What is it about?
How can future teachers help all learners feel included while learning about their country’s history and cultural heritage? This study explores how Ukrainian national identity narratives can be incorporated into teacher education and inclusive teaching practices. The authors present an educational project, “We Have Been Born Again in a Great Hour,” which uses the history, songs, literature, and cultural legacy of the Ukrainian Sich Riflemen to connect historical learning with inclusive education and national identity. The project involved future teachers, students with special educational needs, parents, and community members. The research identified gaps in participants’ knowledge of this historical period and its relevance to contemporary Ukraine. It also explored how Ukrainian Sign Language can better represent nationally significant historical and cultural concepts, helping deaf and hard-of-hearing learners access their heritage. The chapter argues that inclusive teacher education can bring together historical awareness, cultural identity, accessibility, and respect for diversity. It presents inclusion as both an educational practice and a way to strengthen belonging and community resilience.
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Why is it important?
Education shapes how people understand their history, culture, and place in society. In Ukraine, where national identity and cultural heritage have been affected by colonial policies and Russia’s ongoing war, ensuring access to this heritage is an important part of education and social inclusion. This study highlights that learners with disabilities should have equal opportunities to engage with national history and culture. That requires more than making educational materials available: teachers must also consider language, communication, and the accessibility of historical concepts. Ukrainian Sign Language is particularly important in ensuring that deaf and hard-of-hearing learners can participate meaningfully. The research also offers a practical perspective on teacher preparation. By combining historical narratives with inclusive activities, educators can encourage critical thinking, intergenerational understanding, cooperation, and a sense of belonging. These insights may be useful to teacher educators, schools, researchers, and policymakers seeking to connect inclusive education with cultural heritage, linguistic rights, and democratic participation in Ukraine and other societies facing historical or political challenges.
Perspectives
This research addresses an important question: how can we ensure that every learner has access not only to education, but also to the cultural and historical experiences that shape a sense of belonging? I believe that inclusive education and national identity should not be treated as opposing ideas. When approached critically and inclusively, the study of history and cultural heritage can help future teachers recognise diversity, challenge inherited stereotypes, and create learning environments in which every student can participate. I am particularly concerned with the linguistic and cultural accessibility of Ukrainian history for deaf and hard-of-hearing learners. Ukrainian Sign Language needs to be able to express the richness of the country’s historical experience, including concepts that have not yet been adequately represented. This is an educational issue, but it is also a question of linguistic rights and cultural recognition. I hope our research encourages teacher educators to explore new ways of connecting history, inclusive pedagogy, and cultural identity. Ultimately, every learner should have the opportunity to understand their heritage, contribute to their community, and take part in shaping Ukraine’s future.
Sergiy Sydoriv
Vasyl Stefanyk Carpathian National University
Read the Original
This page is a summary of: Applying National Identity Narratives in Training Inclusive Teachers, Journal of Vasyl Stefanyk Precarpathian National University, March 2025, Vasyl Stefanyk Precarpathian National University,
DOI: 10.15330/jpnu.12.1.119-134.
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