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Philipp Mittnik

*Full text is in German

National Socialism in German, Austrian and English Secondary School Textbooks (1980–2017)

English Abstract

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.

German Abstract

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.

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New Trends in History Textbook Research

Issues and Methodologies toward a School Historiography

Maria Repoussi and Nicole Tutiaux-Guillon

This article traces the developments within history textbook research as presented at the 2009 conference of the International Society for History Didactics (ISHD), held in cooperation with the Georg Eckert Institute for International Textbook Research in Braunschweig, Germany. The article claims that significant developments reveal school historiography to be a challenged area for history didactics. Key concepts and theoretical frames require further discussion in order to develop history didactics not only as an area for social and political responsibilities but also as a theoretical discipline.

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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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Florian Helfer

decades, academics have paid more attention to textbook representations of colonialism. This correlates with a significantly increased interest in international textbook research, 16 a field shared by historians, teachers, and experts of history teaching

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Textbooks in Periods of Political Transition after the Second World War

Kira Mahamud Angulo and Anna Ascenzi

, from the International Centre of School Culture (Centro Internacional de la Cultura Escolar, CEINCE); Virginia Guichot, from the University of Sevilla; Lucia Halder, from the Georg Eckert Institute for International Textbook Research; Yovana Hernández

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Daniela R. P. Weiner

Eckert Institute (Braunschweig: Georg Eckert Institute for International Textbook Research, 2016), 4; “Report of the International Commission for the Survey of School-Books,” 21–24, August 1948, FO 1050/1097, TNA; Brian Puaca, Learning Democracy

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Experiencing, Using, and Teaching History

Two History Teachers’ Relations to History and Educational Media

Robert Thorp

article is part of the Teaching the Cold War: Memory Practices in the Classroom project of the Georg Eckert Institute for International Textbook Research in Braunschweig, Germany. The project is directed by Barbara Christophe and funded by the Leibniz

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Enis Sulstarova

. Acknowledgments The research for this paper was carried out at the Georg Eckert Institute for International Textbook Research in Braunschweig, as part of a larger project on the representation of Europe and Islam in the public sphere and in history textbooks in

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Ander Delgado

Basque texts define as the “true” cultural and national territory of the Basque people. 2 Stuart Foster, “Dominant Traditions in International Textbook Research and Revision,” Education Inquiry 2, no. 1 (2011): 5–20, 10. 3 Paulí Dávila, “La renovación

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Narrating the Second World War

History Textbooks and Nation Building in Belarus, Russia, and Ukraine

Lina Klymenko

and the editor for their helpful comments. Many thanks go to the Georg Eckert Institute for International Textbook Research (GEI) in Braunschweig, Germany, for a research fellowship that enabled me to work in the institute’s library and to communicate