Dr Iryna Fox, an experienced academic in early years education and linguistics, recently presented her research at the XI World Congress of the International Council for Central and East European Studies (ICCEES), held at University College London.
Her session, co-presented with Dr Iryna Kovalchuk from Kyiv, explored the profound impact of the Russo-Ukrainian war on childhood and education, focusing on how patriotic education is reshaping national and political identities among children.
The presentation, titled Reshaping National and Political Identities of Children: Patriotic Education During Russo-Ukrainian War, examined how both Ukrainian and Russian governments are using education as a tool for political socialisation.
The research focused particularly on children under the age of eight, analysing how curricular materials are being used not only for learning but also to instil patriotism and national loyalty during a time of conflict.
Drawing on ontological security theory, Dr Fox and Dr Kovalchuk conducted a comparative text-based analysis of policy documents and teaching resources from both countries.
Their interdisciplinary approach integrated linguistics, childhood studies, education, and international relations to reveal how political agendas shape the narratives taught in schools.
Despite differing educational structures with Ukraine adopting a less formal, values-based approach and Russia implementing a more rigid, state-driven curriculum both nations have issued guidance for teachers aimed at fostering patriotism from early childhood through adolescence.
A central theme of the presentation was the paradox of childhood in wartime: the simultaneous desire to protect children from trauma and the drive to engage them as political actors aligned with national ideologies.
The researchers found that Ukraine’s educational narrative emphasises unprovoked aggression, while Russia’s strategy tends to avoid acknowledging its role in the conflict. Nevertheless, both countries seek to mobilise children’s support for their respective national causes, reflecting broader efforts to reconstruct the meaning of childhood in turbulent times.
Dr Fox’s personal connection to Ukraine added a poignant layer to the analysis, while Dr Kovalchuk’s dual perspective as an academic and refugee enriched the discussion with lived experience.
Their work contributes significantly to the ongoing conversation about the politicisation of education, particularly in contexts where national identity and security dominate political discourse.
This research not only advances academic understanding of how adults construct the role of children during war but also raises critical questions about the ethical implications of involving the youngest members of society in state-driven narratives.
It underscores the importance of examining educational practices through a geopolitical lens, especially in regions affected by conflict.
Dr Fox’s presentation at UCL exemplifies the kind of thought leadership and scholarly engagement that Portobello Institute champions - bringing global insights into how education intersects with politics, identity, and childhood development.
