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Haifaa Majadly and Aharon Geva-Kleinberger

deleterious effect on language proficiency; and educational causes such as problematic curricula and textbooks. 5 Some researchers consider bilingualism a major problem and an obstacle to language learning that limits pupils’ achievement levels. 6 Allon

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Challenging Substantive Knowledge in Educational Media

A Case Study of German History Textbooks

Lucas Frederik Garske

arrangement of currently approved secondary-level history textbooks from three German federal states. 27 For an in-depth analysis, I will use textbooks and sections related to the Middle Ages. Depending on the curricula, this topic arises for pupils between

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Textbooks and Beyond

Educational Media in Context(s) Simone Lässig

Simone Lässig

This article provides an introduction to the aims, methods, and interdisciplinary approach of this new journal, elucidating the traditions of international textbook research and the function of educational media as illuminating sources for various academic disciplines. Textbooks and curricula in particular, which are not only state-approved but also of a highly condensed and selective nature, are obliged to reduce the complexities of the past, present, and future onto a limited number of pages. Particularly in the humanities, which often deal with concepts of identity and portrayals that may be more open to interpretation, textbooks can become the subjects of controversial debate, especially in relation to societal shifts such as globalization and immigration. In this regard, this journal intends to illuminate the situations in which educational media evolve, including their social, cultural, political, and educational contexts. The emergence of new, particularly digital, educational media marks new modes of knowledge production. The Journal of Educational Media, Memory, and Society (JEMMS) invites analyses that reach beyond the printed page and even beyond the institution of the school itself.

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Denis Vuka

This article explores history teaching in Albania, with particular emphasis on educational and methodological aspects of new history textbooks published after the liberalization of the school textbook market in 2008. National history textbooks serve as a basis for the assessment of changing educational principles and methodologies in history teaching in terms of five qualitative factors: educational aims, teaching techniques and methodologies, historical narratives, visual materials, and sources. The article thus assesses the degree to which textbooks fulfill their educational function and help to put learning theories into practice. The author also places the revision and reevaluation of national history textbooks in Albania in context by comparing them to the progress of Kosovo's recently established educational system.

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Nazism and the Holocaust in Indian History Textbooks

Basabi Khan Banerjee and Georg Stöber

indigenous curricula and textbooks. Thus, the school and university education systems were revised several times. The examination system was also transformed, although board examinations were retained as a central element. The Indian school system comprises

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Esilda Luku

International Status of Education about the Holocaust: A Global Mapping of Textbooks and Curricula 5 and Explaining the Holocaust and Genocide in Contemporary Curricula, Textbooks and in Pupil's Writings in Europe . 6 The first of these studies documents and

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Joost Beuving and Geert de Vries

process into smaller methods portions. Thus, most social science curricula nowadays have specialised courses in interviewing, the analysis of qualitative data, making observations, and so on. Yet a danger of thus cutting up qualitative research is that it

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Elizabeth Priester Steding

Federal and state curricula not only determine much of what is taught in school, they also reveal what is important to political and cultural leaders and ultimately help shape a country's narrative. This article examines how the GDR currently is addressed in history and literature curricula for the Oberstufe. While state history curricula consistently require coverage of the GDR, literature curricula vary widely, with a few states clearly including GDR literature and many states completely omitting it. If GDR literature is ignored in state curricula, it risks being ignored in the classroom, limiting student understanding of the GDR to historical facts and depriving them of an opportunity to better understand both past and current German society.

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Arie Kizel

This article reviews an extensive study of Israeli secondary school general history curricula and textbooks since the establishment of the state in 1948 until the present day. By analyzing the way in which Germany is presented in various contexts, the findings of the study indicate that, while the textbooks reflect a shift from an early censorious attitude to a factual approach, the curriculum continues to present national Jewish Zionism as the metanarrative. In this context, Germany is framed as a victimizer.

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David Mills

We hear ever more about the internationalisation of higher education. As U.K. universities become increasingly exposed to the vagaries of international student demand, administrators are scrambling to develop ‘internationalisation’ strategies, whilst academics are being encouraged to incorporate ‘international perspectives’ into their curricula. Even the U.K.’s Centre for Learning and Teaching Sociology, Anthropology and Politics (C-SAP) has a strategic aim to promote ‘best practice in the internationalisation of the student learning experience’. It sounds impressive, but what does it mean in practice? Internationalisation has become a buzzword that everyone can use without having to agree on what they mean. The word’s descriptive malleability is its analytical downfall.