Her paper, “Decolonization, Desovietization, and State Building in Belarusian School Education during the Period of National Liberation (1990-1994/95): Experience, Rethinking, and (Un)Learned Lessons,” promises to be thought-provoking within the panel titled “Nation Building and Decolonization in School Education,” which will be held on September 29 from 1:15 to 3:00 p.m.
Dr. Alena Marková is an Assistant Professor of the Department of Historical Sciences of the Faculty of Humanities, Charles University (Czech Republic). Dr Marková is the associate editor of The Journal of Belarusian Studies (BRILL), and the principal investigator of numerous educational and research projects. Alena Marková is an expert of the Horizon Europe Programme Committee (Culture, Creativity and Inclusive Society configuration) of the Research and Innovation Department of the European Commission. Her latest publication is “The Path to a Soviet Nation. The Policy of Belarusization” (Paderborn: Brill Schöningh, 2021) and “A History of Belarus” (co-author) (Prague: NLN, 2021).
Dr. Alena Marková’s main research interests cover contemporary history of Eastern Europe and post-socialist transformation: processes of de-Sovietization, decolonization, and national emancipation of the 1990s in Belarus.
What inspired you to participate in the conference on decolonization in education and research in Belarus and Ukraine?
My inspiration was sparked by the fact, that this is a unique conference, the only of its kind. It combines different research platforms and tackles the acute issues of de-Sovietization, decolonization, and prospective reform of education. Besides that, the conference combines theoretical (panels) and practical (working groups) approaches. This is a unique platform for sharing opinions and experiences and creating new theoretical and practical knowledge to apply in the field of education.
What factors have contributed to the need for decolonization in the education and research sectors of Belarus and Ukraine?
The main factor that has contributed to the need for decolonization in the education and research sector is the ongoing transformation of the social, cultural, and (geo)political situation in the target region (Ukraine and Belarus). Therefore, there is an acute need to reformulate the concept of East and Central European area studies as well as to re-think a new concept of national history and education. There is a strong need to combine theoretical knowledge with its practical application, i.e. implementation of new patterns to school and university education.
What are the main challenges and obstacles faced when attempting to decolonize education and research in Belarus and Ukraine?
The situation in Belarus is very different from the situation in Ukraine: while the Ukrainian academia promotes academic freedom of research supported on the state level, the situation in Belarus is different. However, in both cases, we should challenge outdated pro-imperialistic patterns of academic research, especially in the field of history or area studies. Yet we need to support collaboration and cooperation within international European and American networks to share new patterns of knowledge and ideas.
What are the best practices, strategies, and practical steps that institutions can employ to push for decolonization efforts in their curricula and research agendas?
Collaboration and cooperation between different sectors (policy decision-making, education, and research) as well as creating a shared platform of common innovative ideas for their practical implementation.
How important is international collaboration in the decolonization of education and research in Belarus and Ukraine? Are there any successful collaborative projects?
International collaboration is of key importance for pushing all efforts for decolonization because it is about sharing and creating new knowledge, sharing the best cases, and improving examples of successful practices for all sides.
How can students and local communities be actively involved in the decolonization process?
Students can be successfully involved in decolonization processes by cultivating, promoting, and applying strong critical thinking.
What do you envision as the future of decolonization in education and research for Belarus and Ukraine?
Future education and research should overcome and finally step out of the highly limited shadow of the colonization pattern related to the inevitable feeling of national inferiority.
The next step is to create and implement our vision of national history and national education to promote them later on at the international level.
What advice would you give to educators, researchers, and policymakers looking to initiate or advance decolonization efforts in their institutions?
One should have a strong inner need to improve the current situation to help step out from the shadow of the former Soviet empire.
In conclusion, what message or key takeaway would you like to leave the conference attendees regarding the decolonization of education and research in Belarus and Ukraine?
The future vision of the new concept of national history, national identity as well and new education are shaped by us now.