Memory, identity, and schooling: diverging and overlapping narratives about World War II and its outcomes at the schools with Russian as the language of instruction in Lithuania

This article discusses how different narratives and interpretations of the Second World War and its outcomes for the Baltic states are negotiated and managed at schools with Russian as the language of instruction in Lithuania. In particular, the article focuses on the ways public (official) and private (family) stories of history interrelate in the school sector and on the roles self-attributed by teachers in managing this public-private divide in teaching history. The empirical data are derived from qualitative fieldwork in schools with Russian as the language of instruction in multi-ethnic urban centers of Lithuania.