Snjezana Koren

Ces vingt dernières années, l’histoire est dans le système scolaire croate l’une des matières les plus controversées, si ce n’est la plus controversée. Après les changements politiques survenus au début des années 1990, les prises de position et les visions de la nouvelle élite politique ont rapidement trouvé leur place dans le programme scolaire d’histoire. La période du début des années 1990, en particulier 1991-1992, a été cruciale pour la mise en forme d’une nouvelle image de l’histoire n..

Rad analizira promjene (preoblikovanje) slike o sebi i "drugima" u hrvatskim udžbenicima povijesti za vise razrede osnovne skole iz prve polovice 1990-ih godine. Nastoji pokazati kako su oni, kao odraz vremena i prostora u kojem su nastali, odražavali drustvene i politicke promjene. Da bi se ustanovili elementi kontinuiteta i diskontinuiteta, udžbenici i nastavni programi iz prve polovice 1990-ih kompariraju se s udžbenicima iz druge polovice 1990-ih godina, kao i s procesima nakon 1995. godine te nekim suvremenim trendovima.

The article analyzes unsuccessful attempts to carry out a comprehensive reform of education in Croatia since the beginning of the 1990s. It examines political and ideological confrontations over the contents, goals, and aims of education since 1990, as well as efforts to re-define contemporary Croatian identity through education—from introducing nationalist themes and values at the beginning of the 1990s to more recent attempts to inject socially conservative views. The paper also analyzes the main issues arisen from the last proposal of the comprehensive curricular reform that started in 2015. It focuses on the debates over the proposal of the history curriculum, as well as professional, political and public expectations of its aims and contents. It shows how attempts to change the paradigm of history teaching—from a school subject that transfers “one truth” and “proper interpretations” of the past to a subject that perceives history as a critical engagement with the past—reflect views of Croatian historians about the public role of history.

Discussions about representations of World War II and the 1990s war in history curricula and textbooks have had a deep impact on the teaching of history in Croatia. Both wars were (and still are) considered as a starting point for the emergence of the (new) state, socialist Yugoslavia in 1945 and present-day Croatia at the beginning of the 1990s. Since 1945, both topics have been used as a means of political legitimization and as an instrument to promote patriotism. The 1941-1945 war was the topic of particular significance in communist Yugoslavia because it was meant to provide the basis of legitimacy for the Yugo-slav Communist regime. During the 1990s, the teaching of this topic underwent dramatic modifications – the manner in which this entire question was treated served as a strong impetus for historical revisionism. In the last couple of years another war has come into the focus of debates about the content of school’s history education: the 1991-1995 war, which is called in C...

Page 1. 117 Snježana Koren Filozofski fakultet, Zagreb Magdalena Najbar-Agii Srednja Europa, Zagreb Izvorni znanstveni članak UDK: 371.2:94(497.5:4) ... Page 3. 119 Snježana KorenMagdalena Najbar-Agii: Europska iskustva i nastava povijesti.... ...

The article deals with the recent controversies over the interpretations of World War II. The dominant narrative of World War II, which was created after 1945 to ensure the basis of legitimacy for the Yugoslav Communist regime, was revised at the beginning of the 1990s. One of the consequences of this revision has been the upsurge of historical revisionism regarding the fascist Ustashe movement. After years of bitter debates that had divided and polarized the Croatian society , the government appointed in 2017 a special council to deal with the World War II past and make the recommendations on the public usage of the symbols and insignia of the 20 th century "undemocratic regimes". The final product of its work was the so-called Dialogue Document whose provisions and impact are dealt with in the second part of the text.