Revising the Nation through Schooling: Citizenship and Belonging in Slovak Textbooks, 1918-2005.

TL;DRAbstract

Historically, school systems arose in conjunction with the nation-state and have served to construct and enforce a sense of national community. To what extent does regime type predict the inclusive or exclusive nature of those national and civic narratives told in state schools? And how do these narratives manage antecedent conceptions of national identity propagated under previous regimes? This dissertation addresses these questions through a comparative study of the relationship between schooling and the articulation of national and civic identity across time and regime change. The data included over 400 state-approved history and civics textbooks for elementary and secondary schooling published between 1918 and 2005 in Slovakia. Slovakia provides a fascinating case for examining how textbooks reflect images of the national “we” because its recent history captures a veritable gallery of political regime types, moving chronologically through the empire, bourgeois democracy, nationalis

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