JEMMS – Journal of Educational Media, Memory, and Society

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.


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

FORUM

  • 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

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"

 <media 6923 - - "TEXT, jemms 2010 2 abstracts english, jemms_2010_2_abstracts_english.pdf, 119 KB">Abstracts</media> (English) ● <media 6922 - - "TEXT, jemms 2010 2 abstracts deutsch, jemms_2010_2_abstracts_deutsch.pdf, 98 KB">Zusammenfassungen</media> (Deutsch) ● <media 6921 - - "TEXT, jemms 2010-2 abstracts francais, jemms_2010-2_abstracts_francais.pdf, 136 KB">Résumés</media> (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


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)