published in: Journal of the Faculty of Philosophy in Sarajevo (History History of Art Archeology)/Radovi (Historija Historija umjetnosti Arheologija), 7(2) 2020, p. 295-321.
The article analyzes the treatment of the 1992-1995 Bosnian War in history textbooks used in Bosnia and Herzegovina, focusing on how ethno-national divisions have shaped the educational system. The author highlights the fragmented curricula, which perpetuate monoperspective narratives aligned with the three dominant ethnic groups—Bosniaks, Croats, and Serbs. Textbooks emphasize the victimization of one’s own ethnic group while minimizing or omitting the suffering of others, exacerbating divisions among students. The inclusion of sensitive war themes like the siege of Sarajevo and the Srebrenica genocide has sparked debates, and content often reflects political agendas rather than fostering universal values or reconciliation.
The study reveals selective and biased representations of historical facts in textbooks. For example, Bosnian-language materials portray the war as an aggression, while Republika Srpska materials frame it as a civil war. Similar disparities exist in the portrayal of war crimes and victims, with some textbooks focusing exclusively on crimes against their own ethnic group and downplaying or ignoring the crimes committed by their community. The author critiques the limited human perspective and the lack of emphasis on peace, tolerance, and coexistence, which are essential for overcoming the divisions caused by the war.
The article calls for a multiperspective approach to history education in Bosnia and Herzegovina, as recommended by the Council of Europe. This would involve collaborative efforts among historians and educators to develop balanced narratives that address diverse viewpoints and promote critical thinking. However, achieving such reforms remains challenging due to the deeply entrenched ethno-national divisions in the country’s educational system, which continue to hinder reconciliation and understanding between communities.
Read the publication here.
[Information provided by Ana Radakovic]
