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Monica Reichenberg

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

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Negotiating the Nation in History

The Swedish State Approval Scheme for Textbooks and Teaching Aids from 1945 to 1983

Henrik Åström Elmersjö

not maintained as they were after the Second World War. 5 The topic of this article is the discussions regarding the nation and its history that occurred as components of debates about history textbooks under consideration for use in Swedish schools

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Jingyi Li

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

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How Do Students Rate Textbooks?

A Review of Research and Ongoing Challenges for Textbook Research and Textbook Production

Petr Knecht and Veronika Najvarová

This article argues in favor of including students in textbook research. As teachers decide which textbooks to use in their classrooms, they are the ones who influence textbook development. The article presents a research review of students' evaluations of textbooks, demonstrating that inviting students into the debate may result in interesting stimuli for improving textbooks. The article also discusses suggestions based on student feedback.

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Working with the Cold War

Types of Knowledge in Swedish and Australian History Textbook Activities

Niklas Ammert and Heather Sharp

international events. In light of the continued global importance this conflict has had on nations other than the political superpowers, this article conducts a comparative analysis of activities pertaining to the Cold War in history textbooks used in Swedish

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Creating borders in young minds

A case study of Indian and Pakistani school textbooks

Dhananjay Tripathi

divide between their citizens. One tool utilized to achieve this objective is education, especially through the introduction of textbooks, which are used to create a notion of otherness in young minds and, in many cases, “the other” subsequently takes the

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Marc Kropman, Carla van Boxtel, and Jannet van Drie

The narratives about a nation's past taught in history education are a major focus of international research. 1 In many countries, textbooks are by far the most accessible sources of historical information for both pupils and teachers. The texts

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Historical Textbook Research

Textbooks in the Context of the

Carsten Heinze

This piece defends the hypothesis that methodologically well-grounded historical textbook research is only possible if one has an understanding of the context in which textbooks acquire meaning. Based on the theory of a “grammar of schooling” (Tyack/Tobin; Cuban), the article develops a concept on the basis of which it is possible to describe particular contexts and the way in which they relate to teaching materials. Textbooks are thus understood as an element of the “grammar of schooling” and, from the perspective of discourse and theory, as a “point of intersection” between discourse and its corresponding teaching practice.

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Narrating the Second World War

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

Lina Klymenko

Introduction Several studies have identified the role of school history textbooks in the state-led construction of national identity in the post-Soviet context. 1 Focusing on case studies from post-Soviet states, these works have demonstrated how

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History Teaching and Cultural Hegemony

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

Johanna Fricke

its position. This article illustrates the ways in which Francoists integrated oppositional arguments and perspectives into their own memory discourse—as a means of neutralizing them—by closely examining Spanish textbooks published in the 1960s. The