Institutionelles Repositorium

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Hier finden Sie sämtliche Beiträge der redaktionell vom Leibniz-Instituts für Bildungsmedien betreuten Publikationen im Volltext sowie eine möglichst vollständige Sammlung weiterer (nicht der Bildungsmedienforschung angehörige) Publikationen von Mitarbeiter*innen des Leibniz-Instituts für Bildungsmedien.

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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.