Communist Propaganda at School is based on an analysis of reading primers from the Soviet bloc and recreates the world as presented to the youngest schoolchildren who started their education between 1949 and 1989 across the nine Eastern European countries. The author argues that those first textbooks, from their first to last pages, were heavily laden with communist propaganda, and that they share similar concepts, techniques and even contents, even if some national specificities can be observed. This volume reconstructs the image of the world presented to schoolchildren in the first books they were required to read in their school life, and argues that the image was charged with communist propaganda. The book is based on the analysis of over sixty reading primers from nine countries of the Soviet bloc: Albania, Bulgaria, Czechoslovakia, the German Democratic Republic, Hungary, Poland, Romania, the Soviet Union and Yugoslavia from the period. Written with simplicity and straightforwardness, this book will be a valuable resource, not only to international academics dealing with the issues of propaganda, censorship, education, childhood and everyday life under communism in Eastern and Central Europe, but can also academics dealing with education under communism or with the content of primary education. It also brings educational experiences of the Soviet bloc to international researchers, in particular to researchers of education under totalitarian and authoritarian regimes.

This volume presents various aspects of public history practices in Poland, alongside their historical development and theoretical reflections on public history. Despite a long tradition and variety of forms of public history, the very term "public history", or literally speaking "history in the public sphere", has been in use in Poland only since the 2010s. This edited collection contains chapters that focus on numerous practices and media forms in public history including historical memory, heritage tourism, historical re-enactments, memes and graphic novels, films, archives, archaeology and oral history. As such, the volume brings together the Polish experiences to wider international audiences and shares Polish controversies related to public history within the academic discourse, beyond media news and politically engaged commentaries. Furthermore, it sheds crucial light on the developments of collective memory, historical and political debates, the history of Poland and East-Central Europe, and the politics of post-World War Two and post-communist societies. Authored by a team of academic historians and practitioners from the field, Public History in Poland is the perfect resource for students from a variety of disciplines including Public History, Heritage, Museum Studies, Anthropology, and Archaeology.

An international range of chapters focuses on the role of public in public history, ironically not often looked at in public history texts which focus more on the history element, thus giving the reader a real insight int what public in public history means in all its diversity Public history is widely taught around the globe, often as the pathway to impact and vocational aspects of history, so a book looking at what public means in the subject goes to the very core of the subject and allows students to think more deeply about the subject. Most books on public history focus on the history bit, this takes a deep and international look at what the public means allowing readers a different perspective.

An international range of chapters focuses on the role of public in public history, ironically not often looked at in public history texts which focus more on the history element, thus giving the reader a real insight int what public in public history means in all its diversity Public history is widely taught around the globe, often as the pathway to impact and vocational aspects of history, so a book looking at what public means in the subject goes to the very core of the subject and allows students to think more deeply about the subject. Most books on public history focus on the history bit, this takes a deep and international look at what the public means allowing readers a different perspective.

Communist Propaganda at School is based on an analysis of reading primers from the Soviet bloc and recreates the world as presented to the youngest schoolchildren who started their education between 1949 and 1989 across the nine Eastern European countries. The author argues that those first textbooks, from their first to last pages, were heavily laden with communist propaganda, and that they share similar concepts, techniques and even contents, even if some national specificities can be observed. This volume reconstructs the image of the world presented to schoolchildren in the first books they were required to read in their school life, and argues that the image was charged with communist propaganda. The book is based on the analysis of over sixty reading primers from nine countries of the Soviet bloc: Albania, Bulgaria, Czechoslovakia, the German Democratic Republic, Hungary, Poland, Romania, the Soviet Union and Yugoslavia from the period. Written with simplicity and straightforwardness, this book will be a valuable resource, not only to international academics dealing with the issues of propaganda, censorship, education, childhood and everyday life under communism in Eastern and Central Europe, but can also academics dealing with education under communism or with the content of primary education. It also brings educational experiences of the Soviet bloc to international researchers, in particular to researchers of education under totalitarian and authoritarian regimes.

Textbooks as Propaganda analyses post-Second World War Polish school textbooks to show that Communist indoctrination started right from the first grade. This indoctrination intensified as students grew older, but its general themes and major ideas were consistent regardless of the age of the readers and the discipline covered. These textbooks promoted the new, post-war Poland’s boundaries, its alliance and friendship with the Soviet Union, and communist ideology and its implementation within the countries of the Soviet bloc. Through a thorough analysis of nearly a thousand archival textbooks, Joanna Wojdon explores the ways in which propaganda was incorporated into each school subject, including mathematics, science, physics, chemistry, biology, geography, history, Polish language instruction, foreign language instruction, art education, music, civic education, defense training, physical education and practical technical training. Wojdon also traces the extent of the propaganda, examining its rise and eventual decrease in textbooks as the totalitarian state began its decline. Positioning school textbooks and textbook propaganda in the broader context of a changing political system, posing questions about the effectiveness of the regime’s educational policies and discussing recent research into political influences on school education, this book will appeal to anyone interested in the history of communist-era propaganda.

Textbooks as Propaganda analyses post-Second World War Polish school textbooks to show that Communist indoctrination started right from the first grade. This indoctrination intensified as students grew older, but its general themes and major ideas were consistent regardless of the age of the readers and the discipline covered. These textbooks promoted the new, post-war Poland's boundaries, its alliance and friendship with the Soviet Union, and communist ideology and its implementation within the countries of the Soviet bloc. Through a thorough analysis of nearly a thousand archival textbooks, Joanna Wojdon explores the ways in which propaganda was incorporated into each school subject, including mathematics, science, physics, chemistry, biology, geography, history, Polish language instruction, foreign language instruction, art education, music, civic education, defense training, physical education and practical technical training. Wojdon also traces the extent of the propaganda, examining its rise and eventual decrease in textbooks as the totalitarian state began its decline. Positioning school textbooks and textbook propaganda in the broader context of a changing political system, posing questions about the effectiveness of the regime's educational policies and discussing recent research into political influences on school education, this book will appeal to anyone interested in the history of communist-era propaganda.