Teaching history in a postwar social context—the case of the Croatian Danube region

This paper discusses the results of empirical research examining history teachers’ opinions on teaching recent history, and on the revocation of a moratorium on teaching former Yugoslavia’s recent history in Serbian minority schools in the Croatian Danube region. The research was conducted in 2003, involving a sample of 29 primary and secondary history teachers in both the majority and minority programmes in the two counties affected by the moratorium. The post‐war divide is evident from the differences in teachers’ opinions regarding the moratorium’s revocation and the presentation of minority history in history teaching. On a general level however, when the history of the Croats and Serbs was not discussed, most of the teachers advocated a liberal concept of history teaching.