By Benedek Marton Vasy
Published in National Identities, January 2026.
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Abstract

An analysis of ca.200 secondary school history textbooks regarding their portrayal of British rule in Ireland and the history of the Kingdom of Hungary show many similar nationally biased narratives. Textbooks used in England, Austria and Hungary share certain patterns of ‘oppressor’ narratives, while Irish, (Czech)Slovak and Romanian textbooks can be compared for their storytelling from an ‘oppressed’ perspective. Attachment to national foundational myths is common across all countries analysed. This article analyses examples for 16 different types of bias. It is also remarkable that specific events which do not fit into either narrative are sometimes mutually omitted. Textbooks from communities with shared heritage (e.g. Northern Ireland) can be more inclusive, indicating that collaboration can reduce national bias. Textbooks should include a healthy historic balance of contents, where the ‘other’, the historic neighbour, was not to blame, but ‘our side’ did something wrong, so that past conflicts are not perpetuated among young people. Readers’ comments surrounding news on Brexit and the recent rise of the far-right both in the UK and the EU indicate that this task remains relevant in twenty-first century Europe.