Search Results

You are looking at 51 - 58 of 58 items for :

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

Ander Delgado

euskera,” in Historia ilustrada del libro escolar en España: De la posguerra a la reforma educativa , ed. Agustín Escolano (Madrid: Fundación Germán Sánchez Ruipérez, 1998), 519–545, 522–523. 5 Idoia Fernández, Oroimenaren hitza. Ikastolen historia 1960

Restricted access

Kira Mahamud Angulo and Yovana Hernández Laina

,” in Historia ilustrada del libro escolar (2 vols), ed. Agustín Escolano Benito (Madrid: Fundación Germán Sánchez-Ruipérez, 1998), 19–47. 67 Amigo et al., Consultor , 15. 68 Rafael Abella, La vida cotidiana en España bajo el régimen de Franco

Restricted access

Isabel Rivero-Vilá

. For example, a Chinese shopkeeper, a German artist or an Afghan farmer all answered the same questions on universal themes (such as family, death, dreams, early memories, and hopes) on a single website. Choose a portrait, listen to the testimonials

Restricted access

“Who Wants to Be Sad Over and Over Again?”

Emotion Ideologies in Contemporary German Education about the Holocaust

Lisa Jenny Krieg

Based on an ethnographic field study in Cologne, this article discusses the connection between memory practices and emotion ideologies in Holocaust education, using Sara Ahmed’s concept of affective economies. Moral goals, political demands, and educators’ care for their students lead to tensions in the education process. Two case studies illustrate how educators and learners express different, often contradictory concepts of emotion. In these studies, emotions are selectively opposed to rationality. In some contexts, emotions are considered inferior to facts and obstacles to the learning process; in others, they are superior to facts because they can communicate moral messages reliably.

Full access


Nazism and the Holocaust in Indian History Textbooks

Basabi Khan Banerjee and Georg Stöber

Bengal, and the Arabian Sea. In Nazi ideology, “Aryan” was linked with the German word meaning “honor” ( Ehre ) in order to create the notion of a blond, pale-skinned, blue-eyed, and pure-blooded “Aryan race.” 5 Likewise, the swastika was an ancient

Full access

Esilda Luku

which the Holocaust took place in general terms as “Germany” or “Europe,” avoiding more specific terms such as “General Government,” “occupied territories,” or “satellite states.” 31 By contrast, when addressing the subject of concentration camps, the

Restricted access

Migration and Migrants between the Favorable and the Problematic

A Discourse Analysis of Secondary School Turkish History Textbooks from 1966 to 2018

Önder Cetin

and political parameters of a given society, its social and cultural preoccupations, its anxieties and trepidations.” 6 Recent works in the European context (including studies of textbooks in Austria, 7 France, 8 Germany, 9 and Sweden, 10 as well

Restricted access

From Temporary Migrants to National Inclusion?

The Journey from Finnish Labor Migrants to a National Minority, Visualized by Swedish Textbooks from 1954 to 2016

Lina Spjut

, indeed even to imprison them and, as in Germany during Nazism, to sterilize and exterminate people … Racism should be separated from xenophobia, which is expressed more in feelings of reluctance and sometimes hatred of people from other countries … An