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The article analyzes unfoldings and enactments of narratives on a politicallydivisive past in educational spaces of two multi-ethnic settings – theRepublic of Tatarstan and Bosnia and Herzegovina. We explore how thecontested past is represented within official school curricula and how itunfolds in concrete school settings. In each case we have a historic eventthat is a politically divisive and contentious issue. Though one of thesehistorical events lies far back in history (1552) and the other is morerecent (1992–1995), in both cases the contested past is being silenced in the official history curricula. The paper is guided by the following question:in what ways does a past that is muted within a history curriculumcontinue to speak and structure the relationships of the school present? Inorder to answer this question, we situate our work within the literature onethnographies of education, as well as the relatively new but burgeoningfield of inquiry on emotional geographies and anthropologies of education.Drawing on ethnographic fieldwork in these two settings, we argue that thenarratives on the violent past form and divide national communities not onlythrough divergent views and interpretations of the historic event by thegroups involved but also through strong emotional attachments to thesenarratives. We conclude by calling for a sustained engagement with emotionsin educational settings as sites of embodiment that work to negotiate andactively rework top-down educational narratives, especially when consideringthe processes of identity-building through school spaces

Enacting the contested past: conflict narratives in educational spaces