This paper investigates the intricacies of crafting historical narratives within secondary school textbooks in Afghanistan throughout the past century. Employing critical discourse analysis, the study scrutinizes five compelling examples illuminating the complex interplay between historiography, political ideologies, and artistic subjectivity in shaping students’ conception of national identity. The first case centers on the invention of fictional historical figures like Amir Kror that link Afghan lineage to powerful dynasties, but lack scholarly rigor and threaten social cohesion. Second, the analysis explores identity distortions woven into textbook images that portray figures like Genghis Khan with distinctly Afghan features, blurring historical accuracy. Third, it highlights methodological limitations and potential regional biases that cloud academic debates on the origins of dynasties like the Kartids. Fourth, the construction of demographic averages regarding ethnicity and religion without empirical basis raises concerns about perpetuating damaging stereotypes. Finally, the ubiquitous name “Afghanistan” itself reveals imbalanced emphases on particular eras, shaping modern conceptions of nationhood. Collectively, these five examples underscore the need for responsible scholarship and factual precision in history education to foster authentic engagement with Afghanistan’s rich and diverse heritage. As the curriculum shapes students’ notions of identity and selfhood, commitment to academic accountability and balanced historiography becomes essential to nurturing inclusive discourse and national cohesion.

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