Palgrave Studies in Educational Media

Permanent URI for this collectionhttps://repository.gei.de/handle/11428/307

In 2018 the GEI launched its book series Palgrave Studies in Educational Media with the prestigious publishing house Palgrave Macmillan, London. The series aims to explore textbooks and other educational media as sites of cultural contestation and socio-political forces. Drawing on local and global perspectives, and attending to the digital, non-digital and post-digital, the series explores how these media are entangled with broader continuities and changes in today’s society, with how media and media practices play a role in shaping identifications, subjectivations, inclusions and exclusions, economies and global political projects. The series offers a dedicated space in which to bring together research from across the academic disciplines. It provides a valuable and accessible resource for researchers, students, teachers, teacher trainers, textbook authors and educational media designers interested in critical and contextualising approaches to the media used in education.

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    The Cold War in the Classroom. International Perspectives on Textbooks and Memory Practices
    (Palgrave Macmillan, 2019) Castro, Claudia; Chisholm, Linda; Christophe, Barbara; Dyson, Lisa; Fig, David; Fischer, Eva; Furrer, Makus; Gautschi, Peter; Khodnev, Alexander; Nieuwenhuyse, Karel Van; Orteíza, Teresa; Persson, Anders; Ritzer, Nadine; Thorp, Robert; Utz, Hans; Wojdon, Joanna; Christophe, Barbara; Gautschi, Peter; Thorp, Robert
    This book explores how the socially disputed period of the Cold War is remembered in today’s history classroom. Applying a diverse set of methodological strategies, the authors map the dividing lines in and between memory cultures across the globe, paying special attention to the impact the crisis-driven age of our present has on images of the past. Authors analysing educational media point to ambivalence, vagueness and contradictions in textbook narratives understood to be echoes of societal and academic controversies. Others focus on teachers and the history classroom, showing how unresolved political issues create tensions in history education. They render visible how teachers struggle to handle these challenges by pretending that what they do is ‘just history’. The contributions to this book unveil how teachers, backgrounding the political inherent in all memory practices, often nourish the illusion that the history in which they are engaged is all about addressing the past with a reflexive and disciplined approach.