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Balancing Victimhood and Complicity in Austrian History Textbooks

Visual and Verbal Strategies of Representing the Past in Post-Waldheim Austria

Ina Markova

This article focuses on the impact of images on reconstructions of the past. In order to analyze the function of images in history textbooks, image-discourse analysis is applied to a case study of Austrian postwar memory. The analysis of recent Austrian history textbooks provides insight into strategies by which notions of Austria as both "victim" and "perpetrator" of the National Socialist regime are held in balance. The article also focuses on the intentional framing of iconic depictions of two central Austrian sites of memory, Heroes' Square (Heldenplatz) and the State Treaty (Staatsvertrag).

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Christiane Hintermann, Christa Markom, Heidemarie Weinhäupl, and Sanda Üllen

This article examines how the topics of migration, cultural diversity, and discrimination are depicted in current Austrian school textbooks and how they are discussed and perceived by pupils of different age groups attending different types of schools. The discussion concentrates on three main issues: the representation of migration as problematic; the use, critical or otherwise, of specific terms; and whether the history of migration to and from Austria is represented and perceived as part of a common Austrian history. Alongside the findings of the textbook analysis, we show how the involvement of pupils in textbook and migration research can contribute to the production of scientific knowledge in this area.

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Meghan Bellerose, Maryama Diaw, Jessie Pinchoff, Beth Kangwana, and Karen Austrian

transitions safely into adulthood ( Population Council 2005 ). When combined, these assets may provide girls with the tools and resources needed to make positive life decisions and avoid early pregnancy ( Austrian, Pinchoff, et al. 2020 ). Early evidence

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Philipp Mittnik

*Full text is in German

National Socialism in German, Austrian and English Secondary School Textbooks (1980–2017)

English Abstract

This article analyzes a selection of German, Austrian and English textbooks dealing with National Socialism. By adopting Waltraud Schreiber’s methodology of categorial textbook analysis, the article presents the surface structure and building blocks as a basis for further analysis. The occurrence (or absence) of the pedagogical historical principle of multiperspectivity is examined with reference to the example of sections concerning “Youth in National Socialism.” Subsequently, the study explores the role of multiperspectivity in the construction of critical historical consciousness. This is followed by a deconstruction of the image of women presented in the textbooks, with particular emphasis on simplifications.

German Abstract

Die Analyse von Schulbüchern aus Deutschland, Österreich und England zum Themenbereich Nationalsozialismus stehen im Zentrum dieses Artikels. Als Methodologie wird die kategoriale Schulbuchanalyse nach Waltraud Schreiber angewandt. Die Erarbeitung der Oberflächenstruktur und der Bausteine werden als Grundlage für weitere Analyseschritte präsentiert. Das (Nicht-) Vorkommen des bedeutenden geschichtsdidaktischen Prinzips der Multiperspektivität wird am Beispiel des Abschnittes „Jugend im Nationalsozialismus“ beschrieben. Multiperspektivität und deren Bedeutung für den Aufbau eines kritischen Geschichtsbewusstseins wird in einem weiteren Schritt hervorgehoben. Abschließend wird das in den Schulbüchern präsentierte Frauenbild dekonstruiert und auf die problematischen Vereinfachungen hingewiesen.

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Ad Fontes Digitales!?

Margins of Representation When Incorporating Medieval Sources into a German Digital History Textbook

Andreas Willershausen

noted that the EPA operators are by no means uncontroversial. 42 The “historical assignment culture” (“ historische Aufgabenkultur ”) 43 of Austrian and German textbooks has been the subject of numerous studies in recent years. 44 The authors

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Daniela R. P. Weiner

another wartime theater. As the war spread to northcentral Europe, many of the same British and American education officers who had served in Italy were transferred to Germany, Austria, and Japan. They did not always appreciate the transfer. In late 1944

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Spatial Relations and the Struggle for Space

Friedrich Ratzel’s Impact on German Education from the Wilhelmine Empire to the Third Reich

Troy Paddock

beyond the German Reich in Holland, Belgium, Luxembourg, Switzerland and Austria. In the golden age of medieval empires, this Germanic central Europe also created a political union, the “Holy Roman Empire of the German Nation,” that powerful ruler, which

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“Presentism” Versus “Path Dependence”?

Reflections on the Second World War in Russian Textbooks of the 1990s

Serguey Ehrlich

delay the opening of the western front, but also in their plans to invade the Balkans “in order to keep the Red Army out of Austria, Romania and possibly even Hungary,” 69 or in other words, “to bar the Red Army from Europe.” 70 In this interpretation

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Marc Kropman, Carla van Boxtel, and Jannet van Drie

Spanish and Austrian rule over the southern Low Countries. While the geographical scale of all these narratives focuses on the Low Countries, the Dutch authors concentrate on the northern regions and the Flemish authors on the southern regions. In addition

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“The Community is Everything, The Individual is Nothing”

The Second World War in Russian History Education

Dagmara Moskwa

enemy group near Budapest and repelling a German counterattack near Lake Balaton); and operations in Austria (the liberation of Vienna) and Czechoslovakia (the liberation of Bratislava). 50 The Battle of Berlin 51 is described in more detail in both RH