Journal of Educational Media, Memory, and Society (JEMMS)

JEMMS is international, interdisciplinary, and peer reviewed. It replaced the institute's former journal Internationale Schulbuchforschung/International Textbook Research in Spring 2009.

Further information, also with regards to the journal, can be found directly through the publisher. Please consult the submission guidelines for articles. The journal welcomes contributions from the humanities and the social sciences as well as theoretical and methodological studies.

Online Access at IngentaContent.

 

VOLUME 5 (2013), ISSUE 1: POSTCOLONIAL MEMORY POLITICS IN EDUCATIONAL MEDIA

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)

VOLUME 4 (2012), ISSUE 2: MUSEUMS AND THE EDUCATIONAL TURN: HISTORY, MEMORY, INCLUSIVITY

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?

VOLUME 4 (2012), ISSUE 1: CURRENT AFFAIRS AND THEIR IMPACT ON HISTORY EDUCATION SINCE 1789

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

Forum

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

[Translate to English:] 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

Forum

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)

 
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Last Change: 30.05.2013