imiМеждународная аналитикаJournal of International Analytics2587-84762541-9633MGIMO University10.46272/2587-8476-2023-14-2-133-147imi-485Research ArticleИССЛЕДОВАТЕЛЬСКИЕ СТАТЬИRESEARCH ARTICLESАнализ нарративов в школьных учебниках истории: взгляд из Восточной АфрикиNarratives in School History Textbooks: An East African PerspectiveШишкинаА. Р.ShishkinaA. R.

Шишкина Алиса Романовна, к.полит.н., ведущий научный сотрудник центра изучения стабильности и рисков НИУ ВШЭ; старший научный сотрудник Института Африки РАН

101000, Москва, ул. Мясницкая, 20

Alisa R. Shishkina, PhD (Polit. Sci.), Leading Research Fellow, Center for Risks and Stability Analysis, HSE University; Senior Research Fellow, Institute for African Studies, Russian Academy of Sciences

20, Myasnitskaya street, Moscow, 101000

ashishkina@hse.ruДандиТ.DundeT. O.

Данди Тедди, ассистент преподавателя

А/я 62157-00200, Найроби, Богани Ист Роуд, 20

Teddy O. Dunde, Adjunct Lecturer

20 Bogani East Road, Nairobi, P O Box 62157 – 00200

ИсаевЛ. М.IssaevL. M.

Исаев Леонид Маркович, к.полит.н, заместитель директора центра изучения стабильности и рисков НИУ ВШЭ; старший научный сотрудник Института Африки РАН

101000, Москва, ул. Мясницкая, 20

Leonid M. Issaev, PhD (Polit. Sci.), Vice Director, Center for Risks and Stability Analysis, HSE University; Senior Research Fellow, Institute for African Studies, Russian Academy of Sciences

20, Myasnitskaya street, Moscow, Russia, 101000

НИУ ВШЭ; Институт Африки РАНРоссияHSE University; Institute for African Studies, Russian Academy of SciencesRussian FederationКатолический университет Восточной АфрикиКенияCatholic University of Eastern AfricaKenya202304082023142133147Copyright © Шишкина А.Р., Данди Т.O., Исаев Л.М., 20232023Шишкина А.Р., Данди Т., Исаев Л.М.Shishkina A.R., Dunde T.O., Issaev L.M.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.interanalytics.org/jour/article/view/485

В данной статье проанализированы нарративы в школьных учебниках истории в странах Восточной Африки и их роль в процессах социально-политической дестабилизации. Исследование, таким образом, построено на анализе мультиперспективности, представляющей собой понимание истории с разных точек зрения, а также на обращении к нарративам школьных учебников истории. Авторы исходят из предпосылки о том, что колониальные системы сыграли важную роль в увековечивании конкретных исторических нарративов, и исторические нарративы в школьных учебниках истории в Восточной Африке сосредоточены на колониальных нарративах и нарративах групп большинства. Сначала мы исследуем историческую составляющую системы образования в трех восточноафриканских странах: Кении, Уганде и Танзании. В процессе мы идентифицируем мусульман как группу меньшинств в Восточной Африке, которая представлена в невыгодном свете в контексте школьной программы по истории. Они посещают государственные школы, находящиеся в ведении христианских организаций или правительств, а используемые учебники по истории ориентированы на светский подход к истории, несмотря на то, что ислам предшествовал христианству в Восточной Африке. Нами был проведен контент-анализ школьных учебников по светской истории и приведена качественная интерпретация полученных результатов. Анализ показал, что нарративы в школьных учебниках истории охватывают колониальный и постколониальный периоды без упоминания наследия ислама в Восточной Африке. Это говорит о предвзятом подходе к историческим нарративам, способным повлиять на социально-политическую стабильность в Восточной Африке. Но ожидается, что с пересмотром школьной программы по истории появится возможность использовать мультиперспективный подход к историческим нарративам.

This study conducts an in-depth analysis of the content in school history textbooks from East Africa, assessing the potential impact on socio-political stability in the region. Citing relevant research on multiperspectivity, the authors recognize the significant role power dynamics play in shaping historical narratives, suggesting that colonial structures and the dominance of majority groups continue to influence these dynamics. The paper provides a historical context by reviewing the educational systems in Kenya, Uganda, and Tanzania. It particularly notes the challenges faced by the Muslim minority group, who often study in public schools managed by Christian entities or the government. These institutions predominantly use secular history textbooks, potentially biasing the learning experience. The researchers employed content analysis to qualitatively evaluate the data in these textbooks. The results indicated a biased presentation of historical events, overemphasizing the colonial and post-colonial periods while underrepresenting the influence of Islam in East Africa. The authors argue that this selective approach to history education might intensify existing socio-political tensions in the region. They advocate for a more balanced and inclusive representation of historical events in educational materials to foster a more equitable learning environment.

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The authors declare that there are no conflicts of interest present.