Kooperativer Bibliotheksverbund

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Umfang: Illustrationen

ISSN: 2041-6938

Inhalt: 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.

Inhalt: Abstract$Leng

Anmerkung: Literaturverzeichnis: Seite 121-128

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

Sprache: Englisch

Schlagwort(e): Sowjetunion ; Geschichtsunterricht ; Kollektives Gedächtnis ; Schulbuch ; Bild ; Geschichtsbild ; Geschichtsbewusstsein ; Identität ; Geschichte 1945-2021 ; Aufsatz in Zeitschrift

Mehr zum Autor: Gabowitsch, Mischa 1977-

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Umfang: 395 Seiten , Illustrationen

ISBN: 9783847116431

Serie: Bildungsmedienforschung Band 154

Inhalt: Leistung ist eine der zentralen Kategorien in der Selbstbeschreibung moderner Gesellschaften, deren individuelle und gesellschaftliche Dimensionen immer wieder diskutiert, hinterfragt und verteidigt werden. Was aber wird unter Leistung in historischer Perspektive und angesichts aktueller Transformationen verstanden? Und wie wurde und wird die Kategorie in Schule und Bildungsmedien wirkmächtig? Hierzu versammelt der Band Antworten, die auf eine Vielfalt von Theorien, Geschichten und Methoden zurückgreifen, um so die Komplexität, Ambivalenzen und Spannungen des Themas abzubilden. Dabei wird deutlich, dass die Kategorie Leistung zwar dekonstruiert, jedoch nicht ohne Weiteres abgeschafft und überwunden werden kann.

Inhalt: Performance is one of the central classifications in the self-descriptions of modern societies, whose individual and social dimensions are repeatedly being discussed, questioned and defended. But how is performance understood from a historical perspective or in the sense of current transformations? How has the classification of performance influenced schools and educational media in the past and how important will it be in future? This volume brings together answers to these questions that call on a broad range of theories, history and methods in order to illustrate the complexity, ambivalences and friction associated with this topic. It becomes apparent that while performance can be deconstructed as a classification, it will not easily be eliminated or resolved.

Anmerkung: Literaturangaben , Die Studienreihe Bildungsmedien wird herausgegeben vom Leibniz-Institut für Bildungsmedien

Weitere Ausg.: ISBN 9783737016438ebook

Weitere Ausg.: Erscheint auch als Online-Ausgabe Transformationen der Leistung in Schule und Bildungsmedien Göttingen : V&R unipress, 2024 ISBN 9783737016438

Weitere Ausg.: Erscheint auch als Online-Ausgabe Transformationen der Leistung in Schule und Bildungsmedien Göttingen : V&R unipress, 2024 ISBN 9783737016438

Sprache: Deutsch

Schlagwort(e): Leistung ; Schule ; Bildungswesen ; Leistungsgesellschaft ; Geschichte ; Leistung ; Lehrmittel ; Schulbuchforschung ; Leistung ; Schule ; Schulbuch ; Lehrmittel ; Leistungsgesellschaft ; Schulbuchforschung ; Bildungswesen ; Aufsatzsammlung

URL: Inhaltsverzeichnis

Mehr zum Autor: Weich, Andreas 1984-

Mehr zum Autor: Becker, Janina 1982-

Mehr zum Autor: Tribukait, Maren

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Umfang: Illustration

ISSN: 2041-6938

Inhalt: In this article, we analyze and compare photographic images from some of the most widely circulated Japanese and American high school history textbooks regarding their treatment of the Pacific War. We focus on the visual component of war technology, the atomic bombings of Hiroshima and Nagasaki, and the visibility or invisibility of women, especially regarding the comfort women issue. We argue that images in the textbooks are articulated by a dialectic relationship between the visible and the invisible as a political question, thinking about the “off-screen space” as the structural principle of what we see. The textbooks’ visual memories about the Pacific War are not only influenced by what is shown but also by what is omitted and virtually depicted in the surrounding media.

