Journal of Educational Media, Memory, and Society

Volume 11 / 2019, 2 issues per volume (spring, autumn)

Aims & Scope

Published on behalf of the Georg Eckert Institute for International Textbook Research

The Journal of Educational Media, Memory, and Society (JEMMS) explores perceptions of society as constituted and conveyed in processes of learning and educational media. The focus is on various types of texts (such as textbooks, museums, memorials, films) and their institutional, political, social, economic, and cultural contexts. The construction of collective memory and conceptions of space, the production of meaning, image formation, forms of representation, and perceptions of the "self" and the "other," as well as processes of identity construction (ethnic, national, regional, religious, institutional, gender) are of particular interest. Special importance is given to the significance of educational media for social cohesion and conflict. The journal is international and interdisciplinary and welcomes empirically based contributions from the humanities and the social sciences as well as theoretical and methodological studies.

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Indexing/Abstracting

The Journal of Educational Media, Memory, and Society is indexed/abstracted in:

• A Current Bibliography on African Affairs (Baywood)
• Bibliometric Research Indicator List (BFI)
• ERIC Digital Library (U.S. Department of Education)
• European Reference Index for the Humanities and the Social Sciences (ERIH PLUS)
• Historical Abstracts (EBSCO)
• IBR – International Bibliography of Book Reviews of Scholarly Literature on the Humanities and Social Sciences (De Gruyter)
• IBZ – International Bibliography of Periodical Literature in the Humanities and Social Sciences (De Gruyter)
• MLA Directory of Periodicals
• MLA International Bibliography
• Norwegian Register for Scientific Journals, Series and Publishers
• Periodicals Index Online (Chadwyck-Healey)
• Scopus (Elsevier)

Editor: Eckhardt Fuchs, Georg Eckert Institute for International Textbook Research

Managing Editor: Peter Carrier, Georg Eckert Institute for International Textbook Research

GEI Editorial Committee
Peter Carrier
Sandra Maß
Kerstin Schwedes

Editorial Board
Tim Allender, University of Sydney
Aleida Assmann, University of Konstanz
Sarah Witham Bednarz, Texas A&M University
José Casanova, The Berkeley Center for Religion, Peace, and World Affairs, Washington, D.C.
Prasenjit Duara, National University of Singapore
Rasheed El-Enany, University of Exeter
Benoit Falaize, l'Université de Cergy Pontoise
Konrad H. Jarausch, University of North Carolina at Chapel Hill
László Kontler, Central European University, Budapest
Marianne Krüger-Potratz, University of Münster
Svein Lorentzen, Norwegian University of Science and Technology, Trondheim
Sabine Mannitz, Peace Research Institute Frankfurt
Gabriela Ossenbach Sauter, Universidad Nacional de Educación a Distancia, Madrid
Tamar Rapoport, Hebrew University of Jerusalem
Brigitte Reinwald, University of Hanover
Heinz-Elmar Tenorth, Humboldt University of Berlin
Benno Werlen, Friedrich Schiller University of Jena
Theresa Wobbe, University of Potsdam

Manuscript Submission

Please review the submission and style guidelines carefully before submitting.

All submitted articles should be original works and not concurrently under consideration by any other publication. Contributors who do not write primarily in English should have their work reviewed by a native English speaker before submitting material.

Articles should be sent in either Microsoft Word or Rich Text File (rtf) format as e-mail attachments to the editors at journal@gei.de.

Have other questions? Please refer to the various Berghahn Info for Authors pages for general information and guidelines including topics such as article usage and permissions for Berghahn journal article authors.

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Ethics Statement

Authors published in Journal of Educational Media, Memory, and Society (JEMMS) certify that their works are original and their own. The editors certify that all materials, with the possible exception of editorial introductions, book reviews, and some types of commentary, have been subjected to double-blind peer review by qualified scholars in the field. While the publishers and the editorial board make every effort to see that no inaccurate or misleading data, opinions, or statements appear in this journal, they wish to make it clear that the data and opinions appearing in the articles herein are the sole responsibility of the contributor concerned. For a more detailed explanation concerning these qualifications and responsibilities, please see the complete JEMMS ethics statement.

Annual Subscriptions

Volume 11/2019, 2 issues p.a. (spring, autumn) 
ISSN 2041-6938 (Print) • ISSN 2041-6946 (Online) 
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