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: 2017Subject: search.filters.subject.Islam

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    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.
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    Muslims in Catalonian Textbooks
    (New York: Berghahn, 2014-01-07) Samper Rasero, Lluis; Garreta Bochaca, Jordi
    Textbooks are basic elements that shape the school curriculum. Despite the democratization and decentralization of the Spanish educational system, a certain ideological inertia and bias with respect to their contents and focus persists. The study presented here is based on an empirical analysis of the contents of 264 books used at the primary (6-11), secondary (12-14 years) and baccalaureate (15-16) levels. The results point to the existence of an “unstated” curriculum, where only brief mention of Islam, Arabs and Muslims, and their presence in Spain predominate. These are usually accompanied by images – for cognitive support – that serve to maintain an exotic, anti-modern, anti-Western and, in other words, an “Orientalist” image of this group.
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    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.
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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.”
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    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.