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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End date: 2017Has files: Yes

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    2014/1: Volume 6, Issue 1
    (New York: Berghahn, 2017-05-10) Sharp, Heather; Hirsch, Sivane; Mc Andrew, Marie; Priester Steding, Elizabeth; Morgan, Katalin Eszter; Hintermann, Christiane; Markom, Christa; Weinhäupl, Heidemarie; Üllen, Sanda; König, Alexander; Bernsen, Daniel; Slopinski, Andreas; Selck, Torsten J.; Lässig, Simone
    Representing Australia’s Involvement in the First World War: Discrepancies between Public Discourses and School History Textbooks from 1916 to 1936 Heather Sharp; The Holocaust in the Textbooks and in the History and Citizenship Education Program of Quebec Sivane Hirsch and Marie Mc Andrew; What Stories are Being Told? Two Case Studies of (Grand) Narratives from and of the German Democratic Republic in Current Oberstufe Textbooks Elizabeth Priester Steding; Decoding the Visual Grammar of Selected South African History Textbooks Katalin Eszter Morgan; Debating Migration in Textbooks and Classrooms in Austria Christiane Hintermann, Christa Markom, Heidemarie Weinhäupl and Sanda Üllen; FORUM Mobile Learning in History Education Alexander König and Daniel Bernsen; Wie lassen sich Wertaussagen in Schulbüchern aufspüren? Ein politikwissenschaftlicher Vorschlag zur quantitativen Schulbuchanalyse am Beispiel des Themenkomplexes der europäischen Integration Andreas Slopinski und Torsten J. Selck
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    2014/2: Volume 6, Issue 2: Special Issue: Textbooks, Identity Politics and Conflict Lines in South Asia
    (New York: Berghahn, 2017-05-11) Ghosh, Shreya; Banerjee, Basabi Khan; Stöber, Georg; Naseem, Muhammad Ayaz; Gaul, Anne; Stöber, Georg; Naseem, Muhammad Ayaz
    Introduction: Textbooks, Identity Politics and Conflict Lines in South Asia – Muhammad Ayaz Naseem and Georg Stöber; Deconstructing Militarism in Pakistani Textbooks – M. Ayaz Naseem; Identity, Politics and Nation-building in History Textbooks in Bangladesh – Shreya Ghosh; Living in Harmony? “Casteism”, Communalism and Regionalism in Indian Social Science Textbooks – Basabi Khan Banerjee and Georg Stöber; Where are the Minorities? The Elusiveness of Multiculturalism and Positive Recognition in Sri Lankan History Textbooks – Anne Gaul
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    2013/2: Volume 5, Issue 2 with Special Section. Children´s Films
    (New York: Berghahn, 2017-01-28) Tröhler, Daniel; Foster, Stuart; Burgess, Adrian; Kümmerling-Meibauer, Bettina; Tydecks, Johanna; Wojcik-Andrews, Ian; Whitley, David; Åberg, Anders Wilhelm; Lässig, Simone
    The Technocratic Momentum after 1945, the Development of Teaching Machines, and Sobering Results Daniel Tröhler; Problematic Portrayals and Contentious Content: Representation of the Holocaust in English History Textbooks Stuart Foster and Adrian Burgess; Special Section: Children’s Films: Introduction: New Perspectives in Children’s Film Studies Bettina Kümmerling-Meibauer; The Lost Thing: Moving Media Language from a Picture Book to a Short Film Johanna Tydecks; Elder Quests, Kid Ventures, and Kinder Quests Ian Wojcik-Andrews; Learning with Disney: Children’s Animation and the Politics of Innocence David Whitley; Conceptions of Nation and Ethnicity in Swedish Children’s Films. The Case of Kidz in da Hood (Förortsungar, 2006) Anders Wilhelm Åberg; Paratexts in Children’s Films and the Concept of Meta-filmic Awareness Bettina Kümmerling-Meibauer
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    2013/1: Volume 5, Issue 1: Special Issue: Postcolonial Memory Politics in Educational Media
    (New York: Berghahn Journals, 2017-01-27) Fuchs, Eckhardt; Otto, Marcus; Grindel, Susanne; Müller, Lars; Cajani, Luigi; Crawford, Keith; Pirický, Gabriel; Struck, Wolfgang; Lässig, Simone
    Introduction: Educational Media, Textbooks, and Postcolonial Relocations of Memory Politics in Europe Eckhardt Fuchs and Marcus Otto; The Challenge of Decolonization: School History Textbooks as Media and Objects of the Postcolonial Politics of Memory in France since the 1960s Marcus Otto; The End of Empire: Colonial Heritage and the Politics of Memory in Britain Susanne Grindel; “We Need to Get away from a Culture of Denial”? The German-Herero War in Politics and Textbooks Lars Müller; The Image of Italian Colonialism in Italian History Textbooks for Secondary Schools Luigi Cajani; Constructing Aboriginal Australians, 1930-1960: Projecting False Memories Keith Crawford; The Ottoman Age in South-Central Europe as Represented in Secondary School History Textbooks in the Czech Republic, Hungary, Poland and Slovakia Gabriel Pirický; De/Colonizing Pictures? German Television and Colonialism – An Essay Wolfgang Struck;
