Journal of Educational Media, Memory, and Society

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.

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.

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.

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.