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עמוד:*76
* 76 Hence, the end of a global ideological conflict in this country instigated ethno - national conflict that impeded the whole reform in history education . 24 Similar events occurred between Russia and its subordinate states under Communism . When the Soviet Union ceased to exist, different post - conflict scenarios arose . Some still have conflicting residues with the former oppressor, that turned into an alarming neighbor, like the cases in many Eastern European and Baltic states that ultimately joined NATO and the EU . Other cases, such as the Russian - Georgian or Russian - Ukrainian relationship deteriorated into new national and political conflict, which occasionally became an armed, violent conflict, thereby making the whole reform attempts in history education pathetic . 25 Some new conflicts performed on the internal arenas of a given state or society . The liberation of Czechoslovakia from the Soviet yoke led to Czech and Slovak national conflict that ended with peaceful separation . The breakdown of Communism generated internal violence in different regions that Russia claimed to be its own, like in Chechnya . The post - Apartheid process, which ended racial conflict in South Africa, nurtured tribal, economic, social and gender conflicts that made any attempt to re - write a reconciled history for the country far from success . 26 Even the post Franko dictatorship did not lead to democratic, reconciled harmonious Spanish republic . Moreover, it consequently led to regional and national new conflict with the central government, like in Catalonia and among the Basques, demanding autonomy or even independence . 27 In most cases where an ending conflict led to a new one, reform in history education toward the abovementioned new directions has no real supporters within the given state Dubravka Stojanovic, “Balkan History Workbooks – Consequences and Experiences”, 24 European Studies, 7 ( 2008 ) , pp . 157 - 162 ; Erik Sjöberg, “The Past in Peril : Greek History Textbook Controversy and the Macedonian Crisis”, Education Inquiry , 2, 1 ( 2011 ) , 93 - 107 . Tatyana Volodina, “Teaching History in Russia after the Collapse of the USSR”, The History 25 Teacher , 38, 2 ( 2005 ) , pp . 179 - 188 ; Karina Korostelina, “War of Textbooks : History Education in Russia and Ukraine”, Communist and Post - Communist Studies , 43 ( 2010 ) , pp . 129 – 137 ; Klymenko, Lina, “Narrating the Second World War : History Textbooks and Nation Building in Belarus, Russia, and Ukraine”, Journal of Educational Media, Memory, and Society 8,2 ( 2016 ) , pp . 36 - 57 ; Joseph Zajda, “Transforming Images of Nation - Building : Ideology and Nationalism in History School Textbooks in Putin’s Russia, 2001 - 2010 ,” in Guyver and Taylor ( eds . ) , History Wars and the Classroom, pp . 125 - 142 . Rob Siebörger, “Dealing with a Reign of Virtue : The Post - Apartheid South African School 26 History Curriculum”, in Guyver and Taylor ( eds . ) , History Wars and the Classroom , pp . 143 - 158 . Facal and Sáiz, “Spain : History Education and Nationalism Conflicts”, in Guyver ( ed . ) , 27 Teaching History and the Changing Nation State, pp . 201 - 215 .
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אדמוני, אריאל
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