The Ukrainian History Textbook: Introducing Children to the “Ukrainian Nation”

Abstract

As Ukraine approaches its tenth year of independence, it seems an appropriate moment to ask what type of nation it has become. The process by which Ukrainians determine the boundaries and characteristics of their national identity is dynamic, and has been the source of debate at many levels of Ukrainian society. The education system can illustrate several aspects of this process of identity formation: what the dominant elite choose to teach to the next generation about nation and citizenship, whether that material is accepted or transformed in its presentation to pupils, and to what extent the pupils internalize what they have been taught. This article begins to analyze the historical narrative and underlying values that together help to define a collective understanding of “nation” through a discussion of the education system in Ukraine. In particular, it focuses on the textbook used for the introductory Ukrainian history course as an example of the values and narrative fostered by the Ministry of Education. Although the analysis focuses on a single textbook, the article also attempts to place the arguments in a broader perspective by paying attention to the context within which the textbook curriculum is created and implemented and by discussing several factors that may affect its presentation to and reception by pupils.

History Education and the Construction of National Identity in Iran

“…For example in China, forces of economic growth are mirrored in textbooks through new emphasis on entrepreneurship and personal achievement and pushing communism to the background (Jones, 2002). In Ukraine, the internal conflicts forced state officials to respond to ethnic tensions through recognition of Ukraine's ethnic diversity and the contributions of minorities (Popson, 2001). In Israel, history textbooks that were designed for Arab Israelis were gradually moving towards recognition of Arab culture up until 1992, before the new waves of conflict broke out (Hofman, 2007).…”

“…For example in Iran, textbooks are published by the ministry of education and are universally used throughout the country. Another example is Ukraine where the same process is being implemented and the Ministry of Education makes all decisions regarding the curricula and the text (Korostelina, 2011;Popson, 2001). There are also examples of societies in which the way government practices its authority over the textbook industry changes depending on the social and political climate of the country.…”

“…The body of research provides examples of such an approach to history education in many societies (Baranovic, 2001;Glyptis, 2007;Katsarksa 2007;Korostelina, 2011;Oteiza & Pinto, 2008;Popson, 2001;Zajda & Zajda, 2003). It seems to be a common practice that the narratives of the past are used to present a cohesive homogenous image of the country which neglects ethnic, religious, and language diversities in order to foster a unified identity or provides victorious stories that are supposed to nurture a sense of national pride and belonging in pupils.…”

“…This concept has been studied extensively in the context of post-soviet countries in Eastern Europe and Central Asia. Janmaat (2005) and Popson (2001) examined how history textbooks foster nation building and aim to define national identities in Ukraine.…”

“…It is also important to examine how ethnic and religious minorities have been presented in the textbooks and whether they enjoy an equal status compared to the Muslim majority. These guiding questions are based on an analysis of Ukrainian history textbooks, which examines the representation of ethnic and religious minorities in the text and its relation to the question of national identity (Popson, 2001). …”