The team working in this research area investigates educational media for schools as particularly socially relevant media that reflect, and are framed and controlled by, political, economic and epistemic systems. The researchers analyse and map actors and regimes of governmentality who make decisions regarding textbook contents in the context of political and economic conditions, as well as regarding the circulation of socially available knowledge.
The production of textbooks is explored comparatively from transnational perspectives with a view to the history of knowledge and sociological aspects. Researchers investigate the factors that act, or have acted, as stimuli for changes in textbook knowledge. Historical transformations of knowledge systems are of particular interest here, and are a relevant subject of research themselves, but also an important point of reference for current and future systems of knowledge.
The research in this area centres on institutional frameworks such as curricula, approval systems and systems of competition, as well as epistemological frameworks such as subject-specific or pedagogic debates or dominant social discourses such as those concerning Europe, crises or migration.