Journal of Educational Media, Memory, and Society

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

Subjects: Education, Media, Social Sciences

Available on JSTOR

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

Call for Papers 2019

Cover Journal of Educational Media, Memory, and Society

Volume: 11 (2019)
- Issue 2 (Sep 2019): pp. 1-104
- Issue 1 (Mar 2019): After the War—A New Beginning? Reading Primers and Political Change in European Countries around 1945, pp. v-134
Volume: 10 (2018)
- Issue 2 (Sep 2018): pp. 1-148
- Issue 1 (Mar 2018): World Knowledge and Non-European Space: Nineteenth Century Geography Textbooks and Children’s Books. Guest Editor: Andreas Weiß, pp. 1-126
Volume: 9 (2017)
- Issue 2 (Sep 2017): pp. 1-146
- Issue 1 (Mar 2017): Textbooks in Periods of Political Transition after the Second World War. Guest Editors: Kira Mahamud Angulo and Anna Ascenzi, pp. 1-117
Volume: 8 (2016)
- Issue 2 (Sep 2016): pp. 1-159
- Issue 1 (Mar 2016): Educational Films. Guest Editors: Eckhardt Fuchs, Anne Bruch, and Michael Annegarn-Gläß, pp. 1-129
Volume: 7 (2015)
- Issue 2 (Sep 2015): Memory Practices and History Education. Guest Editors: Felicitas Macgilchrist, Barbara Christophe and Alexandra Binnenkade, pp. 1-128
- Issue 1 (Mar 2015): pp. 1-132
Volume: 6 (2014)
- Issue 2 (Sep 2014): Textbooks, Identity Politics, and Lines of Conflict in South Asia. Guest Editors: Georg Stöber and Muhammad Ayaz Naseem, pp. 1-105
- Issue 1 (Mar 2014): pp. 1-141
Volume: 5 (2013)
- Issue 2 (Sep 2013): pp. 1-123
- Issue 1 (Mar 2013): Postcolonial Memory Politics in Educational Media. Guest Editors: Eckhardt Fuchs and Marcus Otto, pp. 1-140
Volume: 4 (2012)
- Issue 2 (Sep 2012): Museums and the Educational Turn: History, Memory, Inclusivity. Guest Editors: Jens Andermann and Silke Arnold-de Simine, pp. 1-125
- Issue 1 (Mar 2012): Current Aff airs and Their Impact on History Education Since 1789. Guest Editors: Tom Verschaffel and Kaat Wils, pp. 1-110
Volume: 3 (2011)
- Issue 2 (Sep 2011): pp. 1-172
- Issue 1 (Mar 2011): Teaching about Islam and the Muslim World: Textbooks and Real Curriculum. Guest Editors: Marie Mc Andrew, Amina Triki-Yamani, and Falk Pingel, pp. 1-117
Volume: 2 (2010)
- Issue 2 (Sep 2010): Contextualizing School Textbook Revision. Guest Editors: Eckhardt Fuchs and Yoshioka Tatsuya, pp. 1-131
- Issue 1 (Mar 2010): pp. 1-170
Volume: 1 (2009)
- Issue 2 (Sep 2009): Myths and Maps of Europe. Guest Editors: Chiara Bottici and Benoît Challand, pp. 1-144
- Issue 1 (Mar 2009): Teaching and Learning in a Globalizing World. Guest Editor: Hanna Schissler, pp. 1-226

Latest Issue Table of Contents

Articles

Journal of Educational Media, Memory and Society
Volume 12 • Issue 1 • Spring 2020

Narratives and Multiperspectivity in Dutch Secondary School History Textbooks
Marc Kropman, Carla van Boxtel, and Jannet van Drie

Education, Entertainment, and Indoctrination: Educational Film in Interwar China
Kaiyi Li

“Hitlermania”: Nazism and the Holocaust in Indian History Textbooks
Basabi Khan Banerjee and Georg Stöber

History Teaching and Cultural Hegemony: Representations of the Spanish Civil War in Francoist History Textbooks of the 1960s
Johanna Fricke

Representations of the Holocaust in Albanian Secondary School History Textbooks since the Educational Reform of 2004
Esilda Luku

American and British Efforts to Democratize Schoolbooks in Occupied Italy and Germany from 1943 to 1949
Daniela R. P. Weiner

Volume 12 / 2020, 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 the knowledge and understanding of past and present societies as constituted and conveyed via formal and informal educational media, within and beyond schools. Its focus is on various types of texts and images found in textbooks, museums, memorials, films and digital media. Of particular interest are conceptions of time and space, image formation, forms of representation, as well as the construction of meaning and identity (ethnic, national, regional, religious, institutional and gendered). The contents of educational media may also be examined in relation to their production and appropriation in institutional, sociocultural, political, economic and historical contexts. However, the journal is international and interdisciplinary and welcomes empirically based contributions from the humanities, social sciences, STEM subjects (science, technology, engineering and mathematics), as well as theoretical and methodological studies.

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

Barbara Christophe

Eckhardt Fuchs

Kerstin Schwedes

Advisory Board

Tim Allender, University of Sydney

Aaron Benavot, State University of New York at Albany

Eugenia Roldán Vera, Centro de Investigación y de Estudios Avanzados, Mexico City

Sven Saaler, Sophia University, Tokyo

Gabriela Ossenbach Sauter, Universidad Nacional de Educación a Distancia, Madrid

Gad Yair, Hebrew University of Jerusalem

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.

View Guest Editor Guidelines here.

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.

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.

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