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  • Article  (4)
  • Topographie des Terrors und DZ  (4)
  • Anna-Ditzen-Bibliothek Neuenhagen
  • SB Eberswalde
  • Aufsatz in Zeitschrift  (4)
  • 1
    Article
    Article
    Narratives and multiperspectivity in Dutch secondary school history textbooks (2020)
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    UID:
    gbv_1758064900
    ISSN: 2041-6938
    Content: School history textbooks provide an important source of information for learners of history. Textbook narratives of a nation's past often present a limited frame of reference, which impedes the aim of teaching history from multiple perspectives. This article examines the representation of the Dutch Revolt in two Dutch and two Flemish history textbooks. By taking sentences as our unit of analysis, we analyzed narrative elements and metaphors, which informed us about the level of multiperspectivity in these narratives. We found that Dutch textbooks, in contrast to Flemish textbooks, create their emplotment of the narrative of the Dutch Revolt by focusing on the first ten years of the conflict and mostly lack multiperspectivity. We hope that the insights generated by this analysis may inform textbook authors who seek to do justice to multiple perspectives.
    In: Journal of educational media, memory, and society, Biggleswade : Berghahn, 2009, 12(2020), 1, Seite 2-23, 2041-6938
    In: volume:12
    In: year:2020
    In: number:1
    In: pages:2-23
    Language: English
    Keywords: Aufsatz in Zeitschrift
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  • 2
    Article
    Article
    Visuals in history textbooks : war memorials in soviet and post-soviet school education from 1945-2021 (2023)
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    UID:
    gbv_1853506621
    Format: Illustrationen
    ISSN: 2041-6938
    Content: This article is based on a bibliographical data set of over 2,600 history textbooks from the post-1945 Soviet Union and eleven out of its fifteen successor states, including books on international, national, and regional or local history. Among these, it analyzes the illustrations used in 450 books that cover the period of the Second World War. Arguing against a reduction of history-related visuals to a “narrative,” this article seeks to contribute to analyzing the visual grammar of history textbooks. It does so by drawing on notions of familiarity developed in French pragmatic sociology and identifies visual techniques used to make pupils approach war memorials in a mode of familiarity rather than critical analysis. Decontextualized presentations of monuments located outside the former Soviet Union turn them into timeless icons experienced via familiarity-as-recognition; monuments shown with surrounding landscapes or on maps turn them into intimately known markers of a Sovietized local identity.
    In: Journal of educational media, memory, and society, Biggleswade : Berghahn, 2009, 15(2023), 1, Seite 99-128, 2041-6938
    In: volume:15
    In: year:2023
    In: number:1
    In: pages:99-128
    Language: English
    Keywords: Sowjetunion ; Geschichtsunterricht ; Kollektives Gedächtnis ; Schulbuch ; Bild ; Geschichtsbild ; Geschichtsbewusstsein ; Identität ; Geschichte 1945-2021 ; Aufsatz in Zeitschrift
    Author information: Gabowitsch, Mischa 1977-
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  • 3
    Article
    Article
    Visual literacy in history education : textbooks and beyond (2023)
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    UID:
    gbv_1853501328
    ISSN: 2041-6938
    Content: This introductory article presents the contributions to a thematic issue about the visual analysis of history textbooks and other educational media. It provides a brief historical overview of the use of pictures in history textbooks and discusses how developments in visual studies can help move the study of such pictures beyond questions of representation, toward considering the different ways in which they can exercise an agency of their own. It argues that we need to develop complex forms of visual literacy in interacting with textbooks and shows how the distinctions proposed by the issue authors can advance this task. The article ends by suggesting avenues for further research.
    In: Journal of educational media, memory, and society, Biggleswade : Berghahn, 2009, 15(2023), 1, Seite 1-19, 2041-6938
    In: volume:15
    In: year:2023
    In: number:1
    In: pages:1-19
    Language: English
    Keywords: Bild ; Schulbuch ; Geschichtsbild ; Geschichtsunterricht ; Aufsatz in Zeitschrift
    Author information: Gabowitsch, Mischa 1977-
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  • 4
    Article
    Article
    The Holocaust in the textbooks and in the History and Citizenship Education program of Quebec (2014)
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    UID:
    gbv_788479733
    ISSN: 2041-6938
    Content: Dieser Artikel analysiert den Umgang mit dem Holocaust in Quebecs Geschichtsschulbüchern in Hinblick auf das Potential und den tatsächlichen Beitrag des Themas zur Menschenrechtserziehung. Da Bürgerrechtserziehung in Quebecs Geschichtscurriculum vetreten ist, scheint der Einbezug des Holocausts von besonderer Bedeutung zu sein, da er sowohl zum Geschichts- als auch und Sozialkundelernen beiträgt. Er macht die Quebecer Jugend mit Repräsentationen der jüdischen Gesellschaft Quebecs vertraut, die sich hauptsächlich in Montreal konzentriert. Dieser Artikel zeigt, dass die Schulbücher den Holocaust oft nur oberflächlich und partiell behandeln und somit verhindern, dass die Schüler die Bedeutung dieses historischen Ereignisses auf die heutige Gesellschaft vollständig begreifen.
    In: Journal of educational media, memory, and society, Biggleswade : Berghahn, 2009, 6(2014), 1, Seite 24-41, 2041-6938
    In: volume:6
    In: year:2014
    In: number:1
    In: pages:24-41
    Language: English
    Keywords: Québec ; Kanada ; Geschichtsunterricht ; Politischer Unterricht ; Curriculum ; Schulbuch ; Judenvernichtung ; Aufsatz in Zeitschrift
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