Sofya GAVRILOVA1; 1 Leibniz Institute for Regional Geography, Germany
Discussion
This paper explores the strategies of reimagining the former Soviet space within the context of geographical education in Georgia and Estonia. By closely examining contemporary textbooks from these countries, the research investigates how the former Soviet space is portrayed in educational materials and whether the processes of decolonization and de- Sovietization have influenced the production of geographical knowledge.
Employing a post-Soviet, post-colonial framework, this study aims to determine if and how the narratives surrounding the homeland and the Other—namely Russia and the former Soviet Union—have evolved since the Soviet Unions dissolution. The analysis focuses on the ways in which these educational resources reflect broader societal and political shifts, offering a lens through which to view the reconfiguration of regional identities and geopolitical imaginaries.
In Georgia and Estonia, the historical and political contexts have significantly shaped the narratives found in geographical textbooks. The study reveals the extent to which these countries have moved away from Soviet-era representations and how they now construct their national and regional identities in opposition to, or in relation to, their Soviet past and Russias present influence. By comparing the content and themes of textbooks from both countries, the paper highlights the differing approaches and strategies in dealing with the legacy of Soviet rule. The findings underscore the importance of educational materials in shaping young minds and the ongoing impact of historical narratives on contemporary geopolitical perceptions. Ultimately, this research contributes to a deeper understanding of the evolving post-Soviet space and the continuing reimagining of relationships within it.
