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Gerdien Jonker

In this article, I explore the dominant narratives about Islam in German history textbooks from the eighteenth century until the present day. I thereby deconstruct a longue durée script with a rather curious pattern. Until the 1980s, textbook narratives about Islam were rooted exclusively in people's historical imagination. Only when the children of Turkish workers entered the classroom did textbook authors try to accommodate knowledge based on real encounters. By addressing the di erent stages of this longue durée script, I enquire into the functions of narratives as they underpinned a German and European "we."

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Enda Duffy, The Speed Handbook: Velocity, Pleasure, Modernism Cotten Seiler

Christopher Mauch and Thomas Zeller (eds.), Rivers in History: Perspectives on Waterways in Europe and North America Nil Disco

Heather Goodall and Allison Cadzow, Rivers and Resilience: Aboriginal People on Sydney’s Georges River Marilyn Omerovic-Legg

Blair L.M. Kelley, Right to Ride: Streetcar Boycotts and African American Citizenship in the Era of Plessy v. Ferguson Jaclyn Kirouac-Fram

Frank Schipper, Driving Europe: Building Europe on Roads in the Twentieth Century Federico Paolini

Jeremy Packer, Mobility without Mayhem: Safety, Cars, and Citizenship Catherine Bertho Lavenir

Jeremiah B.C. Axelrod, Inventing Utopia: Dreams and Visions of the Modern Metropolis in Jazz Age Los Angeles Lawrence Culver

Vaclav Smil, Two Prime Movers of Globalization; The History and Impact of Diesel Engines and Gas Turbines Christopher Neumaier

Christopher Neumaier, Dieselautos in Deutschland und den USA: Zum Verhältnis von Technologie, Konsum und Politik, 1949–2005 Stefan Bauernschmidt

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The Gurdwara in Britain

Narratives of Meaning, Use and Development

Clare Canning

), ‘ There Is No Heritage in Qatar’: Orientalism, Colonialism and Other Problematic Histories ’, World Archaeology 45 , no. 4 : 670 – 685 . 10.1080/00438243.2013.852069 Gallo , E. ( 2012 ), ‘ Creating Gurdwaras , Narrating Histories: Perspectives on

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Challenging Substantive Knowledge in Educational Media

A Case Study of German History Textbooks

Lucas Frederik Garske

Gunnar Hammarlund, “Promoting Procedural Knowledge in History Education,” in Enhancing Student Learning in History: Perspectives on University History Teaching , ed. David Ludvigsson (Uppsala: Uppsala University, 2012), 117–130, 129. 11 Todd Twyman

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“Home Is Home No Longer”

Political Struggle in the Domestic Sphere in Postarmistice Hungary, 1919-1922

Emily R. Gioielli

diplomacy. Studies of the postarmistice Hungarian revolutions and counterrevolution have mostly focused on high politics, military affairs, and the Treaty of Trianon. 3 The paucity of social history perspectives has made the crises following World War I

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Alexander Weiss

concludes with brief remarks on the consequences of the proposal for democratic theory. Democratic Theory and Its Global Roots Amartya Sen's insight into “Democracy and its Global Roots” ( Sen 2003 ), and other scholars’ contribution to global history

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Steven Brooke, Dafne Accoroni, Olga Ulturgasheva, Anastasios Panagiotopoulos, Eugenia Roussou, Francesco Vacchiano, Jeffrey D. Howison, Susan Greenwood, Yvonne Daniel, Joana Bahia, Gloria Goodwin Raheja, Charles Lincoln Vaughan, Katrien Pype, and Linda van de Kamp

familiar with art history perspectives on the spiritual lives of diaspora communities. What I appreciate most is the author’s focus on Espiritismo. The emphasis on development in Caribbean forms of Spiritism is the first contribution of this study. Juncker

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J. D. Y. Peel

Marloes Janson, Wale Adebanwi, David Pratten, Ruth Marshall, Stephan Palmié, Amanda Villepastour, and J. D. Y. Peel

Edited by Richard Fardon and Ramon Sarró

linking his preferred theoretical and methodological orientation to his embrace of the ‘actor-in-historyperspective, Peel ( 1968: 13 ) argues that “in order to produce a genetic, causal account, we must start off from an intellectualist standpoint, and