Journal of Educational Media, Memory and Society (JEMMS)

The  Journal of Educational Media, Memory and Society (JEMMS) explores ways in which knowledge of past and present societies is 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. The journal is international and interdisciplinary and welcomes empirically based contributions from the humanities and social sciences dealing with all aspects of educational media research, including STEM subjects (science, technology, engineering and mathematics) as well as theoretical and methodological studies.

Information about subscriptions is available from the publisher. Authors are warmly invited to submit their manuscript to the editors via Manuscripts are reviewed by the editorial committee and by anonymous peer reviewers. Please consult the guidelines for the submission of articles.

Articles may be consulted online.

VOLUME 11 (2019), ISSUE 2

Eleanor Brown, Beatrice Szczepek Reed, Alistair Ross, Ian Davies and Géraldine Bengsch, Constructing Europe and the European Union via Education. Contrasts and Congruence Within and Between Germany and England

Julian Zimmermann, Julian Happes and Nadja Bergis, Transformation and Continuity in Urban Space. The Smartphone as a Companion to Digital Teaching-learning Processes in Extracurricular Learning Settings

Roy Weintraub, The Bible, Hayden White and the Settlements. Teaching Religious Zionist History in the Postmodern Era

Christina Hadjiafxenti, Byzantine in the Works of Anastasios Diomedes Kyriakos. Protestant Influence in Greek Textbooks?

Zulkifli, Disparity Among Indonesian Sociology of Education Textbooks

Abstracts (English)     Zusammenfassungen (Deutsch)


Wendelin Sroka and Simona Szakács, Introduction

Vitaly Bezrogov and Dorena Caroli, Soviet Russian Primers of the 1940s. The War after the Victory

Darko Leitner-Stojanov, Militarisation via Education. A Visual and Textual Analysis of a 1945 Primer from Socialist Macedonia

Niki Sioki, The Postwar Schoolbook as a Material Artefact. Two Greek Reading Textbooks from 1944 

Verena Stürmer, Similarities and Differences between West and East German Primers 1945-1949 

Simona Szakács  and Mihai Stelian Rusu, Nurturing Romanian Socialists. Children’s Reading Primers Before, During and After the Second World War

Joanna Wojdon, Between the Old and the New World in Poland. Marian Falski’s Elementarz

Abstracts (English)     Zusammenfassungen (Deutsch)

VOLUME 10 (2018), ISSUE 2

Andres Chiappe, Understanding Mobile Educational Content: A Comparative Approach

Alexander Wohnig, Explaining Political Apathy in German Civic Education Textbooks

Florian Berding and Ilka Lau, Epistemic Messages in Textbooks for Vocational Education and Training 

Tobias Ide, Abdulkhaleq Alwan , Khalil Bader, Noureddine Dougui, Maysoun Husseini, Elarbi Imad, Farouk Gaafar Abdel Hakim Marzouk, Amany M. Taha Moustafa and Riem Spielhaus, The Geopolitics of Environmental Education: An Analysis of School Textbooks in the MENA Region

Philipp Mittnik, Nationalsozialismus in deutschen, österreichischen und englischen Lehrwerken der Sekundarstufe I (1980-2017)

Mariano González-Delgado and Manuel Ferraz-Lorenzo, The Concept of ‘Consumption’ in School Textbooks during the Democratic Transition in Spain (1977-1982)

Alexandra Binnenkade, The Algerian War, French Textbooks and How Violence Is Remembered

Abstracts (English)      Zusammenfassungen (Deutsch)


Andreas Weiß, Introduction 

Andreas Weiß, Reading East Asia in Schools of the Wilhelmine Empire 

Elisabeth Wesseling and Jacques Dane, Are ‘the Natives’ Educable? Selling Ethical Colonial Policy Concerning the East Indies to Dutch Schoolchildren (1890-1910)

Benjamin C. Fortna, Education and Change in the Late Ottoman Empire and Turkey. Space, Time and Text 

