Paper short abstract:

This examination of the Serbian education system, grounded in anthropology of policy and critical heritage studies, reveals a growing emphasis on strict national identity imposition, and explores the resulting heritage stakeholders’ exclusion in the context of nationalist populism.

Paper long abstract:

Despite a decade of efforts to guide Serbian education towards heightened tolerance, diminished nationalism, and reduced religious fundamentalism, while aligning with EU practices, the Serbian education system still serves as a platform that fosters national identity building and cultivates awareness of the historical specificity and uniqueness of the nation. We analyse on-going policy changes in Serbian education and outline the emergence of a framework that facilitates the imposition of a singular national identity within schools. It aims to instil a strong sense of belonging in pupils and students. In recent years, educational policies have become even more rigorous, delineating which identities and whose heritage do not belong to the proper Serbian heritage. This framework employs distinctive mechanisms and tools, including the establishment of novel public bodies, the formulation of official handbooks for educators, and the introduction of an innovative meta-textbook that surpasses conventional teaching plans and subject delineations. By integrating perspectives from the anthropology of policy, anthropology of education, and critical heritage studies, this research aims to address issues such as heritage appropriation, national identity imposition, and the position of minorities in post-conflict societies. The study places particular emphasis on delving into the examination of the integration of the dominant heritage discourse and national homogenization into the curriculum through heritage stakeholders’ exclusion.