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    Im Spannungsfeld von Regionalismus und nationaler Identität. Zur Deutung und Vermittlung von Geschichte in katalanischen Schulbüchern
    (New York: Berghahn, 2014-06-07) Clemen, Martina
    In den letzten Jahren ist in Spanien in den Medien eine heftig ausgetragene Kontroverse entbrannt über Deutung und Vermittlung von Geschichte an öffentlichen Schulen. Eine vergleichende Analyse von Geschichtslehrwerken (2008-2010) dreier Verlagshäuser verschiedener spanischer Regionen bestätigt die dem Beitrag vorangestellte These, dass die Darstellung und der Diskurs der spanischen Historie bewusst zum Aufbau einer nationalen katalanischen Identität eingesetzt werden. Die Divergenzen in der kulturellen bzw. geschichtlichen Perzeption werden durch einen nuancierten Sprachgebrauch, gezielte Selektion der Abbildungen und Quellen sowie strukturelle Anordnung der Schulbuchtexte sichtbar.
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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.
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    Balancing Victimhood and Complicity in Austrian History Textbooks. Visual and Verbal Strategies of Representing the Past in Post-Waldheim Austria
    (New York: Berghahn, 2014-06-04) Markova, Ina
    This article focuses on the impact of images on reconstructions of the past. In order to analyze the function of images in history textbooks, image-discourse-analysis is applied to a case study of Austrian post-war memory. The analysis of recent Austrian history textbooks provides insight into strategies by which notions of Austria as both “victim” and “perpetrator” of the National Socialist regime are held in balance. The article also focuses on the intentional framing of iconic depictions of two central Austrian sites of memory, Heroes’ Square (Heldenplatz) and the State Treaty (Staatsvertrag).
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    From JEMMS 2/2011: Learning to Remember Slavery: School Field Trips and the Representation of Difficult Histories in English Museums
    (New York: Berghahn, 2014-06-09) Spalding, Nikki
    Drawing on the fields of education, memory and cultural studies, this article argues that, as important cultural memory products, government-sponsored museum education initiatives require the same attention that history textbooks receive. It investigates the performance of recent shifts in historical consciousness in the context of museum field trip sessions developed in England in tandem with the 2007 bicentenary of the abolition of the slave trade. Analysis of fieldwork data is presented in order to illustrate some of the complexities inherent in the way difficult histories are represented and taught to young people in the twenty-first century, particularly in relation to citizenship education.
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    Writing Syrian History while Propagating Arab Nationalism. Textbooks about Modern Arab History under Hafiz and Bashar al-Asad
    (New York: Berghahn, 2014-06-06) Bolliger, Monika
    This article argues that Syrian history textbooks promote the formation of Syrian national identity although their explicit objective is to propagate Arab nationalism. The authors’ attempt to construct the history of an imagined Arab nation encompassing the whole of the Arab world in fact tells the story of different nation-states. Syrian students are therefore confronted with rival geographical spheres of national imagination. Changes in the new textbooks under Bashar al-Asad1 reveal increased Syrian patriotism, a will to comply with globalization, and attempts to maintain Arab nationalism.
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    “Mandela, the Terrorist.” Intended and Hidden History Curriculum in South Africa
    (New York: Berghahn, 2014-06-05) Hues, Henning
    This article focuses on how some aspects of the South African history curriculum are interpreted and “lived out” in two South African high schools. The article introduces the history curriculum reconstruction process and its surrounding developments since 1994 until the release of the National Curriculum Statement in 2003. It then focuses on the curricular intentions which reflect the reorganization of history teaching and serve as benchmark for teachers. Using empirical data gathered in Afrikaans schools, I describe how classroom practices represent the history curriculum. The data indicates that schools provide space for curriculum modification and the creation of a “hidden curriculum.”