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In addition to offering insight into the discipline of sociology, sociology of education textbooks constitute a major source of sociological knowledge. This article examines the scholarly content of Indonesian sociology of education textbooks by focusing on the degree of commonality between their core content and sources, and between their core content and academic scholarship. The results of this examination reveal a low level of commonality among the core contents of the seven selected textbooks—a heterogeneity that reflects not so much the plurality of Indonesian society and educational institutions or the application of sociological theories and approaches required by the Indonesian curriculum, but rather the diversity of the textbooks’ sources and their authors’ scholarly publication records.

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Challenging Substantive Knowledge in Educational Media

A Case Study of German History Textbooks

Lucas Frederik Garske

Van Nieuwenhuyse shows that in French and British textbooks sources were predominantly used to foster substantive knowledge rather than train strategic skills. 44 If we understand historical thinking as a “primarily mind-opening, not socializing” 45

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Esilda Luku

Holocaust in Albanian History Textbooks (Source: Author's analysis). No. Textbook Title Systematic Murder Genocide Jews Other Groups Europe Nazis Before WWII During WWII Killing of Millions of Jews Extermination Camps Systematic Elimination Mass Slaughter 1