History education and ethno-nationalism(s) in post-conflict Macedonia (2001-2014

The Ohrid Framework Agreement (OFA) which ended the armed conflict in Macedonia (2001) has provided new directions for the inter-ethnic relations and politics in the country. In that sense, it indirectly created the basis for a new way of producing curricula and textbooks for history education. An interesting phenomenon occurs ever since, in which ethnically inclusive teams of authors produce ethnically exclusive narratives in the same textbook(s). An image is produced in which Macedonians and Albanians did not really coexisted side by side, and shared experiences, shared culture, shared territory, have been largely omitted. The issue was discussed rarely and avoided the major wave of textbook revision in the period 2011-2012. Since the problem mentioned above has already been well-described and analyzed in 2008 and 2011, my aim is to try to bring the discussion on another, more theoretical, level. Can the sociology of knowledge or curriculum studies provide us with a different or deeper understanding of the problem? Can Foucault's notion of power or Bourdieu's notion of social capital help us in this case? Experts' opinions vary from quite pessimistic to quite optimistic.