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Teaching National Identity and Alterity

Nineteenth Century American Primary School Geography Textbooks

Bahar Gürsel

European superiority textually and visually by referring to the development of industry and technology as a consequence of the colonization of the New World and by praising the “perseverance and inventive genius” of the new Americans. 47 Mitchell also

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The "Moving" Image

Empathy and Projection in the International Slavery Museum, Liverpool

Silke Arnold-de Simine

The moving image has become ubiquitous in museums that deal with traumatic, violent, and difficult histories and could be described as "memorial museums." This article investigates exhibition practices in the International Slavery Museum, Liverpool, in which large-scale video installations provide evocative recreations of traumatic experiences that are designed to unsettle and disturb visitors, providing them with a visceral and vicarious experience that calls for witnessing and "empathic unsettlement." It also queries the assumption that the capacity for empathy forms the basis for responsible moral agency, and whether museums aiming to encourage social responsibility should rely on such technologies.

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Navigating a Globalizing World

Thoughts on Textbook Analysis, Teaching, and Learning

Hanna Schissler

History textbooks are sources of collective memory and can thus be read as "autobiographies" of nation-states. History textbooks used to be anchored in national traditions, ultimately legitimizing the rationale of nation-states. In questioning the sole validity of national history, social movements since the 1960s and the process of globalization became the seedbeds for the deconstruction of master narratives. Because of their instrumental character as teaching tools, textbooks in general allow researchers to decipher the normative structures of societies. The information revolution since the 1970s has dethroned textbooks as the sole means of instruction in classrooms, and led to the development of different approaches for the analysis of textbooks. Today's globalizing world demands new reference frames for teaching and learning. In the second part of this article, eight clusters that are pertinent for orientation in the perplexing realities of the present are drafted: challenges resulting from the revolution in information technologies; the changing world of work; contradictory tendencies in globalizing processes; the impact of a new turbo-capitalism with its de-legitimizing impact on political systems; unequal developments leading to an ever increasing inequality on a global as well as on local levels; the increase of worldwide migration and its impact on classrooms; contested memories in societies that reposition themselves in a world that has grown together and re-fragmented at new seams; and finally, the crisis in orientation and values and the personal costs resulting from the perplexities and insecurities of the world.

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Educational Film Studies

A Burgeoning Field of Research

Anne Bruch

culture”. 15 Consequently, useful cinema is “a body of films and technologies that perform tasks and serve as instruments in an ongoing struggle for aesthetic, social, and political capital.” 16 This book comprises thirteen chapters that are divided

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Introduction

Educational Films: A Historical Review of Media Innovation in Schools

Eckhardt Fuchs, Anne Bruch, and Michael Annegarn-Gläß

Translator : Nicola Watson

general definition of “new media”—namely, “all processes and materials (media) which, with the help of new or updated technology, enable novel and unfamiliar methods of acquiring or processing information or of saving, transferring or recalling

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War Memories and Online Encyclopedias

Framing 30 June 1941 in Wikipedia

Mykola Makhortykh

especially considering the growing impact of digital technology on education. The only way to confront this potentially troubling situation is by recognizing the need for increased digital awareness on the part of both teachers and students. If there is no

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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

change and the people adapt to these changes by developing new agricultural techniques or technology, for example, which creates a greater yield from the land in order to support a growing population. When applied in this manner, to sustain a people in

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Monica Reichenberg

Schools (Sydney: Sydney Austrialian Publishers Association, 2012). 9 Kari Elisabeth Bachmann, “Læreplanens Differens: Formidling Av Læreplanen Til Skolepraksis” (PhD diss., Norwegian University of Science and Technology, 2005); Jane Sunderland et al

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Hieronymus Purwanta

Directorate of Research and Community Service of the Ministry of Research, Technology and Higher Education, in accordance with Research Grant Implementation 2017. Notes 1 Muhammad Ayaz Naseem, “Deconstructing Militarism in Pakistani Textbooks,” Journal of

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Eva Insulander, Fredrik Lindstrand, and Staffan Selander

, no. 1 (2000): 30–43. 2 Matthew Koehler and Punya Mishra, “What Is Technological Pedagogical Content Knowledge?” Contemporary Issues in Technology and Teacher Education 9, no. 1 (2009): 60–70. 3 Pithamber Polsani, “Use and Abuse of Reusable Learning