This master's thesis analyses the representation of women in four officially approved Slovenian
history textbooks for the 9th grade and examines the attitudes and practices of eight history
teachers. Textbook analysis reveals five mechanisms of marginalisation: structural ghettoisation
into optional content, asymmetric representation, relational anonymisation, class bias, and
linguistic passivisation. Qualitative interview analysis shows that all participants recognise the
underrepresentation of women, though the interpretation of its cause is gendered: some male
teachers explain it through historical determinism, while female teachers treat it as an epistemic
shortcoming that they actively compensate for through extra-institutional resources and didactic
approaches. The andragogical analysis identifies a systemic discontinuity in teachers'
professional development regarding women's history. Based on these findings, the thesis
proposes the establishment of a curated didactic resource platform, targeted professional
workshops modelled on Holocaust pedagogy, and the integration of gender history into higher
education teacher training programmes.
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