published in Claudia Lichnofsky, Enriketa Pandelejmoni, Darko Stojanov (Hg.): Myths and Mythical Spaces. Conditions and Challenges for History Textbooks in Albania and South-Eastern Europe, Göttingen: V&R unipress, 2017, pp. 77-95.
In this chapter the authors shall focus on one particular group of historical/political myths, antiquitas myths, following the typology proposed by Kolstø. Thus, by linking textbooks and society, this chapter seeks to contribute to scholarship in this area by dealing with the relationship between political/historicalmyths and historyeducation in the contemporaryRepublic of Macedonia. More precisely, the authors will analyze the myths of ancient origin and ethnic continuity presented to ethnic Macedonian and ethnic Albanian students in primary and secondary schools. Ethnic Macedonians are taught about their ancient Macedonian roots, while at the same time, and by the same textbooks, ethnic Albanians are taught about their ancient Illyrian origin. It is worth stressing that since the Ohrid Framework Agreement, which marked the end of the 2001 armed conflict, history textbooks in Macedonia have been written by teams of historians and history teachers fromthe two largest ethniccommunities in the country, Macedonians and Albanians. The textbooks they prepare are translated into various languages and used by all communities in Macedonia.
Read the whole article in English.
