An Analysis of the Representation of the Turks in History Curricula between 1879 and 1946

History curricula from 1879 to 1946 contributed to the growth of Orientalist discourse by grouping the content of the curricula into thematic sets related to representations of the Turks. In our analysis, we have grouped the content of the curricula into thematic sets related to representations of the Turks. The analysis of the curricula has been extended by adding the insights of contemporary historiography and anthropology, as we try to view the documents of a bygone era in the spirit of the knowledge of that time, while at the same time evaluating their content in accordance with the knowledge available to us today. The pedagogical ideas of Karl Ozvald are thus intertwined with the postcolonial studies of Edward Said in an attempt to show ways out of the Orientalist discourse. Leaving the Orientalist discourse would allow Slovenia and Europe today to better understand their own histories, the history of their neighbourhood, geopolitical possibilities, and where many prejudices and fears come from. In times of migration and globalisation, it is important to understand and transcend the views of the past and to seek ways of living together in the future, but not at the expense of one's own national identity.