the binary understanding of pro-collaborationist and anti-fascist divide, in line with wider European trends and political culture(s).