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Challenging Substantive Knowledge in Educational Media

A Case Study of German History Textbooks

Lucas Frederik Garske

implementation is theoretically necessary if textbook design is to follow the notion of historical thinking. 13 Then, I compare the results of my investigation to the structure of currently approved German history textbooks and demonstrate how their design

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Reading Primers and Political Change in European Countries around 1945

Wendelin Sroka and Simona Szakács-Behling

This introduction addresses the origins, general assumptions and intentions of the special issue. The guest editors show how reading primers published and used around the end of the Second World War in several European countries may serve as an object of study in different disciplinary contexts. They present a broad working definition of the reading primer as an educational medium that lends itself to interdisciplinary research which takes into account aspects such as visual and textual content, materiality, and societal contexts of production, distribution and usage. The editors further highlight characteristics of current research into primers and argue in favor of more comparative approaches that reveal transnational dimensions of textbooks designed to teach children how to read and write.

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Jingyi Li

the target country. In a way, it increases the complexity of the challenges faced by curriculum and textbook design agencies, as the notion of “culture” is increasingly emphasized. To accompany this curriculum, several new national textbooks were

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Why Q1 Hamlet Matters

Terri Bourus

, a paperback anthology of revenge plays, textbooks designed for college students. Early in 2015, Zachary Lesser wrote a groundbreaking, award-winning history of the effect – on criticism, scholarship and performance – of the rediscovery of Q1. 1

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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

, history books noted that Friedrich II sent colonists into the newly acquired land and that “the region was won for Germanity ( Deutschtum ) and for the culture.” 35 A geography textbook designed for middle schools and published in 1911 claimed that “[t

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Teaching National Identity and Alterity

Nineteenth Century American Primary School Geography Textbooks

Bahar Gürsel

citizens.” 3 Particularly significant in this regard are textbooks designed during the second half of the 1800s (the age of imperialism), when the issue of establishing a global realm acquired significance for Western countries seeking to pursue the

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History Teaching and Cultural Hegemony

Representations of the Spanish Civil War in Francoist History Textbooks of the 1960s

Johanna Fricke

). 90 S. M. Bachillerato 1970 , by contrast, does not mention peace in its presentation of the postwar period at all. In other words, it is precisely in the textbook designed for thirteen to fourteen-year-olds that this development is missing. Instead

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Dutch Economic Textbooks in the 1970s

Raising the Status of a New Secondary School Type by Means of Mathematical Abstraction

Gerrit F. Gorter, Hilda T. A. Amsing, and Jeroen J. H. Dekker

textbook Introductory Economics by George Stanlake (third edition, 1976), which was used in pre-university training for pupils generally aged from sixteen to nineteen, and the German textbook designed for the upper classes of German grammar schools

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Kai Krüger

. Many sources were also changed during the textbook design or editing process in order to better fit the master narrative. I call this change the normative metamorphosis of sources into the national autobiography. While the sources on the GDR economy