Journal of Educational Media, Memory, and Society

Editor: Eckhardt Fuchs, Leibniz Institute for Educational Media | Georg Eckert Institute

Subjects: Education, Media, Social Sciences

 Available on JSTOR

Published on behalf of the Leibniz Institute for Educational Media | Georg Eckert Institute

 Call for Papers 2024

Latest Issue Table of Contents

Volume 15 (2023): Issue 2 (Sep 2023)

Volume 16 / 2024, 2 issues per volume (spring, autumn)

Aims & Scope

Published on behalf of the Leibniz Institute for Educational Media | Georg Eckert Institute

The Journal of Educational Media, Memory and Society (JEMMS) explores the knowledge and understanding of past and present societies as constituted and conveyed via formal and informal educational media, within and beyond schools. Its focus is on various types of texts and images found in textbooks, museums, memorials, films and digital media. Of particular interest are conceptions of time and space, image formation, forms of representation, as well as the construction of meaning and identity (ethnic, national, regional, religious, institutional and gendered). The contents of educational media may also be examined in relation to their production and appropriation in institutional, sociocultural, political, economic and historical contexts. However, the journal is international and interdisciplinary and welcomes empirically based contributions from the humanities, social sciences, STEM subjects (science, technology, engineering and mathematics), as well as theoretical and methodological studies.


The Journal of Educational Media, Memory, and Society is indexed/abstracted in:

  • A Current Bibliography on African Affairs (Baywood)
  • Bibliometric Research Indicator List (BFI)
  • ERIC Digital Library (U.S. Department of Education)
  • European Reference Index for the Humanities and the Social Sciences (ERIH PLUS)
  • Historical Abstracts (EBSCO)
  • IBR – International Bibliography of Book Reviews of Scholarly Literature on the Humanities and Social Sciences (De Gruyter)
  • IBZ – International Bibliography of Periodical Literature in the Humanities and Social Sciences (De Gruyter)
  • MLA Directory of Periodicals
  • MLA International Bibliography
  • Norwegian Register for Scientific Journals, Series and Publishers
  • Periodicals Index Online (Chadwyck-Healey)
  • Scopus (Elsevier)

Editor: Eckhardt Fuchs, Leibniz Institute for Educational Media | Georg Eckert Institute, Germany

Managing Editor: Peter Carrier, Leibniz Institute for Educational Media | Georg Eckert Institute, Germany

Georg Eckert Institute Editorial Committee
Peter Carrier
Barbara Christophe
Eckhardt Fuchs
Kerstin Schwedes
All Editorial Committee members are affiliated with the GEI.

Advisory Board
Tim Allender,
University of Sydney, Australia
Aaron Benavot, State University of New York at Albany, USA
Eugenia Roldán Vera, Centro de Investigación y de Estudios Avanzados, Mexico City, Mexico
Sven Saaler, Sophia University, Tokyo, Japan
Gabriela Ossenbach Sauter, Universidad Nacional de Educación a Distancia, Madrid, Spain
Gad Yair, Hebrew University of Jerusalem, Israel



Manuscript Submission

Please review the submission and style guidelines carefully before submitting.

All submitted articles should be original works and not concurrently under consideration by any other publication. Contributors who do not write primarily in English should have their work reviewed by a native English speaker before submitting material.

Articles should be sent in either Microsoft Word or Rich Text File (rtf) format as e-mail attachments to the editors at

The Journal does not accept unsolicited books for review.

The journal’s peer review policy ensures that all articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymised refereeing by at least two anonymous peer reviewers. Thematic issue introductions are published in thematic issues, and go through internal review by the editorial committee.

View Guest Editor Guidelines here.

If you have further questions please refer to the Berghahn Info for Authors page for general information and guidelines including topics such as article usage and permissions for Berghahn journal article authors.

Publication Ethics Statement

Authors published in Journal of Educational Media, Memory, and Society (JEMMS) certify that their works are original and their own. The editors certify that all materials, with the possible exception of editorial introductions and some types of commentary, have been subjected to double-blind peer review by qualified scholars in the field.The editors certify that all materials, with the possible exception of editorial introductions, book reviews, and some types of commentary, have been subjected to double-blind peer review by qualified scholars in the field. While the publishers and the editorial board make every effort to see that no inaccurate or misleading data, opinions, or statements appear in this journal, they wish to make it clear that the data and opinions appearing in the articles herein are the sole responsibility of the contributor concerned. For a more detailed explanation concerning these qualifications and responsibilities, please see the complete JEMMS publication ethics statement.