Gargi Gangopadhyay, Imperialism and Nationhood in Children’s Books in Colonial Bengal

Ito Toshiko, Changing Horizons of World Knowledge. On the Presentation of Space in Primary School Geography Textbooks of the Japanese Empire 

Bahar Gürsel, National Identity and Alterity in Nineteenth Century American Primary School Geography Textbooks

Abstracts (English)      Zusammenfassungen (Deutsch)

VOLUME 9 (2017), ISSUE 2

Eva Insulander, Fredrik Lindstrand and Staffan Selander, Designing Multimodal Texts about the Middle Ages 

Ingrid Brühwiler, Contested Citizenship. Public Schooling and Political Changes in Early Nineteenth Century Switzerland 

Mykola Makhortykh, War Memories and Online Encyclopeadias. Framing 30 June 1941 in Wikipedia 

Denis Vuka, The Visual Construction of the Myth of the Albanian National Leader 

Inga Kahlcke, Making History with Pictures. Visual Representations of National Socialism in the GDR History Textbook 

Lucas Frederik Garske, Challenging Substantive Knowledge in Educational Media. A Case Study of German History Textbooks 

Robert Thorp, Experiencing, Using, and Teaching History. Two History Teachers’ Relations to History and Educational Media

Abstracts (English)     Zusammenfassungen (Deutsch)


Kira Mahamud Angulo and Anna Ascenzi, Introduction. Textbooks in Periods of Political Transition after the Second World War

Enis Sulstarova, (Re)presentations of Islam in  Albanian History Textbooks from 1990 to 2013 

Hieronymus Purwanta, Militaristic Discourse in Representations of the Indonesian War of Independence (1945-1949) in Secondary Education History Textbooks During and After the Soeharto Era

Paolo Bianchini and Maria Cristina Morandini, A Useless Subject? Teaching Civic Education in Italy from the School Programs of 1958 to the Present Day 

Kira Mahamud Angulo and Yovana Hernández Laina, The Economic Dimension of Political Socialization and National Identity in Spanish Primary School Textbooks During the Franco Dictatorship and the Transition to Democracy (1962-1982) 

Ander Delgado, The Portrayal of Spanish Migrants in Basque Social Science Textbooks from the Late Franco Era to the Transition to Democracy

Abstracts (English)          Zusammenfassungen (Deutsch)

Volume 8 (2016), Issue 2

Troy Paddock, Spatial Relations and the Struggle for Space. Friedrich Ratzel’s Impact on German Education from the Wilhelmine Empire to the Third Reich

Henrik Åström Elmersjö, Negotiating the Nation in History. The Swedish State Approval Scheme for Textbooks and Teaching Aids from 1945 to 1983

Lina Klymenko, Narrating the Second World War. History Textbooks and Nation Building in Belarus, Russia, and Ukraine

Niklas Ammert and Heather Sharp, Working with the Cold War. Types of Knowledge in Swedish and Australian History Textbook Activities

Gerrit Gorter, Hilda Amsing and Jeroen Dekker, Dutch Economic Textbooks in the 1970s. Raising the Status of a New Secondary School Type by Means of Mathematical Abstraction

Codruța Alina Pohrib, Writing Childhoods, Righting Memory. Intergenerational Remembrance in Postcommunist Romania

Jingyi Li, The Transmission of Cultural Values via EFL Textbooks in China

Monica Reichenberg, Explaining Teachers’ Use of Textbooks



  • Eckhardt Fuchs, Anne Bruch and Michael Annegarn-Gläß, Introduction: Educational Films - A Historical Review of Media Innovation in Schools
  • Michael Annegarn-Gläß, The German Colonies in the Educational Film Die Weltgeschichte als Kolonialgeschichte (World History as Colonial History, 1926) as an Example of Filmic Techniques Used within Colonial Revisionism  
  • Verena Niethammer, Indoktrination oder Innovation? Der Unterrichtsfilm als neues Lehrmedium im Nationalsozialismus
  • María Rosa Gudiño Cejudo, Eulalia Guzmán and Walt Disney´s Educational Films. A Pedagogical Proposal for Literacy for the Americas in Mexico (1942-1944) 
  • Anne Bruch, Meglio di ieri – Educational Films, National Identity and Citizenship in Italy from 1948 to 1968
  • Sophia E. Gerber, RAF-Spielfilme im Geschichtsunterricht


