National Identity and Ontological Security in School History Textbooks of Kazakhstan

This article examines how collective biographical narratives presented in Kazakhstan’s school history textbooks construct and reinforce the continuity of statehood, contributing to the country’s ontological security and maintenance of a stable national identity. History textbooks play a crucial role in shaping national consciousness by transmitting official interpretations of the past and establishing a symbolic link between different historic stages of state development. These narratives serve as an essential mechanism for fostering a sense of historical continuity and national legitimacy. By analyzing collective biographical narratives of statehood in textbooks, this study explores how historic events, figures, and concepts are employed to construct a coherent understanding of Kazakhstan’s development trajectory. Special attention is given to how these educational materials establish the legitimacy of Kazakhstan’s statehood, its resilience in the face of external challenges, and its role in consolidating national identity. The study also considers how these narratives position Kazakhstan within a broader regional and historical context, emphasizing its sovereignty and independent development. The research is based on a qualitative content analysis of history textbooks published between 2018 and 2021. This analysis identifies key strategies used in textbooks to represent Kazakhstan’s historical legacy and examines how these collective biographical narratives contribute to ontological security by reinforcing a stable and continuous self-image of the state. The findings demonstrate that historical narratives in textbooks serve as a critical tool for shaping public perceptions of statehood and national identity, ensuring a sense of stability and continuity in a rapidly changing geopolitical environment.