Annual Subscriptions

Volume 16/2024, 2 issues p.a. (spring, autumn)
ISSN 2041-6938 (Print) • ISSN 2041-6946 (Online)
(rates include handling & surface postage)
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Open Access, Print and Archive Pricing

The Journal of Educational Media, Memory and Society is open access starting with Volume 15. Please contact Berghahn for print-only subscriptions and archive pricing.

Please direct all inquiries regarding subscriptions to

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The Journal of Educational Media, Memory and Society has been published as an Open Access ( journal since 2023. Thanks to the generous support of the Leibniz Institute for Educational Media / Georg Eckert Institute (, there are no submission or article processing charges (APCs) for articles published under this arrangement, resulting in no direct charges to authors.

Textbooks and Beyond

Educational Media in Context(s) Simone Lässig


This article provides an introduction to the aims, methods, and interdisciplinary approach of this new journal, elucidating the traditions of international textbook research and the function of educational media as illuminating sources for various academic disciplines. Textbooks and curricula in particular, which are not only state-approved but also of a highly condensed and selective nature, are obliged to reduce the complexities of the past, present, and future onto a limited number of pages. Particularly in the humanities, which often deal with concepts of identity and portrayals that may be more open to interpretation, textbooks can become the subjects of controversial debate, especially in relation to societal shifts such as globalization and immigration. In this regard, this journal intends to illuminate the situations in which educational media evolve, including their social, cultural, political, and educational contexts. The emergence of new, particularly digital, educational media marks new modes of knowledge production. The Journal of Educational Media, Memory, and Society (JEMMS) invites analyses that reach beyond the printed page and even beyond the institution of the school itself.

Imagining the Textbook

Textbooks as Discourse and Genre

This article examines textbooks, especially history textbooks, seeking to contribute to an emerging body of scholarship that endeavors to understand the nature, specific properties, and characteristics of this medium. Using systemic functional linguistics and a context-based perspective of language as its theoretical point of departure, it argues for a dual imagining of the textbook as discourse and genre. In imagining the textbook, the article calls for a rethinking of comparative textbook research in the future, based on a novel cluster of conceptual priorities deriving from postmodern thought.

New Trends in History Textbook Research

Issues and Methodologies toward a School Historiography

This article traces the developments within history textbook research as presented at the 2009 conference of the International Society for History Didactics (ISHD), held in cooperation with the Georg Eckert Institute for International Textbook Research in Braunschweig, Germany. The article claims that significant developments reveal school historiography to be a challenged area for history didactics. Key concepts and theoretical frames require further discussion in order to develop history didactics not only as an area for social and political responsibilities but also as a theoretical discipline.


This article reconstructs the evolution of the representation of Italian colonialism in history textbooks for upper secondary schools from the Fascist era to the present day. Textbook analysis is conducted here in parallel with the development of Italian historiography, with special attention being paid to the myth of the "good Italian", incapable of war crimes and violence against civilians, that has been cherished by Italian public opinion for a long time. Italian historians have thoroughly reconstructed the crimes perpetrated by the Italian army both in the colonies and in Yugoslavia and Greece during the Second World War, and this issue has slowly entered history textbooks.

The Inner Conflict

How Palestinian Students in Israel React to the Dual Narrative Approach Concerning the Events of 1948


This article addresses the Dual Narrative Approach (DNA) as applied to a sample group of Palestinian students in Israel. This approach is implemented in the dual narrative textbook developed by the Peace Research Institute in the Middle East (PRIME). The textbook was originally developed for history teaching in both the state of Israel and the Palestinian National Authority. The particular situation of Palestinians living in Israel raises an important question of the implementation of this approach in Palestinian-Israeli schools. This sample group is particularly interesting as within the State of Israel only the Jewish-Israeli historical narrative is officially taught in schools, even in the Arab-Palestinian schools. For many of the students tested in this study, this textbook was their first exposure to their own narrative. This article is an empirical study that uses the "mixed methods approach," investigating the students' reactions to the dual narrative textbook with specific regard to the narrative of the events of 1948, one of the most contentious periods for these two nations.