  • Anne Bruch, Educational Film Studies – A Burgeoning field of Research


  • Felicitas Macgilchrist, Barbara Christophe, Alexandra Binnenkade, Introduction: Memory Practices and History Education     
  • Meenakshi Chhabra, Memory Practices in History Education about the 1947 British India Partition: Opportunities and Challenges to Breaching Hegemonic Remembering
  • Alexandra Binnenkade, Doing Memory: Teaching as a Discursive Nod
  • Teresa Oteíza, Rodrigo Henríquez and Claudio Pinuer, History Classroom Interactions and the Transmission of the Recent Memory of Human Rights Violations in Chile 
  • Susan Hogervorst, Transmitting Memory Between and Beyond Generations - The Rotterdam Bombardment in Local Memory Culture and Education from 1980 to 2015  
  • Johanna Ahlrichs, Katharina Baier, Barbara Christophe, Felicitas Macgilchrist, Patrick Mielke and Roman Richtera, Memory Practices in the Classroom. On Reproducing, Destabilising and Interrupting Majority Memories
  • Lisa Jenny Krieg, ‘Who Wants to Be Sad Over and Over Again?’ Emotion Ideologies in Contemporary German Education about the Holocaust

VOLUME 7 (2015), ISSUE 1

  • Marcel Naas: Kinderbibeln – zur Geschichte und zum Potenzial eines vergessenen Schulbuchs
  • Edward McInnis: The Antebellum American Textbook Authors’ Populist History of Roman Land Reform and the Gracchi Brothers

  • Jörg Lehmann: Civilization versus Barbarism. The Franco-Prussian War in French History Textbooks, 1875-1895

  • Tetiana Shevchenko: Religion in the National Historical Narrative of the Early Modern Times in Contemporary Ukrainian Schooling

  • Arie Kizel: The Presentation of Germany in Israeli History Textbooks between 1948 and 2014


  • Denis Vuka: History Teaching in Albania Following Educational Reform in 2008


  • Muhammad Ayaz Naseem and Georg Stöber: Introduction. Textbooks, Identity Politics and Lines of Conflict in South Asia
  • Muhammad Ayaz Naseem: Deconstructing Militarism in Pakistani Textbooks
  • Shreya Ghosh: Identity, Politics, and Nation-building in History Textbooks in Bangladesh
  • Basabi Khan Banerjee and Georg Stöber: Living in Harmony? 'Casteism', Communalism, and Regionalism in Indian Social Science Textbooks
  • Anne Gaul: Where Are the Minorities? The Elusiveness of Multiculturalism and Positive Recognition in Sri Lankan History Textbooks

VOLUME 6 (2014), ISSUE 1

  • Heather Sharp: Representing Australia’s Involvement in the First World War: Discrepancies between Public Discourses and School History Textbooks from 1916 to 1936
  • Sivane Hirsch and Marie Mc Andrew: The Holocaust in the Textbooks and in the History and Citizenship Education Program of Quebec
  • Elizabeth Priester Steding: What Stories Are Being Told? Two Case Studies of (Grand) Narratives from and of the German Democratic Republic in Current Oberstufe Textbooks
  • Katalin Eszter Morgan: Decoding the Visual Grammar of Selected South African History Textbooks
  • Christiane Hintermann, Christa Markom, Heidemarie Weinhäupl and Sanda Üllen: Debating Migration in Textbooks and Classrooms in Austria


