This article is based on an analysis of the treatment of the European Union in a sample of textbooks from Germany and England. Following contextual remarks about civic education (politische Bildung) in Germany and citizenship education in England and a review of young people’s views, we demonstrate that textbooks in Germany and in England largely mirror the prevailing political climate in each country regarding Europe. At the same time, the analysis reveals a disparity between the perspectives presented by the textbooks and young people’s views. The textbooks in Germany provide more detail and take a more open approach to Europe than those in England. Finally, we argue that the textbooks may be seen as contributing to a process of socialization rather than one of education when it comes to characterizations of Europe.
Contrasts and Congruence within and between Germany and England
Eleanor Brown, Beatrice Szczepek Reed, Alistair Ross, Ian Davies, and Géraldine Bengsch
Engaging and Educating Adolescents in History Museums in Europe
History museums in Europe are transnationalizing their narratives. In contemporary historical sections they also increasingly include references to European integration and the present-day European Union. This "transnational turn" within a predominately European narrative frame meets the "educational turn." Museums attempt to transform themselves into more interactive spaces of communication. The meeting of these "turns" creates particular challenges of engaging and educating adolescents. I argue that in responding to these challenges, history museums in Europe so far use three main strategies: personalizing history, simulating real life decision-making situations, and encouraging participative narrating of the adolescents' own (transnational) experiences.
The Struggle of the Russian Orthodox Church to Introduce Religion into the Curriculum in the First Decade of the Twenty-first Century
Victor A. Shnirelman
Interest in the social role of religion, including religious education (RE), is on the increase in the European Union. Yet whereas Western educators focus mostly on the potential of religion for dialogue and peaceful coexistence, in Russia religion is viewed mostly as a resource for an exclusive cultural-religious identity and resistance to globalization. RE was introduced into the curriculum in Russia during the past ten to fifteen years. The author analyzes why, how, and under what particular conditions RE was introduced in Russia, what this education means, and what social consequences it can entail.
Images of Eastern Europe in World Regional Geography Textbooks in the United States
This article discusses contemporary western representations of the former Cold War geopolitical "other," Eastern Europe, conveyed by illustrations in contemporary American world regional geography textbooks. I would like to explore certain geopolitical biases in the pictures' general messages, such as tendencies to highlight the transitional, problematic, and marginal at the expense of the essential and centripetal characteristics and landscapes. Images of Eastern Europe tend to marginalize it from the rest of Europe by minimizing visual references to its physical landscape and its role in European history; overemphasizing local problems connotes the need for the supranational assistance of the expanding European Union. Overall, this article attempts to reveal various Cold War legacies and "marginalizing" tendencies in visual representations of Eastern Europe, thus contributing to the visual and popular cultural turns in geography and geopolitical studies.
Chiara Bottici and Benoît Challand
Both the name Europe and the political entity Europe are relatively recent inventions. Although the name can be traced back as far as 700 BCE, the term in its contemporary meaning only became widespread after 1700 CE. The political entity is an even more recent construct. It was only with the first steps toward European construction in the second half of the twentieth century that the contours of a political community bearing this name emerged, even if its borders were still far from clearly defined. Yet even with the existence of today’s European Union (EU) the meaning of the term remains highly contested. Does Europe mean only the EU? Is it a geographical or a political entity? Where are its boundaries? How did these boundaries come about?
The 1961 Withdrawal from the Ontario Hockey Association by the St. Michael’s Majors
university. 4 The public outcry against the exploitation of student-athletes had finally forced their hand. Outside of North America, the European Union’s International Center for Ethics in Sports has made numerous attempts since its creation in 2009 to
Nirmala Erevelles and Xuan Thuy Nguyen
; the widespread displacement of 4 million Syrian refugees from their homeland; the increased militarization at the borders of the European Union and the United States; and the environmental impact of this war of terror on the daily survival of disabled
Young Men Talking about Place, Community, and Belonging in Manchester
Khawla Badwan and Samantha Wilkinson
communities existed in both physical and digital places. This group consists of eight participants: six international students with families outside the United Kingdom, one European Union student, and one student from Wales. This finding reveals that unlike
Male West African Youth, ‘Waithood’ and the Pursuit of Social Becoming through Football
Christian Ungruhe and James Esson
Development 28 ( 3 ): 320 – 339 . 10.1016/j.ijedudev.2007.05.006 Schapendonk , Joris , and Griet Steel . 2014 . “ Following Migrant Trajectories: The Im/Mobility of Sub-Saharan Africans en Route to the European Union .” Annals of the Association of
Raymond Nkwenti Fru and Johan Wassermann
History Education in Britain,” Government and Opposition 41, no. 1 (2006): 64–85. doi: https://doi.org/10.1111/j.1477-7053.2006.00171.x . 15 Oliver Daddow, New Labour and the European Union: Blair and Brown's Logic of History (Manchester: Manchester