HIDDEN CURRICULUM IN THE PRIMARY SCHOOLS IN THE REPUBLIC OF MACEDONIA: CONTENT ANALYSIS OF THE HISTORY TEXTBOOKS

G. Stojanoska, D. Andonovska-Trajkovska, Z. Zhoglev

University "St. Kliment Ohridski"-Bitola (MACEDONIA)
Having in mind that hidden curriculum refers to unwritten and very often to unintended lessons and values, its presence in the history textbooks in the primary schools in the Republic of Macedonia can be a source of generating a prejudices, stereotypes and discriminatory behavior based on ethnic, religious and cultural differences. A research project based on a content analysis of the history textbooks, which are used in the primary education in the Republic of Macedonia, indicates that contents in these textbooks may be a fruitfully ground for developing this kind of negative-interaction models. It should be emphasized that the teacher is one of the two basic models that child is identified with, and the way of teacher’s interpretation of this contents is not irrelevant in this case. This analysis covers the history textbooks in three languages: Macedonian, Albanian and Turkish and it includes the visual and the textual contents.