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    Kontrapunktisches Lesen von Differenz und Hybridität – Eine Schulbuchforschung zu Imperialismus, Widerstand und Dekolonialisierung
    (2015-08-19) Gatzweiler, Nadine;
    Der vorliegende Text beschäftigt sich mit der Fragestellung, welche Narrative den Darstellungen in den Schulbüchern zu Grunde liegen. Dabei soll auch der Frage nachgegangen werden, wie ein „alternativer Weg des Entwurfs menschlicher Geschichte“ (Said 1994, S. 295) aussehen könnte, in dem sich verschiedene Perspektiven und Erfahrungen spiegeln. Der Fokus auf imperialistische und alternative Narrative beinhaltet die Herausforderung, die Texte bereits mit einem bestimmten Blick oder einer bestimmten Brille zu betrachten und dann nicht nur das zu finden, wonach man sucht. Die Arbeit geht methodisch der Frage nach, wie imperialistische Denkweisen und Strukturen erkannt und analysiert werden können und setzt sich gleichzeitig mit der Frage auseinander, woran antiimperialistische und alternative Geschichtsschreibungen erkannt werden. Dies soll mithilfe des kontrapunktischen Lesens umgesetzt werden.
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    Educational sector, reforms, curricula and textbooks in selected MENA countries. Images of 'Self' and 'Other' in textbooks of Jordan, Egypt, Lebanon and Oman
    (Georg-Eckert-Institut für Internationale Schulbuchforschung, 2011) Pingel, Falk; Kröhnert-Othman, Susanne
    This report is based on a project conducted by the Georg Eckert Institute for International Textbook Research (GEI) from 2006 to 2009, focusing on textbook revision and educational reforms in the Middle East and North Africa (MENA). The project was funded by the German Foreign Office. The GEI’s principal aim was to contribute to a constructive dialogue between European and Muslim majority countries of the MENA region. For this purpose, a broad network of scholars, curriculum experts and representatives of Ministries of Education (MOE) from both regions was established during the four-year duration of the project. The network examined, assessed and exchanged views on the various education systems.
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    Foreigner and foreignness in textbook literature
    (Georg-Eckert-Institut für Internationale Schulbuchforschung, 2009) Vogrinčič, Ana; Čepič, Mitja
    The paper deals with the question how the elementary school history textbook treats a role of a foreigner and the concept of foreignness as a universal indicative attribute of everything foreign in general. Using critical discourse analysis and referring to representative examples the authors point at often dubious implications and recurrent implicit and quasi self-evident assumptions hidden in the history textbook. The analysis relies heavily on the methods of pragmatics, especially on Grice "principle of co-operation in discovering the implicit messages" i.e. the notion of otherness in history textbooks. It reveals that the "other" is represented in (at least) two distinct ways. In the first place history textbooks were found to encourage the construction of national (Slovenian) identity by differentiation from foreigners that are European and Christian, where the process of identification can be both negative (enemies that try to destroy "us") and positive (the developed west). Secondly, there is the absolute "other"; non-European and non-Christian, where no positive identification is possible. In either case what we are witnessing, is the construction of a European identity.
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    Combating Islamophobia through history teaching
    (Georg-Eckert-Institut. Leibniz-Institut für Internationale Schulbuchforschung, 2013-04-17) Vella, Yosanne
    Islamaphobia has long been a phenomenon in Malta due to the island’s strong Catholic culture and long history of conflict, with Muslim Arabs or Turks frequently regarded as “the enemy”. Today with the appearance of irregular immigrants from Africa who started arriving in Malta after 2000, the local population is now faced with a new situation, that is, with the presence of a small but growing Muslim community on the island. This paper details an attempt to use history teaching as a possible tool to combat prejudice and onesided images of “the other” within the Maltese context using a topic from the Maltese history National Curriculum, that of the Great Siege of Malta in 1565.
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    “We are a small nation, but…”. The image of the self, the image of the other, and the image of the enemy in school text books about Armenia
    (Georg-Eckert-Institut für Internationale Schulbuchforschung, 2010-05-03) Zolyan, Mikayel; Zakaryan, Tigran
    Based on an analysis of school history textbooks, this article illustrates the process of transformation of the narrative of national history in post-Soviet Armenia.
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    Tolerance is not enough. Migrants in German school textbooks between stigma and agency
    (Georg-Eckert-Institut für Internationale Schulbuchforschung, 2009-08-11) Schissler, Hanna