Abstract
The study deals with the comparative analysis of the secondary school history textbooks of the V4 countries from the perspective of teaching about the genocides of the 20th century. In the beginning of our work, we introduce the research sample of genocides and discuss the issue of textbooks itself. Thereafter, we characterize the content analysis as one of the fundamental aspects of our work and present the examined textbook sample. Every examined genocide is elaborated separately focusing mainly on the specific elements of each textbook. Regarding the Holocaust and its complexity, we primarily focus on the content-unique aspects embodied in the history textbooks of the V4 countries which represent their individual, life-sustaining experience with this issue.
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