Since 1991, the absence of the concept of a Ukrainian nation and national identity has led to a controversial, often ambivalent process of identity formation. The aim of this paper is to analyze and map the widely shared concepts about national identity that exist in Ukrainian society after 20 years of independence. Analysis of 43 interviews with Ukrainian political and intellectual elites reveals five different shared narratives: (1) dual identity; (2) being pro-Soviet; (3) a fight for Ukrainian identity; (4) a recognition of Ukrainian identity; and (5) a multicultural-civic concept. Each narrative is characterized by three main features: a coherent structure with strong internal logic and justification of its legitimacy; connection to a specific conception of power and morality; and an opposition to other narratives. All these features lead to the perception of society as a zero-sum game where one narrative must prevail over all others. At the same time, all these features ensure that there can be neither an overwhelming victory of one narrative over others nor a satisfying compromise between them. The results shed light on the complex process of narrative construction of identity and power in newly independent states.

State-controlled history education is used as a major tool in the development and strengthening of national identity, especially in newly independent states undergoing nation-building processes. The analysis of history education in Ukraine shows how it is employed to establish and transform modes and forms of national identity and to influences the formation of borders between nations. The research reveals that history education in Ukraine emphasises the idea of victimhood as the core of national identity and posits Russia as an oppressive and aggressive enemy. This article provides a basis for an early warning and resolution of identity-based conflicts.

The purpose of this article is to build a systemic theory of insult based on insights from social identity theory and theories of power. Six types of insult are described: identity, projection, divergence, relative, power, and legitimacy, and the differences among them analyzed. The processes that constitute the dynamics of insult are considered. Following this theoretical analysis, the case of insults connected with the actions of the rock group Pussy Riot in Russia are interpreted in terms of various types of insults. The article concludes with suggestions for applications of the proposed theoretical concepts to the analysis of complex conflict dynamics.

Native American reservations are faced with a growing need for High‐speed Internet and broadband access but face a variety of barriers to broadband infrastructure deployment. This paper discusses the difficulties tribal nations have faced in developing their education, economy, and access to healthcare and public safety due to the roadblocks in building this infrastructure within their tribes. Using case studies and interviews from over 30 Native American tribes, we reveal the shift of responsibility from federal institutions to Native American communities, stressing a tendency to downplay structural factors of exclusion and inequality affecting tribes' resilience practices. Our article advances the understanding of external and internal factors of roadblocks that Native American tribes have not yet been able to overcome, stemming from limitations of support by state and government institutions, limited capacities and knowledge among tribal members, and complex terrain that also has a sacred value to tribes. Results indicate that resilient communities can produce and sustain practices to overcome internal obstacles, during which resilience practices continue expanding the community's capacity to develop its digital systems and leadership.

This paper scrutinizes history narratives as a practice of a specific kind of nation-building and analyzes the role of history teachers in this process. Based on 60 semi-structural interviews with history teachers in Ukraine, this paper analyzes three major national narratives used by history teachers to produce specific meaning of social identity among school pupils. This paper shows how history teachers reproduce national identity in their classrooms by altering the teaching program and textbook narratives and by promoting their vision of a nation, rights of specific groups to participate in nation-building process and defining enemies and allies.

Why do civilians suffer most during times of violent conflict? Why are civilian fatalities as much as eight times higher, calculated globally for current conflicts, than military fatalities? In Why They Die , Daniel Rothbart and Karina V. Korostelina address these questions through a systematic...