1970s and 1980s, and Elev în Comunism , 6 which comprises first person narratives by teenagers imagining their lives as pupils in communist Romania. By looking at these artifacts, I aim to address several questions. How is childhood nostalgia
Intergenerational Remembrance in Post-communist Romania
Codruta Alina Pohrib
Brandt's Ostpolitik, the German-Polish History Textbook Commission, and Conservative Reaction
Prior to the late 1960s, German history textbooks lacked coverage of Poland and depicted Germany's eastern neighbor with negative images. The 1970s and 1980s, however, witnessed positive changes to the contents of German school textbooks—particularly with respect to their descriptions of Poland and German-Polish relations. How and why did Germany promote a more reflective view of history and correct negative descriptions of the Poles in German history textbooks between the 1970s and 1980s? This article addresses this question by focusing on the influence of Brandt's Ostpolitik and on the activities of the German-Polish History Textbook Commission. The article also shows how contemporary conservative reaction was not powerful enough to reverse these positive changes to German history textbooks.
1980s, 1990s, and the Present Day
Béchir Oueslati, Marie McAndrew, and Denise Helly
This article examines the evolution of the representation of Islam and Muslim cultures in textbooks in Quebec. Results indicate signicant improvements in the new secondary school history textbooks, both quantitatively (for they contain more information about pillars, key concepts, and relations with Christianity and Judaism) and qualitatively (on account of their depth of coverage, fewer negative views than in the 1980s, and fewer factual errors than in the 1990s). The positive role played by Muslim scientists in preserving old knowledge and enriching is also recognized. However, textbooks still view Islam as a religion of submission, proscriptions, and forced conversion, failing to recognize the diversity within Islam and Muslim cultures.
In this article, I explore the dominant narratives about Islam in German history textbooks from the eighteenth century until the present day. I thereby deconstruct a longue durée script with a rather curious pattern. Until the 1980s, textbook narratives about Islam were rooted exclusively in people's historical imagination. Only when the children of Turkish workers entered the classroom did textbook authors try to accommodate knowledge based on real encounters. By addressing the di erent stages of this longue durée script, I enquire into the functions of narratives as they underpinned a German and European "we."
The Swedish State Approval Scheme for Textbooks and Teaching Aids from 1945 to 1983
Henrik Åström Elmersjö
between the Second World War and the mid-1980s. These discussions will be related to notions about citizenship and identity found in curricula and syllabi for history teaching during this time period in an effort to investigate the negotiation of these
Raising the Status of a New Secondary School Type by Means of Mathematical Abstraction
Gerrit F. Gorter, Hilda T. A. Amsing, and Jeroen J. H. Dekker
analyzing reports and teacher magazines about (economics) education. The selection of representative Dutch textbooks was based on market shares for both the 1970s and the 1980s. De Kern van de Economie by Heertje held a market share of about 80 percent in
Two History Teachers’ Relations to History and Educational Media
(female, born in 1959) has been teaching in lower secondary schools since the mid-1980s; teacher 2 (male, born in 1964) has been a lower secondary school teacher since the early 2000s. Both teachers come from a working class background and from families
during the years of Albania’s self-isolation from 1978 to 1990, which followed the country’s withdrawal from the international arena. The 1980s saw in textbooks a dramatic increase in the use of images and visual resources—and a proliferation of myths
Kira Mahamud Angulo and Yovana Hernández Laina
political events … is to be found.” 85 Textbooks from the 1980s avoided dealing with the second crisis and assigned a relevant leading role to economic knowledge, in addition to the adoption of new information design. This is illustrated by the graphic
Educational Films, National Identity and Citizenship in Italy from 1948 to 1968
stereotype that lasted until the late 1980s and consisted in the idea that Italy was an economically efficient industrial nation, made up of industrious and modest men who only cared for their own families and their Italian fatherland. Figure 1 Yesterday: War