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Verena Stürmer

The ban on almost all previously approved textbooks in occupied Germany in 1945 brought about a turning point in the history of reading primers in this country. This article examines the requirements that textbooks had to fulfill in order to be approved by the authorities of the various occupation zones. In spite of differing sociopolitical and pedagogical attitudes and conditions, reading primersin all occupied zones shared the theme of children’s play and harmonious everyday life. However, a comparative analysis of the primers reveals significant differences that cannot be explained exclusively as a consequence of influence exerted by occupying powers. Rather, these differences resulted from the context in which each primer appeared.

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Remembering the Second World War in Post-Soviet Educational Media

Barbara Christophe

–Ribbentrop Pact in 2019, the seventy-fifth anniversary of the Second World War victory in 2020, and the eightieth anniversary of the German invasion of the USSR in 2021. Moreover, they investigate the commemoration of historical events which clearly gained in

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Tom Verschaffel and Kaat Wils

The political use and instrumentalization of history is a central theme within the historiography of history education. Neither history nor education is a politically neutral domain; history education is and has always been a highly politicized phenomenon. For his recent article on the development of history education in England, Germany, and the Netherlands throughout the nineteenth and twentieth centuries, the Dutch history didactician Arie Wilschut chose the significant title, “History at the Mercy of Politicians and Ideologies.” History education, Wilschut argues, has, in all three countries, continually—with a short break in the 1960s and 1970s—been instrumentalized by national politics to the detriment of unbiased interpretations of the past.

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Introduction: World Knowledge and Non-European Space

Nineteenth Century Geography Textbooks and Children’s Books

Andreas Weiß

anthropological terms. To demonstrate the similarities and differences between “modern” nineteenth-century and early twentieth-century educational programs, we have collected examples from the German Empire, the Kingdom of the Netherlands, Turkey, the United

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Educational Films: A Historical Review of Media Innovation in Schools

Eckhardt Fuchs, Anne Bruch, and Michael Annegarn-Gläß

Translator : Nicola Watson

, production and analysis must incorporate pedagogical expertise. 4 Most frequently found in German contemporary sources is the term Kulturfilm (“cultural film”), which became synonymous with all nonfiction films until the 1950s. Principally instructional

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Textbooks in Periods of Political Transition after the Second World War

Kira Mahamud Angulo and Anna Ascenzi

) in Berlanga de Duero (Soria, Spain) from 13 to 15 April 2015. The symposium addressed two main themes of education in times of transition between dictatorship and democratic society: political socialization and civic education. Scholars from Germany