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

Permanent URI for this collectionhttps://repository.gei.de/handle/11428/72

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.
Two years after publication, post-peer review pre-copy edited versions of articles will be made available on Edumeres for downloading. Official print versions are available on the website of Berghahn Journals.

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Author: search.filters.author.Jonker, GerdienSubject: search.filters.subject.Islam

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    Caught in a Nutshell: "Islam" and the Rise of History Textbooks in Germany (1700-2005)
    (New York: Berghahn, 2014-01-06) Jonker, Gerdien
    In this article, I explore the dominant narratives about Islam in German history textbooks since the eighteenth century until the present day. I thereby deconstruct a longue durée script with a rather curious pattern. Until the 1980s, textbook narratives about Islam were rooted exclusively in people’s historical imagination. Only when the children of Turkish workers entered the classroom did textbook authors try to accommodate knowledge based on real encounters. By addressing the different stages of this longue durée script, I enquire into the functions of narratives as they underpinned a German and European “we.”