Authors

Discussion

This study examines the role of the "One Nation, Two States" sentiment in Azerbaijani nation-building, focusing on the element of Turkism within the Azerbaijani national identity. With Turkey's growing influence in the Caucasus, particularly following its steadfast support for Azerbaijan during the 44-day Karabakh War in 2020, the bond between the two nations has considerably strengthened. The study compares the ideological components of Azerbaijanism, the official national doctrine of Azerbaijan, and Turkism within the narratives and practices of national identity in Azerbaijan. To achieve this, the study analyzes nationhood narratives as presented in school textbooks, public statements, and public celebrations such as holidays, graduation ceremonies, and weddings. Due to being free, and compulsory for every citizen, the education system is the most ubiquitous medium to advocate the national identity narratives for generations. Therefore, educational nationhood narratives and practices are the primary sources for this research with other abovementioned sources acting as complementary sources.

During the early years of independence, particularly under the presidency of Abulfaz Elchibey in 1992, ethno-nationalist ideologies dominated. These initiatives marked the initial steps toward defining the attributes and historical milestones of the nation, with an emphasis on ethno-nationalism, Turkism, and a return to Turkic roots. However, following Elchibey’s overthrow, Heydar Aliyev’s administration shifted the focus towards a civic and secular national identity, while maintaining some continuity with the policies of the previous government. Aliyev is credited with formulating "Azerbaijanism," a new doctrine that presented a distinct national identity, diverging from the earlier Turkic-oriented approach.

Meanwhile, this study argues that the narratives are returning to the ethnic approach and Turkism has resumed to prevail in the last decade especially after the 44-day war. Therefore, it investigates the nationhood narratives shaping Azerbaijani identity as institutionalized and disseminated through the educational system by focusing on three distinct periods: 1991–2009, 2009-2020 following the introduction of new state curricula, and post-2020 era following the 44-day war. Primary sources include history and primary education textbooks used before and after the curriculum reform together with statements from public personas, presidential discourse, and special celebrations. The primary methodology employed is critical discourse analysis coupled with observations through field trips.