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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    Change and Continuity in British columbian Perspectives as Illustrated in Social Studies Textbooks from 1885 to 2006
    (New York: Berghahn, 2014-06-03) Broom, Catherine
    This paper presents an overview of British Columbia’s (B.C.) educational history interweaved with descriptions of textbooks. Focusing on social studies textbooks, this article explores change and continuity in the history of public schooling, paying attention to whether citizens were conceptualized as active, passive, or patriotic citizens. It identifies four key periods: the establishment of public schools in B.C., the rise of the progressivist movement in the 1930s and reaction to it, advocacy of Bruner’s structure of disciplines in the 1960s, and pendulum swings in philosophic orientations in the latter part of the twentieth century. The article illustrates connections between contemporary philosophies and textbooks, and identifies continuity and change in the content and aims of the textbooks.
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    Justifying Citizen Political Participation in Norwegian Political Education
    (New York: Berghahn, 2014-06-02) Børhaug, Kjetil
    Political education is on the agenda in European countries, because adolescent political participation has been in decline. A pressing issue therefore concerns the way in which political education offers meaningful reasons for individual political participation. Since textbooks play a key role in defining school subjects, critical textbook analysis may help us to understand how political education impinges upon participation. To what extent do textbooks explicitly present justifications for political participation? What kinds of justifications are offered? This article analyzes Norwegian social studies textbooks, and concludes that justifications of political participation for young citizens are prominent. The main justifications include the individual pursuit of preferences, individual duty in a “contract” with the state, and identities. However, these justifications are also questionable, for they are generally either individualistic or avoid real political movements.