This paper examines the Romanian history curriculum through the lens of Recognition Theory to evaluate how national minorities, particularly the Hungarian community, are represented (or not represented). Using a critical discourse analysis approach, it explores the political, cultural, and historical factors that shape textbook narratives and curriculum design.

Based on personal experiences and academic research, this paper contends that Romania’s current curriculum promotes a singular national narrative, marginalising the histories and identities of minority groups. This lack of representation undermines students’ sense of belonging and self-worth, ultimately failing to meet the standards of inclusive, human rights-based education as outlined in SDG 4 and UNESCO frameworks.

By analysing content, policy, and reform efforts, this study contributes to ongoing discussions about curriculum inclusivity, recognition, and identity formation in post-communist educational contexts.

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