The Myth of Victimization in Macedonian History Textbooks (1991–2018)

Stojanov, Darko; Todorov, Petar

doi:10.1007/978-3-030-38121-9_12

Cited by 1 publication

(1 citation statement)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…While some Croatian textbooks adopt a modern approach to history education, the image of Serbs is still negative (Švigir, 2018). In Montenegro, history textbooks that earlier followed a nationalist ideology appear to have been decisively reformed since the early 2000s (Knežević & Čagorović, 2020), while North Macedonian textbooks are said to contain a myth of self‐victimization (Stojanov & Todorov, 2020) and continue to promote ethno‐centric narratives (Todorov, 2016). Textbooks in Serbia and Kosovo, according to Gashi, ‘do not promote civic values because they promote inter‐ethnic hatred’ (Gashi, 2020: 83).…”

Section: Rewriting Historymentioning

confidence: 99%

The next generation: Nationalism and violence in the narratives of Serbian students on the break‐up of Yugoslavia

Jovanović

Bermúdez

2021

Studies Ethnicity & National

View full text Add to dashboard Cite

Twenty years after the end of the violent break‐up of Yugoslavia, new generations of young people in Serbia are living with its legacies. Despite the socio‐psychological implications of violent conflict in post‐conflict societies being well established in the literature, there are still only a few studies which focus on young Serbians’ meaning‐making in relation to the recent wars. The present study focuses on how a group of young Serbians, born after the violence was over, understands the violent break‐up of Yugoslavia. The article presents the analysis of interviews and group discussions with 31 first‐year university students in Serbia about these events. The goal of the analysis is to determine a) whether participants’ narratives contain identifiable themes of a collective memory of conflict and b) whether participants normalize past violence through narrative. The relationship between the two as well as the relationship between history textbooks and participants’ narratives will be discussed. Finally, the findings are discussed in regard to how participants’ understandings of past violence might shape their political positioning in relation to nationalism.

show abstract