Consensus and divergence concerning history teaching in Bosnia and Herzegovina: Interviews with history teachers

There currently exists limited research adopting a qualitative approach to investigate the practice of history teaching in Bosnia and Herzegovina across all three educational programs (i.e. Croatian, Serbian, and Bosniak). The aims of this study are twofold: (1) to identify common perspectives across groups, and (2) to compare pattern-based differences between groups concerning the challenges associated with history teaching in all three ethnic groups. The theoretical framework is grounded in Social Identity Theory, which explores how social categorization leads to the formation of ingroups and outgroups, stereotyping, and broader societal division. The data consist of 21 individual interviews with high school history teachers. The analysis reveals three main themes: (1) common issues and perspectives across groups, (2) differences between groups, and (3) intrapersonal inconsistencies and contradictions. The overall pattern emerging from the interviews portrays teachers as professionally competent individuals who are aware of the challenges concerning the transmission and interpretation of history but are not contributing to their escalation. The teachers in the study also exhibit resignation, acceptance of the current ethnically based education, limited critical reflection, and minimal pedagogical risk-taking. The results are discussed in the context of the choice between ethnic democracy and a shared cooperative future.