Pristrasnost sećanja na rat u Hrvatskoj 1991-1995 godine: psihički procesi u građenju istorijskih narativa

Abstract

Međuetnički sukobi nemaju za posledicu isključivo ljudske žrtve i materijalna stradanja, već i trvenja oko razumevanja njegovih uzroka i učesnika. U ovim situacijama, uverenje da je „naše” tumačenje istorije pravo tumačenje se manifestuje kroz različite pokušaje nametanja verzije prošlosti koja odgovara interesima sopstvene grupe – prošlost sada postaje „arena” u kojoj se nacije sukobe na simboličkom planu. U našem istraživanju, hteli smo da proverimo koliko su ovi stavovi izraženi prilikom analize dva postkonfliktna društva – Srbije i Hrvatske, na temu skorašnje istorije sukoba tj. rata u Hrvatskoj 1991-1995 godine. Osnovni cilj ovog rada jeste bila analiza pokazatelja pristrasnosti u istorijskim narativima o skorašnjoj istoriji sukoba i proučavanje psihičkih faktora koji pojedinca motivišu da zastupa jednostrane predstave prošlosti. Sproveli smo tri studije različite opštosti. Prva studija je podrazumevala sistematski pregled literature o udžbeničkim pristrasnostima na prostoru Srbije i Hrvatske, kao i analizu sadržaja testova znanja i nastavnih planova i programa. Pokazali smo kako se obrazovno institucionalizovani narativi u ove dve države nalaze u krugu međusobnog opovrgavanja, kroz delegitimizaciju suparničke etničke grupe i naglasku na sopstvena stradanja. Druga studija je zamišljena kao komparacija srpskog i hrvatskog uzorka kroz sistematizaciju postojećih nalaza o remetilačkom uticaju pojedinih antagonističkih uverenja. Pružili smo model koji se adekvatno pokazao na oba etnička poduzorka i ukazali smo na najznačajnije psihičke faktore koji stoje u osnovi zastupanja jednostranih istorijskih narativa. Na kraju, treću studiju smo sproveli kako bismo pružili kauzalnu potvrdu za naš model. Podaci su dosledno potvrdili uticaj sržnih elemenata modela na stepen prihvatanja informacija koje su u skladu sa uvreženim (i pristrasnim) istorijskim narativom. Na kraju, posebnu pažnju smo posvetili implikacijama nalaza za postojeću literaturu, ograničenjima našeg istraživanja i smernicama za buduće studije.

Consequences of inter-ethnic conflicts are not constrained to human casualties and material suffering, but also include frictions regarding the understanding of its causes and participants. In these situations, the belief that "our" interpretation of history is the right interpretation manifests itself through various attempts to impose a version of the past that suits the interests of one's own group – the past becomes an "arena" in which nations clash on a symbolic level. In our research, we wanted to examine how much are these ideas present in our analysis of two post-conflict societies – Serbia and Croatia, regarding the recent conflict, i.e. war in Croatia (1991-1995). The main goal of this work was the analysis of indicators of bias in historical narratives about the recent history of the conflict and the study of psychological factors that motivate an individual to represent one-sided representations of the past. We conducted three studies of varying generality. The first study included a systematic review of the literature on textbook bias in Serbia and Croatia, as well as content analysis of graduation and entrance tests and curricula. We have shown how the educationally institutionalized narratives in these two countries are in a circle of mutual refutation, through the delegitimization of the rival ethnic group and the emphasis on in-group suffering. The second study was conceived as a comparison of the Serbian and Croatian samples through the systematization of existing findings regarding the disruptive influence of certain antagonistic beliefs. We provided a model that proved adequate for both ethnic sub-samples and we pointed out the most significant psychological factors underlying the level of acceptance of one-sided historical narratives. Finally, we conducted a third study to provide causal validation of our model. The data consistently confirmed the influence of the core model elements on the degree of acceptance of information that is consistent with the entrenched (and biased) historical narrative. Finally, we provided particular attention to the implications of the findings for the existing literature, limitations of our research and directions for future studies. Keywords: historical narratives, educational institutionalization of memories, moral exclusion, conflict ethos, FENCE