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“Historical Falsification” as a Master Trope in the Official Discourse on History Education in Putin’s Russia

Julie Fedor

This article explores a key claim underpinning Russian official memory politics, namely, the notion that Russia’s past (and especially the role it played in the Second World War) is the object of a campaign of “historical falsification” aimed at, among other things, undermining Russian sovereignty, especially by distorting young people’s historical consciousness. Although “historical falsification” is an important keyword in the Kremlin’s discourse, it has received little scholarly attention. Via an analysis of official rhetoric and methodological literature aimed at history teachers, I investigate the ideological functions performed by the concept of “historical falsification.” I show how it serves to reinforce a conspiratorial vision of Russia as a nation under siege, while simultaneously justifying the drive toward greater state control over history education.

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“The Community is Everything, The Individual is Nothing”

The Second World War in Russian History Education

Dagmara Moskwa


This article reconstructs the historical narrative of the Second World War in Russian middle school textbooks published after the year 2000. The author shows how textbook narratives are linked with official Russian politics of history, which aim to “manage” the memory of the war and contribute toward the standardization of Russian history teaching. Additional empirical material from interviews conducted with middle school history teachers in Moscow shows how perceptions of the teaching community impinge on ways in which knowledge about the Second World War is imparted, revealing the extent to which Russian politics of history are socially ineffective.

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“Russia My History”

A Hi-Tech Version of an Old History Textbook

Olga Konkka

“Conceptual Framework of the New Methodological System for Russian History Teaching,” 20 both of which were adopted in 2014. As a result, the memory of the Second World War in Russia today is paradoxically both conflictual 21 and consensual. It is