Browse

You are looking at 91 - 100 of 189 items for :

  • Refine by Access: All content x
  • Refine by Content Type: All x
Clear All Modify Search
Restricted access

Kinderbibeln

zur Geschichte und zum Potenzial eines vergessenen Schulbuchs

Marcel Naas

Children’s Bibles: The History and Potential of a Forgotten Type of Textbook

Obwohl Kinderbibeln in Familie und Schule über Jahrhunderte eine wichtige Rolle spielten, fanden sie von Seiten der Historischen Bildungsforschung bisher wenig Beachtung. Ein Blick auf die Geschichte der Kinderbibeln im deutschsprachigen Raum und eine exemplarische Analyse von Schweizer Kinderbibeln, die zwischen 1800 und 1850 als Schulbücher verwendet wurden, zeigt allerdings, dass Kinderbibeln nicht nur theologisch oder religionspädagogisch, sondern auch bildungshistorisch gewinnbringend untersucht werden können, indem sich beispielsweise schulgeschichtliche Entwicklungen, konfessionelle Unterschiede oder auch Veränderungen des Kindbildes nachzeichnen lassen.

Restricted access

Arie Kizel

This article reviews an extensive study of Israeli secondary school general history curricula and textbooks since the establishment of the state in 1948 until the present day. By analyzing the way in which Germany is presented in various contexts, the findings of the study indicate that, while the textbooks reflect a shift from an early censorious attitude to a factual approach, the curriculum continues to present national Jewish Zionism as the metanarrative. In this context, Germany is framed as a victimizer.

Restricted access

Tetiana Shevchenko

This article deals with religious discourse in modern history school textbooks in Ukraine that cover early modern times in Ukrainian history. It analyzes the place of religious discourse within national discourse, the correlation between local Ukrainian religious and more general discourse, and the representation of the relationships between Christian churches. Further, it defines a methodological approach and assesses the accuracy of facts presented in textbooks as well as the interpretation of religious life, normative language, and denominational labeling. It demonstrates the discrepancy between the achievements of academic historiography and school history, including the isolated and exclusive nature of history discourse in Ukrainian schools today.

Restricted access

Muhammad Ayaz Naseem

This article examines the textual constitution of militarism and militaristic subjects in and by educational discourse in Pakistan. The article focuses on two subjects, namely social studies and Urdu, which are taught in the public school system of Pakistan. In order to examine the constitution of militaristic subjectivities, the author draws upon concepts of poststructuralist theory and critical discourse analysis. The author's main argument is that it is vital to first deconstruct the constructs of war from the minds of people in order for the constructs of peace to be instilled. There are many sites where such deconstruction needs to begin. One of the likely places for such an exercise is in textbooks, for these are sites in which war and violence are or can be constructed and instilled into the minds of future citizens. These are also natural sites for the construction of defenses of peace, for these spaces harbor agency to resist war and violence. This article examines textual and discursive data from Pakistan's educational discourse (mainly curricula and textbooks) to illustrate how war and militarism are constructed by these discourses via curricula and textbooks.

Restricted access

Shreya Ghosh

If nations are “imagined communities”, as many theorists like to define them, then they need an ideology to create a cohesive imagination. In modern times, the project of writing “history” has been an important instrument in the service of this ideological purpose of justifying and reproducing the modern nation-state as the predestined and legitimate container of collective consciousness. School textbooks, at least in South Asia, have long been among the most exploited media for the presentation of the history of the national collective. This essay is a study of school textbooks in Bangladesh. It looks at narrative representations of selected episodes from the past, both pre- and postindependence, in order to reflect on how they construct “history”. Through this work I endeavor to relate textual images to issues of community relations and identity by identifying and sharing the ways in which the audience for nationalist discourse is created, nurtured, and secured through symbolic means.

Restricted access

Living in Harmony?

“Casteism”, Communalism, and Regionalism in Indian Social Science Textbooks

Basabi Khan Banerjee and Georg Stöber

Three societal lines of conflict, “casteism”, communalism, and regionalism, are regarded as severe challenges in present-day India. This article discusses and compares differences between presentations of these lines of conflict in six textbook series for social sciences prepared by the Indian states of Maharashtra and Tamil Nadu, and by the National Council of Educational Research and Training (NCERT) in New Delhi. The variations in perspective, scope, and approach are related to changing educational approaches and to specific discourses of identity politics, which may be explained in terms of the impact of different positions adopted by states and the union towards the issues, and in terms of the discursive dominance of specific sociopolitical viewpoints.

Free access

Muhammad Ayaz Naseem and Georg Stöber

The concept of identity has evolved from an essentialist notion of a dominant group (which largely disregards the existence of plural identities or “patchwork identities” and their contextuality)2 into a notion that recognizes the discursive and fluid constitution of identities that are “constantly in the process of change and transformation.”3 Beyond academic debate about definitions, identity remains a relevant category in politics and society. Identity politics mobilize followers and supporters and may foster nation building. They are seldom unchallenged, for different discourses of identity often struggle for supremacy.

Restricted access

Where Are the Minorities?

The Elusiveness of Multiculturalism and Positive Recognition in Sri Lankan History Textbooks

Anne Gaul

This article analyzes the representation of Sri Lanka's communities in history textbooks that are currently in use. Even before the end of the war in 2009, the education system was recognized as an instrument with which the country's divided society could be rebuilt. The issues addressed in this article concern a period in which ambitious educational reforms are being implemented that envision textbooks as a tool for the creation of a new generation of citizens in a postwar society. It reveals that the general lack of recognition of minority communities, and the negative representations of the Tamil community in particular, that appear in these textbooks are not compatible with the proclaimed vision of a multicultural yet integrated society. Instead of fostering social cohesion, these textbooks may deepen ethnic divides and stereotypes, and therefore thwart reconciliation and long-term peace.

Restricted access

Christiane Hintermann, Christa Markom, Heidemarie Weinhäupl, and Sanda Üllen

This article examines how the topics of migration, cultural diversity, and discrimination are depicted in current Austrian school textbooks and how they are discussed and perceived by pupils of different age groups attending different types of schools. The discussion concentrates on three main issues: the representation of migration as problematic; the use, critical or otherwise, of specific terms; and whether the history of migration to and from Austria is represented and perceived as part of a common Austrian history. Alongside the findings of the textbook analysis, we show how the involvement of pupils in textbook and migration research can contribute to the production of scientific knowledge in this area.

Restricted access

Katalin Eszter Morgan

Since the 1990s researchers have explored the design features of instructional texts from a Vygotskian sociocultural perspective. This article draws on their work in order to formulate analytical questions. Selected examples from four South African eleventh grade history textbooks are analyzed in an attempt to understand how the application of design principles, or the lack thereof, affects the potential mediating function of the text for historical learning as a whole. The relationship between visual processing and analytical and affective thinking is introduced to the discussion. The article concludes by commenting on the sociocultural context of textbook production.