“…Research in the former Soviet and Eastern Bloc, for example, has examined how educational reforms were enacted in order to instill a clear national identity in the youngest generation (Mincu, 2009; Wanner, 1995), even if they devalue more local forms of identity in the process (Brown, 2005). Many of these reforms focused on rewriting history textbooks (Popson, 2001; Solonari, 2002; Zorkaia, 2009) and prioritizing the national language (Marshall, 2002; Polese, 2010) in order to dislodge the prevailing Soviet or socialist perspective (Janmaat, 2005; Korostelina, 2010). Youth and local schools, however, can take an agentive role in affirming, rejecting, or challenging these national goals, for example, when they support local (Polese, 2010; Richardson, 2008) or regional perspectives (Rodgers, 2007), or when they temporarily embrace wide-scale social movements (Fournier, 2007).…”