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