Acta Historica Universitatis Klaipedensis

The debate on gastronomic culture and identity, the national heritage, national products and gastronomic nationalism, is one of the most active and popular in the contemporary public discourse. The increased importance of different identities in contemporary networked society drives the popularity of these topics. As a form of the intangible heritage, gastronomic culture is an evolving system that easily links past and present societies. In this way, the gastronomic heritage and the history of gastronomy are easily transferred to contemporary culture, and become the basis for various identities. Given that the intangible heritage operates in society through tangible representations, and that in gastronomic culture one of the most visible representations is dishes, this study analyses the communication of one of them, šaltibarščiai (cold soup), on the social network Facebook. The study aims to determine how the representation of a specific intangible element of the heritage is used to construct the Lithuanian national identity. The research has identified the most important topics of discussion, the discourses involved, and elements of the reality that are important for constructing the national identity and their interrelationships.

The foundation of the Republic of Latvia in 1918 changed significantly ethnic relationships in the country. Ethnic Latvians became not only the numerical but also the political and cultural majority, and thereby the concept and status of ethnic minorities were created. This article examines the visibility of ethnic minorities in the newly established state, focusing on the case of the Archives of Latvian Folklore, founded in 1924, as one of the core institutions that strengthened national cultural values. The ‘folklore of other ethnicities’ category was introduced and discussed at the archive during the first years of its existence. Volunteer folklore collectors played an active role in the discussions, revealing the bottom-up aspects of the implementation of the archive’s policy. However, rather than pointing to the ethnic affiliation of the involved people, the archival records reflect more often the blurred linguistic boundaries in Latvian society.

Estonia was a post-imperial country where the question of how to develop a citizen loyal to the new nation-state arose after the First World War. Seen by some as being composed of the ‘best part of the Estonian nation’, the army was considered to be a good tool for the effective training of citizens. In order to fulfil the idea of the army as a ‘school of nation’, the crucial issues were the creation of its own military traditions, language policy, and the education of personnel. The leadership of the army tried to eliminate the influence of the former Imperial Russian army, invented new military traditions in the national spirit, and actively cultivated nationalist ideas. The article analyses the education of Estonian military personnel in this regard, discussing how nationalism, language policy, cultural training and history lessons helped to embody the vision of the army as the school of nation.

Between 1848 and 1871, German identity gained importance in East Prussia. The basis for the nationalization was the increased opportunities for communication in smaller cities and even villages in Prussian Lithuania provided by the newly founded associations. Additionally, the press developed into the most important medium allowing the adoption of national sentiments on a level wider than the local areas. A national movement encompassing all political camps did not appear on the German side. Only liberals and democrats supported the German national state. The conservatives remained distanced to the German nation state as they primarily identified themselves with Prussian patriotism.

The article discusses the politicization of language, ethnicity and nationality issues in a border region between Estonia and Russia. The region’s recent past as part of the Soviet Union has a strong bearing on local peoples’ attitudes towards languages and language users in the neighbouring country and among the minorities. Russian-Estonian relations on all levels continue to be affected by the language situation of the former Soviet Union: the dominant status of Russian and the threatened position of Estonian. I discuss the debate around the altered status of the Estonian-language school located in the Russian Pskov region which borders with Estonia. This border region is interesting because of a very long-term co-existence and common history of both Estonian-speaking and Russian-speaking populations. The transformation of the Estonian school in Pechory from a minority language school into a foreign language school can be understood on one hand as a straight-forward response to pressures from declining numbers of pupils that schools in peripheral rural areas are facing everywhere. On the other hand, the case of this particular school can also be seen as an example of the increasing politicization and political use of language and ethnic issues in the Russian Federation.