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.

Browse

Author: search.filters.author.Mc Andrew, MarieSubject: search.filters.subject.Islam

Search Results

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Islam and Muslim Cultures in Quebec French-language Textbooks over Three Periods: 1980s, 1990s, and the Present Day
    (New York: Berghahn, 2014-01-03) Oueslati, Béchir; Mc Andrew, Marie; Helly, Denise
    This article examines the evolution of the representation of Islam and Muslim cultures in textbooks in Quebec. Results indicate significant improvements in the new secondary school history textbooks both quantitatively (for they contain more information about pillars, key concepts, and relations with Christianity and Judaism) and qualitatively (on account of their depth, fewer negative views than in the 1980s, and fewer factual errors than in the 1990s). The positive role played by Muslim scientists in preserving old knowledge and enriching it is also recognized. However, textbooks still view Islam as a religion of submission, proscriptions and forced conversion, and fail to recognize diversity within Islam and Muslim cultures.
  • Thumbnail Image
    Item
    Perceptions du traitement de l’islam et du monde musulman dans les manuels d’histoire par des enseignants du secondaire au Québec
    (New York: Berghahn, 2014-01-08) Triki-Yamani, Amina; Mc Andrew, Marie; El Shourbagi, Sahar
    This article focuses on the ways in which Francophone Quebecois secondary 1 and 2 junior high school teachers adapt and transmit the treatment of Islam and the Muslim world in textbooks used for history and citizenship education. The authors focus on the teachers’ capacity to identify factual errors, stereotypes or ethnocentric biases concerning these questions. In order to do this, they analyze fourteen semi-structured interviews carried out with teachers on the island of Montreal, considering dimensions and indicators that relate to their relationship to the formal curriculum, as well as to scholarly and social knowledge of these issues. At the same time, we consider their relationship to the real curriculum or to scholarly knowledge as these are transmitted in real-life learning situations.
  • Thumbnail Image
    Item
    The Reduction of Islam and Muslims in Ontario's Social Studies Textbooks
    (New York: Berghahn, 2014-01-04) Mehrunnisa, Ahmad Ali; Mc Andrew, Marie; Oueslati, Bechír; Quirke, Lisa; Salem, Nashwa
    Representations of Islam in Ontario’s social studies textbooks portray a dehistoricized view of a religion that is disconnected from other monotheistic religions. The varied and complex socio-political and ideological locations of Muslims in historical and current contexts are reduced to simplistic, often negative representations, either as irrational aggressors or victims of poverty and underdevelopment. More nuanced, historically grounded, and multifaceted representations are called for, in order to both reflect and promote a more inclusive society in Ontario.