that act as recontextualizing agents. In the People’s Republic of China (PRC), national curriculum design is under strict control as the state governs the education agenda and policymaking. Meanwhile, local educational authorities and textbook
Is Multiperspectivity an Adequate Response?
This article raises the question of how German textbooks should deal with issues of migration as one of the main challenges in a globalizing age. In order to prepare the ground for a well-founded answer it follows a twofold agenda. In a rst step, previous attempts at analyzing textbook representations of migration are critically scrutinized and read against the background of current debates on methodological approaches to textbook research. In a second step, anthropological research on the structure of public German discourses on migration is cited as a key to developing a truly multiperspectival mode of representing it. Ultimately, the article demonstrates that education alone cannot be given the responsibility of clarifying questions that politics have failed to articulate and that pupils must be taught to participate competently in the discourse on migration policy. They should be familiarized with the various positions advocated in the political sphere, and simultaneously equipped with the necessary tools for critical re ection.
strong focus on homeland or Heimat can be seen in many textbooks of the Wilhelmine Empire. In elementary classes in some states, history was even taught in conjunction with the study of local history and geography or Heimatkunde ; 2 geography was
Twenty-five years ago, teachers’ text competence and strategic textbook use were not major issues in most countries because almost all had regulated textbook approval systems. The Swedish state had an official approval scheme for books before they
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
Introduction Textbook analysis is an excellent way of studying how a school subject can be influenced by the dynamics between various educational ideologies 1 and its mother science. 2 This article focuses on economics education as an example of
Using an ‘international edition’ to teach critical thinking and intercultural understanding
Kristina C. Marcellus
relevant and accessible. The course as it had been outlined in the syllabus of record, established by the university well before I had been hired, included an ‘international edition’ of an American textbook that was, at that point, already a few years old
The German-Herero War in Politics and Textbooks
The question of whether the German-Herero War (1904-1907) may be called a genocide has been debated in German politics for over twenty years. This article explores the representations of this event in German history textbooks in the context of this ongoing debate. Textbooks are not merely the end product of a negotiation process. Rather, as media and objects of memory politics, they are part of a societal negotiation process to determine relevant knowledge. Changes made to textbooks in relation to this controversial topic take place in very short periods of time and often go beyond what appears to meet with mutual agreement in the political sphere.
Historical Consciousness in Swedish History Textbook
Since the early 1990s, the concept of historical consciousness has been central to didactic research in Sweden. It has mostly been used as a theoretical framework on a macro-level or as an attempt to identify students' historical consciousness. This article applies the theoretical concept of historical consciousness to tangible source material: history textbooks from the twentieth century. It focuses on whether Swedish history textbooks for lower secondary school have articulated contexts that may be conducive to developing historical consciousness. The article employs a number of theoretical concepts—narratives, multichronology, identity, and values—in order to analyze perspectives that can be utilized to trigger historical consciousness.
The ban on almost all previously approved textbooks in occupied Germany in 1945 brought about a turning point in the history of reading primers in this country. This article examines the requirements that textbooks had to fulfill in order to be approved by the authorities of the various occupation zones. In spite of differing sociopolitical and pedagogical attitudes and conditions, reading primersin all occupied zones shared the theme of children’s play and harmonious everyday life. However, a comparative analysis of the primers reveals significant differences that cannot be explained exclusively as a consequence of influence exerted by occupying powers. Rather, these differences resulted from the context in which each primer appeared.
In many national curricula militaristic narratives in history textbooks tend to represent the domination of society by the army. Recent research into Pakistan history textbooks, for example, illustrates that this country’s historical narrative is