  • Alexander König and Daniel Bernsen: Mobile Learning in History Education
  • Andreas Slopinski and Torsten J. Selck: Wie lassen sich Wertaussagen in Schulbüchern aufspüren? Ein politikwissenschaftlicher Vorschlag zur quantitativen Schulbuchanalyse am Beispiel des Themenkomplexes der europäischen Integration

VOLUME 5 (2013), ISSUE 2

  • Daniel Tröhler: The Technocratic Momentum after 1945, the Development of Teaching Machines, and Sobering Results
  • Stuart Foster and Adrian Burgess: Problematic Portrayals and Contentious Content: Representation of the Holocaust in English History Textbooks

Special Section: Children’s Films

  • Bettina Kümmerling-Meibauer: Introduction: New Perspectives in Children’s Film Studies

  • Johanna Tydecks: The Lost Thing: Moving Media Language from a Picture Book to a Short Film
  • Ian Wojcik-Andrews: Elder Quests, Kid Ventures, and Kinder Quests
  • David Whitley: Learning with Disney: Children’s Animation and the Politics of Innocence
  • Anders Wilhelm Åberg: Conceptions of Nation and Ethnicity in Swedish Children’s Films: The Case of Kidz in da Hood (Förortsungar, 2006)
  • Bettina Kümmerling-Meibauer: Paratexts in Children’s Films and the Concept of Meta-filmic Awareness


  • Eckhardt Fuchs and Marcus Otto: Introduction: Educational Media, Textbooks, and Postcolonial Relocations of Memory Politics in Europe

  • Marcus Otto: The Challenge of Decolonization: School History Textbooks as Media and Objects of the Postcolonial Politics of Memory in France since the 1960s

  • Susanne Grindel: The End of Empire: Colonial Heritage and the Politics of Memory in Britain

  • Lars Müller: "We Need to Get away from a Culture of Denial"? The German-Herero War in Politics and Textbooks

  • Luigi Cajani: The Image of Italian Colonialism in Italian History Textbooks for Secondary Schools

  • Keith Crawford: Constructing Aboriginal Australians, 1930-1960: Projecting False Memories

  • Gabriel Pirický: The Ottoman Age in South-Central Europe as Represented in Secondary School History Textbooks in the Czech Republic, Hungary, Poland and Slovakia

  • Wolfgang Struck: De/Colonizing Pictures? German Television and Colonialism - An Essay

  • Abstracts (English) ● Zusammenfassungen (Deutsch)


  • Jens Andermann and Silke Arnold-de Simine: Introduction: Museums and the Educational Turn: History, Memory, Inclusivity

  • Wolfram Kaiser: The Transnational Turn Meets the Educational Turn: Engaging and Educating Adolescents in History Museums in Europe

  • Silke Arnold-de Simine: The "Moving" Image: Empathy and Projection in the International Slavery Museum, Liverpool

  • Patrizia Violi: Educating for Nationalhood: A Semiotic Reading for the Memorial Hall for Victims of the Nanjing Massacre by Japanese Invaders

  • Jens Andermann: Showcasing Dictatorship: Memory and the Museum in Argentina and Chile

  • Susana Draper: Making the Past Perceptible: Reflections on the Temporal and Visual Enframings of Violence in the Museum of Memory in Uruguay

  • Didier Maleuvre: Must Museums Be Inclusive?


  • Tom Verschaffel and Kaat Wils: Introduction: History Education and the Claims of Society: An Historical Approach

  • Terry Haydn: "Longing for the Past": Politicians and the History Curriculum in English Schools, 1988-2010

  • Willeke Los: Remembering or Forgetting? Accounts of the Recent Revolutionary Past in Dutch History Textbooks for Primary Education in the Early Nineteenth Century

  • Thomas Nygren: The Contemporary Turn: Debate, Curricula, and Swedish Students' History

  • Joanna Wojdon: The Impact of Communist Rule on History Education in Poland

  • Nadine Ritzer: The Cold War in Swiss Classrooms: History Education as a "Powerful Weapon against Communism"?

