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.Shnirelman, Victor A.

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    Russian Christ. The Struggle of the Russian Orthodox Church to Introduce Religion into the Curriculum in the First Decade of the Twenty-first Century
    (New York: Berghahn, 2014-06-01) Shnirelman, Victor A.
    An interest towards a social role of religion including religious education (RE) is in increase in the European Union. Yet, whereas the Western educators focus mostly on potentials of religion for a dialogue and peaceful co-existence, in Russia religion is mostly viewed as a resource of an exclusive cultural-religious identity and a resistance to globalization. RE was introduced into the curriculum in Russia during the last ten to fifteen years. The author analyzes why, how and under which particular conditions RE was introduced in Russia, what this education means, and what social consequences it can entail.