This article explores history teaching in Albania, with particular emphasis on educational and methodological aspects of new history textbooks published after the liberalization of the school textbook market in 2008. National history textbooks serve as a basis for the assessment of changing educational principles and methodologies in history teaching in terms of five qualitative factors: educational aims, teaching techniques and methodologies, historical narratives, visual materials, and sources. The article thus assesses the degree to which textbooks fulfill their educational function and help to put learning theories into practice. The author also places the revision and reevaluation of national history textbooks in Albania in context by comparing them to the progress of Kosovo's recently established educational system.
This article examines the visual construction of the myth of the Albanian national leader in history textbooks. By applying visual social semiotics, it explores the function and usefulness of this myth during the critical years of Albania’s self-isolation from 1978 to 1990. Depicted in recurring episodes that were decisive for the existence of the national community, a capable leader emerges as its savior. His figure is perceived as a symbol of unity and as the only actor able to pave the way toward a bright future. This article argues that this myth served to legitimize power and secure social cohesion.