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This paper explores the politics of divided schools in post-conflict Vukovar, focusing on the ethnically segregated Nikola Tesla Technical High School in Borovo Naselje. It examines how teachers' pedagogical practices, especially in history and anti-fascist commemorations, serve both to protect minority cultural identities and reinforce nationalist ideologies. The paper argues that while minority language education preserves ethnic identity, it simultaneously perpetuates division and shapes student subjectivities within a context of entrenched ethnonationalism.