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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.

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.

The proposed Standards for interreligious textbook research and development are the result of an interreligious and international process of consultation. In the tension between a 'clash of civilisations' and the 'dialogue among civilisations', school textbooks have an important task. In many countries they are practically the 'teacher of teachers'. Based on the research project, “the representation of Christianity in textbooks of countries with an Islamic tradition“, discussions between scholars in different countries have taken place. The standards are proposed as possible guidelines for author teams and publishers, for education authorities and curriculum planners. Issues and tasks are envisaged under eight headings: covering the questions of an authentic portrayal of religions, developing a dialogue-orientated interpretation of religion, portraying religions' importance in the life of real people, dealing carefully with religions' history, with their cultural heritage and their context and with the controversial issues of mission, religious freedom and tolerance. Mutual understanding in the field of ethics should also be reflected. Last but not least, the life conditions of the students and their relevance for religious learning are to be taken seriously. Pedagogical and media didactic approaches have to accept the students as independent partners in the learning processes.

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.

French history textbooks occupy a pivotal position in the colonial fracture. They impart difficult knowledge about the Algerian War of Independence, knowledge that impacts the relationships between the communities of memory in France today. Textbook analysis has focused on their verbal content and, recently, in the work of Jo McCormack, on corresponding teaching practices. This article highlights graphic design as one layer of visual knowledge production and primarily contributes to the methodology of textbook analysis with an exemplary multimodal analysis. It reveals a hidden narrative about the postcolonial relationship that is not expressed in words.

This article examines how the topics of migration, cultural diversity, and discrimination are depicted in current Austrian school textbooks and how they are discussed and perceived by pupils of different age groups attending different types of schools. The discussion concentrates on three main issues: the representation of migration as problematic; the use, critical or otherwise, of specific terms; and whether the history of migration to and from Austria is represented and perceived as part of a common Austrian history. Alongside the findings of the textbook analysis, we show how the involvement of pupils in textbook and migration research can contribute to the production of scientific knowledge in this area.

History textbooks are sources of collective memory and can thus be read as "autobiographies" of nation-states. History textbooks used to be anchored in national traditions, ultimately legitimizing the rationale of nation-states. In questioning the sole validity of national history, social movements since the 1960s and the process of globalization became the seedbeds for the deconstruction of master narratives. Because of their instrumental character as teaching tools, textbooks in general allow researchers to decipher the normative structures of societies. The information revolution since the 1970s has dethroned textbooks as the sole means of instruction in classrooms, and led to the development of different approaches for the analysis of textbooks. Today's globalizing world demands new reference frames for teaching and learning. In the second part of this article, eight clusters that are pertinent for orientation in the perplexing realities of the present are drafted: challenges resulting from the revolution in information technologies; the changing world of work; contradictory tendencies in globalizing processes; the impact of a new turbo-capitalism with its de-legitimizing impact on political systems; unequal developments leading to an ever increasing inequality on a global as well as on local levels; the increase of worldwide migration and its impact on classrooms; contested memories in societies that reposition themselves in a world that has grown together and re-fragmented at new seams; and finally, the crisis in orientation and values and the personal costs resulting from the perplexities and insecurities of the world.

Interpreting History as Power? Textbook Research Between the Scientific Logic of Cognition and Political Decision Logic

Der Artikel hinterfragt das Verhältnis von Wissenschaft, Politik und Pädagogik in Projekten der internationalen Schulbuchrevision. Am Beispiel der deutsch-polnischen Schulbuchkommission, der Schulbuchrevision in Bosnien und Herzegowina sowie von israelisch-palästinensischen Projektgruppen werden mögliche Sequenzierung bzw. das Ineinandergreifen von Politik und Wissenschaft im Beratungsprozess thematisiert und aus dieser Analyse Folgerungen für die das Design zukünftiger Projekte und Forschungen entwickelt.