The second volume of the school textbook Präparationen für den geographischen Unterricht an Volksschulen (Preparation for geographical instruction in primary schools, 1912), called Das deutsche Vaterland (The German fatherland), opens with an
Friedrich Ratzel’s Impact on German Education from the Wilhelmine Empire to the Third Reich
Framing 30 June 1941 in Wikipedia
affects collective memories and teaching practices in post-Soviet space, this article explores how one episode of the Second World War—the capture of the Ukrainian city of Lviv by the Germans in 1941—is framed via Wikipedia. Not only does this event, which
A Case Study of German History Textbooks
Lucas Frederik Garske
implementation is theoretically necessary if textbook design is to follow the notion of historical thinking. 13 Then, I compare the results of my investigation to the structure of currently approved German history textbooks and demonstrate how their design
Margins of Representation When Incorporating Medieval Sources into a German Digital History Textbook
humanist Ulrich von Hutten (1488–1523) 2 described the education of the nobility in sixteenth-century Germany. This extract is part of Chapter 12.3, “Rise Through Education,” in Germany's first digital textbook, mBook: History for the Future (hereafter
Remembering the Second World War in Post-Soviet Educational Media
–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
Curator Agency and Visitor Participation in Soviet War Museums during Stalinism
Anne E. Hasselmann
books highlight the contrast between the experienced curators of the Red Army Museum in Moscow and the young survivors of the German occupation in Minsk who had been tasked overnight with creating a partisan museum. Moscow muzeishchiki , specialists in
Raymond Nkwenti Fru and Johan Wassermann
European nations marked the official beginning of German colonial rule in Cameroon. This was also the beginning of Cameroon as a geopolitical construction under colonial administration, which served to absorb the numerous tribes living in the region. This
The German-Herero War in Politics and Textbooks
The question of whether the German-Herero War (1904-1907) may be called a genocide has been debated in German politics for over twenty years. This article explores the representations of this event in German history textbooks in the context of this ongoing debate. Textbooks are not merely the end product of a negotiation process. Rather, as media and objects of memory politics, they are part of a societal negotiation process to determine relevant knowledge. Changes made to textbooks in relation to this controversial topic take place in very short periods of time and often go beyond what appears to meet with mutual agreement in the political sphere.
German Television and Colonialism
Over the last decade, an increasing number of documentaries and fictional films broadcast on German television has established an image of German colonialism that claims to be informed by postcolonial criticism but, as I argue in this article, often resembles the image created by colonialism itself. Das Weltreich der Deutschen (The Global German Empire, 2010), a documentation produced by Guido Knopp, serves as an example for the close connection between practices of representation and colonial fantasies, and demonstrates how the combination of entertainment and education obscures the fact that colonialism has been not only a practice of political domination and economical exploitation, but also a practice of representation.
Two Case Studies of (Grand) Narratives from and of the German Democratic Republic in Current Oberstufe Textbooks
Elizabeth Priester Steding
Much like history textbooks, literature textbooks produce a grand narrative, telling a nation's story via its literature. This article examines the presentation of literature of the German Democratic Republic (GDR) in upper level secondary school (Oberstufe) textbooks published in Germany in 2009 and 2010. Twenty years after German unification, literature textbooks are largely divided into two groups in accordance with their handling of literature from the failed socialist state: some focus on ideological criticism of the GDR, and some choose to avoid politics as much as possible. Both options result in a simplistic, even reductionist (grand) narrative of GDR literature. Case studies on Christa Wolf and Günter Grass reveal a consistent, positive portrayal of West German literature and a polarized representation of GDR literature.