The Problem of Ontological Security and Representation of Kazakh Statehood in School History Textbooks

ABSTRACT This study investigates how Kazakh statehood is represented in secondary school history textbooks published between 2018 and 2021, with the aim of understanding how these narratives contribute to Kazakhstan's ontological security, particularly considering external challenges to its historical legitimacy. The research employs a mixed‐methods approach, combining qualitative content analysis of the textbooks with semistructured interviews conducted with subject matter experts and textbook authors. This methodological triangulation enables a nuanced examination of both textual representations and the intentions behind them. The findings indicate that the representation of Kazakh statehood in the textbooks serves to reinforce a narrative of historical continuity, emphasizing the long‐standing presence of statehood traditions on the territory of modern Kazakhstan. These narratives strategically address external claims that undermine the legitimacy of Kazakh statehood, thereby contributing to a stabilized national identity. By embedding affirming historical narratives into educational materials, the Kazakh state strengthens its ontological security. School textbooks function not merely as tools of education but also as instruments of statecraft that mitigate feelings of vulnerability and assert national legitimacy in response to external discursive threats.