article addresses these issues by examining the presentation of National Socialism in several Indian textbook series, with a special focus on the Holocaust. It is used as a proxy for the textbooks’ take on Nazism because a thorough discussion of the
Nazism and the Holocaust in Indian History Textbooks
Basabi Khan Banerjee and Georg Stöber
*Full text is in German
National Socialism in German, Austrian and English Secondary School Textbooks (1980–2017)
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.
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.
Activist Girl of Early Twentieth Century Japan
thought that the government set out to suppress. It was to ameliorate working-class suffering that Magara committed herself to radical socialism and aligned herself with an organization whose objectives were to undermine the militarist-capitalist ethos
The ban on almost all previously approved textbooks in occupied Germany in 1945 brought about a turning point in the history of reading primers in this country. This article examines the requirements that textbooks had to fulfill in order to be approved by the authorities of the various occupation zones. In spite of differing sociopolitical and pedagogical attitudes and conditions, reading primersin all occupied zones shared the theme of children’s play and harmonious everyday life. However, a comparative analysis of the primers reveals significant differences that cannot be explained exclusively as a consequence of influence exerted by occupying powers. Rather, these differences resulted from the context in which each primer appeared.
Visual and Verbal Strategies of Representing the Past in Post-Waldheim Austria
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).
A 1945 Primer from Socialist Macedonia
This article examines the textual and visual content of the first postwar primer in socialist Yugoslav Macedonia in order to understand the messages that it contains relating to techniques of militarization. After outlining the historical context in which this primer was developed, with reference to teachers’ memories and archival sources, the article analyzes the role of teaching materials in connection with the experience of the Second World War and the politics of the new communist state. This content analysis identifies six militaristic messages and values communicated to the pupils, who are addressed as future soldiers.
—that related to the history of Albanian partisan resistance. 7 The Years of Albanian Socialism The socialist era in Albania began in November 1944 with the liberation of the country and the withdrawal of the last German troops. The first postwar years saw the
Friedrich Ratzel’s Impact on German Education from the Wilhelmine Empire to the Third Reich
Germany from the late Wilhelmine Empire to the Third Reich while striving to explain how Ratzel’s thought could be misappropriated by National Socialism. Although there were few explicit references to Ratzel in textbooks, his influence on German geography
Intergenerational Remembrance in Post-communist Romania
Codruta Alina Pohrib
Eastern Europe as Post-imperial Mania,” in Post-communist Nostalgia , 20. 10 Maya Nadkarni and Olga Shevcenko, “The Politics of Nostalgia in the Aftermath of Socialism’s Collapse” in Anthropology and Nostalgia , ed. Olivia Angé and David Berliner (New
Anthropological reflections on ‘Project 2012’ and The Offer
former Soviet Union with the fall of state socialism. Here, anthropologists have shown how a combination of speed of change, lack of ownership of new structures, and their threat to notions of the person – and with that to local social fabrics – created