  • Ed Jonker: Reflections on History Education: Easy and Difficult Histories

Volume 3 (2011), Issue 2

  • Victor A. Shnirelman: Russian Christ: The Struggle of the Russian Orthodox Church to Introduce Religion into the Curriculum in the First Decade of the Twenty-first Century

  • Kjetil Børhaug: Justifying Citizen Political Participation in Norwegian Political Education

  • Catherine Broom: Change and Continuity in British Columbian Perspectives as Illustrated in Social Studies Textbooks from 1885 to 2006

  • Ina Markova: Balancing Victimhood and Complicity in Austrian History Textbooks: Visual and Verbal Strategies of Representing the Past in Post-Waldheim Austria

  • Henning Hues: “Mandela, the Terrorist”: Intended and Hidden History Curriculum in South Africa

  • Monika Bolliger: Writing Syrian History while Propagating Arab Nationalism: Textbooks about Modern Arab History under Hafiz and Bashar al-Asad

  • Martina Clemen: Im Spannungsfeld von Regionalismus und nationaler Identität: zur Deutung und Vermittlung von Geschichte in katalanischen Schulbüchern

  •  Forum • Museum


  • Joanne Sayner: Educating Educators of Memory: Reflections on an InSite Teaching Program

  • Nikki Spalding: Learning to Remember Slavery: School Field Trips and the Representation of Difficult Histories in English Museums

  • Abstracts (English) ● Résumés (Français)

Volume 3 (2011), Issue 1: Teaching about Islam and the Muslim World. Textbooks and Real Curriculum

  • Marie Mc Andrew, Amina Triki Yamani and Falk Pingel: Introduction

  • Béchir Oueslati and Marie Mc Andrew, with the collaboration of Denise Helly: Islam and Muslim Cultures in Quebec French-language Textbooks over Three Periods: 1980s, 1990s, and the Present Day

  • Mehrunnisa Ahmad Ali, with the collaboration of Marie Mc Andrew, Béchir Oueslati, Lisa Quirke and Nashwa Salem: The Reduction of Islam and Muslims in Ontario’s Social Studies Textbooks

  • Mireille Estivalèzes: Teaching about Islam in the History Curriculum and in Textbooks in France

  • Gerdien Jonker: Caught in a Nutshell. “Islam” and the Rise of History Textbooks in Germany (1700-2005)

  • Lluís Samper Rasero and Jordi Garreta Bochaca: Muslims in Catalonian Textbooks

  • Amina Triki-Yamani, Marie Mc Andrew and Sahar El Shourbagi: Perceptions du traitement de l'islam et du monde musulman dans les manuels d'histoire par des enseignants du secondaire au Québec

  • Abstracts (English) ● Résumés (Français)

Volume 2 (2010), Issue 2: Contextualizing School Textbook Revision

Eckhardt Fuchs: Introduction: Contextualizing School Textbook Revision

Georg Stöber and Basabi Khan Banerjee: Textbook Revision and Beyond: New Challenges for Contemporary Textbook Activities

Deepa Nair: Textbook Conflicts in South Asia: Politics of Memory and National Identity

Elie Podeh: Univocality within Multivocality: The Israeli-Arab-Palestinian Conflict as Reflected in Israeli History Textbooks, 2000 - 2010

Henrik Åström Elmersjö and Daniel Lindmark: Nationalism, Peace Education, and History Textbook Revision in Scandinavia, 1886 - 1940

Yangmo Ku: The Politics of Historical Memory in Germany: Brandt's Ostpolitik, the German-Polish History Textbook Commission, and Conservative Reaction

Falk Pingel: Geschichtsdeutung als Macht? Schulbuchforschung zwischen wissenschaftlicher Erkenntnis- und politischer Entscheidungslogik


