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TEXTBOOKS AND CHALLENGES IN THE CONTEXT OF BALKAN INTEGRATION
Abstract
Textbooks and their content have an important role in educating new generations. But if the transmission of information to users - students and teachers are at the service of ideological and political propaganda – this intentionally leads towards educating generations that encourage ethnic conflicts while at the same time obstructs the mutual recognition of values and building of a better future. The analysis of history textbooks in Serbian language reveal that the past and present are misused in regards to the Kosovo issue. Currently, such textbooks are being used in Kosova too by the Serbian community children and selectively by Gorani community children. Since the establishment of Provisional Institutions of Self Government in 1999, the Kosovar institutions in close cooperation with international institutions settled in Kosova have invested extraordinary efforts to include and integrate all minority communities in all organized activitie of lifes in Kosova. These efforts have yielded evident results. However, Serbian community and a part of the Gorani community have continuously refused to participate and be integrated within the Kosova education system and have thus rejected the offer of Kosova institutions for mutual cooperation. The Serbian Government through their financial support maintains the parallel structures operating in Kosova leading to Serbian speaking schools using still the Serb curricula and textbooks which rather than offering opportunities for integration and cooperation are leading to deepening the conflict and further encouraging hatred between the Serbian and Albanian communities. This paper provides a thorough analysis of the way Serb history textbooks reflect the past and present realities of the Kosova and Albanians as well as provides some insights into the discussions of the role of textbooks in the Balkans integration, cooperation and development agenda.
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