Shinichi Arai: History Textbooks in Twentieth Century Japan: A Chronological Overview

Carsten Heinze: Historical Textbook Research: Textbooks in the Context of the "Grammar of Schooling"

Abstracts (English) ● Zusammenfassungen (Deutsch) ● Résumés (Français)

Volume 2 (2010), Issue 1

Petr Knecht and Veronika Najvaroá: How Do Students Rate Textbooks? A Review of Research and Ongoing Challenges for Textbook Research and Textbook Production

Niklas Ammert: To Bridge Time: Historical Consciousness in Swedish History Textbooks

Eleftherios Klerides: Imagining the Textbook: Textbooks as Discourse and Genre

Neveen Eid: The Inner Conflict: How Palestinian Students in Israel React to the Dual Narrative Approach Concerning the Events of 1948 

Samira Alayan and Naseema Al-Khalidi: Gender and Agency in History, Civics, and National Education Textbooks of Jordan and Palestine

Ryôta Nishino: Narrative Strategies Regarding Japanese Ethnic Origins and Cultural Identities in Japanese Middle-School History Textbooks

Tomasz Kamusella: School History Atlases as Instruments of Nation-State Making and Maintenance: A Remark on the Invisibility of Ideology in Popular Education


Maria Stehle: Berlin's Potsdamer Platz as an Interactive Textbook: Space, Perspective, and Critical Research Skills

Maria Repoussi and Nicole Tutiaux-Guillon: New Trends in History Textbook Research: Issues and Methodologies toward a School Historiography

Volume 1 (2009), Issue 2: Myths and Maps of Europe

  • Chiara Bottici and Benoît Challand: Introduction

  • Chiara Bottici: Myths of Europe: A Theoretical Approach

  • Gerdien Jonker: Naming the West: Productions of Europe In and Beyond Textbooks

  • Benoît Challand: European Identity and External Others in History Textbooks ( 1950 - 2005)

  • Adrian Brisku: Internalizing Europe: Albanian Perceptions of the Continent in Historical Perspective (1878 - 2008)

  • Paul Dietschy, David Ranc and Albrecht Sonntag: Parallel Myths, Popular Maps: The Europe of Soccer

Volume 1 (2009), Issue 1: Teaching and Learning in a Globalizing World

  • Simone Lässig: Editorial: Textbooks and Beyond: Educational Media in Context(s)

  • Hanna Schissler: Introduction: Teaching and Learning in a Globalizing World

  • Thomas Bender: Can National History Be De-Provincialized? U.S. History Textbook Controversies in the 1940s and 1990s

  • Dmitrii Sidorov: Visualizing the Former Cold War “Other”: Images of Eastern Europe in World Regional Geography Textbooks in the United States

  • Seth. B. Scott: The Perpetuation of War in U.S. History Textbooks

  • Elizabeth P. Quintero: In a World of Migration: Rethinking Literacy, Language,  and Learning Texts

  • Mauricio Tenorio Trillo: The Riddle of a Common History: The United States in Mexican Textbook Controversies

  • Yoshiko Nozaki and Mark Selden: Historical Memory, International Conflict, and Japanese Textbook Controversies in Three Epochs

  • Deepa Nair: Contending “Historical” Identities in India

  • Dmitry Shlapentokh: History and Interethnic Conflicts in Putin’s Russia

  • Charles Ingrao: Weapons of Mass Instruction: Schoolbooks and Democratization in Multiethnic Central Europe

  • Barbara Christophe: Migration in German Textbooks: Is Multiperspectivity an Adequate Response?

  • Hanna Schissler: Navigating a Globalizing World: Thoughts on Textbooks, Teaching, and Learning

  • Abstracts (English) ● Zusammenfassungen (Deutsch) ● Résumés (Français) ● Resúmenes (Español) ● Streszczenia (Polski) ● Резюме (Русский)