In: Journal of educational media, memory, and society, Biggleswade : Berghahn, 2009, 15(2023), 1, Seite 43-61, 2041-6938

In: volume:15

In: year:2023

In: number:1

In: pages:43-61

Sprache: Englisch

Schlagwort(e): Japan ; USA ; Fotografie ; Bild ; Schulbuch ; Geschichtsbild ; Geschichtsunterricht ; Pazifikkrieg ; Aufsatz in Zeitschrift

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Umfang: 191 Seiten , Diagramme , 24 cm x 17 cm

ISBN: 9783830939801 , 3830939809

Serie: Religious diversity and education in Europe volume 39

Inhalt: Religious education is always a local or regional practice. This is evident in the studies in the present volume on religion and education. The production and the transfer of knowledge in this field are particular and take place in certain historical contexts, so that both can be understood as historical processes.With regard to these theoretical assumptions, the authors of the present volume deliver case studies concerning religious education research in Germany, Ireland, Sweden, Argentina, as well as other countries. Several questions from these contributions might be relevant for further studies: Is religion being underrated in educational research? Is education, on the other hand, being underrated in religious studies? Do these questions depend on national traditions in educational as well as religious research? Are there transnational exchanges between countries through networks, guilds and media? And finally, what might be the additional benefits of such research compared to international comparative studies?

Anmerkung: Literaturangaben

Weitere Ausg.: ISBN 9783830989806

Weitere Ausg.: Erscheint auch als Online-Ausgabe Religion and educational research Münster : Waxmann, 2019 ISBN 9783830989806

Sprache: Englisch

Fachgebiete: Theologie/Religionswissenschaften

Schlagwort(e): Religiöse Bildung ; Religiöse Erziehung ; Bildungsforschung ; Internationaler Vergleich ; Religionsunterricht ; Schulpädagogik ; Bildungsforschung ; Internationaler Vergleich ; Religiöse Bildung ; Allgemeinbildung ; Bildungsforschung ; Internationaler Vergleich ; Religiöse Bildung ; Geschichte ; Deutschland ; Deutschland ; Irland ; Schweden ; Argentinien ; Religionsunterricht ; Religionspädagogik ; Schulbuch ; Bildungsforschung ; Geschichte 1650-2017 ; Aufsatzsammlung

URL: Inhaltsverzeichnis

Mehr zum Autor: Käbisch, David 1975-2024

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Umfang: 200 Seiten , Illustrationen , 23.5 cm x 16.5 cm

ISBN: 9783781525429 , 3781525422

Serie: Beiträge zur historischen und systematischen Schulbuch- und Bildungsmedienforschung

Inhalt: During the 19th century, up to the middle of the 20th century, the theme of national identity – and even more so of the absolute primacy of the nation – was firmly at the center of the educational projects of European states. Moreover, schools had and have been one of the fundamental instruments in the processes of nation building and, subsequently, in the establishment of nationalist perspectives, being used as a place of transmission of narratives aimed at legitimising the primacy of the nation, whether historically or ethnically based. A significant undermining of the absolute primacy of the nation emerged in the aftermath of the Second World War. A widespread desire to reduce the scope of national sovereignty, to fight against the drifts of nationalism, took on a new consistency. The ideological struggle centered on the two blocs, which characterized the age of the Cold War, contributed to strongly circumscribing the political space of nationalism, but the fall of the Wall has opened up new spaces both for the role of the nation and for the phenomena of micro-nationalism and neo-nationalism. Scholars of different European countries contributed to the reflection on the interrelation of nation(alism) and schooling with a special focus on educational media. This reflection is more urgent than ever and is central to our future and our social, civil, and cultural development.

Anmerkung: Literaturangaben

Weitere Ausg.: ISBN 9783781559813

Weitere Ausg.: Erscheint auch als Online-Ausgabe Nation, Nationalism and Schooling in Contemporary Europe Bad Heilbrunn : Verlag Julius Klinkhardt, 2022 ISBN 9783781559813

Sprache: Englisch

Fachgebiete: Pädagogik

Schlagwort(e): Europa ; Schulbuch ; Nationalbewusstsein ; Nationalismus ; Kulturelle Identität ; Schulbildung ; Europa ; Schulbildung ; Medienpädagogik ; Kulturelle Identität ; Nationalbewusstsein ; Nationalismus ; Nation ; Schule ; Lehrmittel ; Bildungspolitik ; Kulturelle Entwicklung ; Aufsatzsammlung

URL: Cover

URL: Inhaltsverzeichnis

Mehr zum Autor: Schütze, Sylvia 1957-

Mehr zum Autor: Matthes, Eva 1962-

Mehr zum Autor: Bellatalla, Luciana 1949-

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Umfang: XV, 512 S. , Ill., graph. Darst. , 25 cm

ISBN: 3319154184 , 9783319154183

Anmerkung: Includes bibliographical references , Erscheinungsjahr in Vorlageform:c2015 , Part 1. Introduction. Holocaust education in the 21st century: curriculum, policy and practice , "Why does the way of the wicked prosper?": teaching the Holocaust in the land of Jim Crow , Is teaching and learning about the Holocaust relevant for human rights education? , Shoah, antisemitism, war and genocide: text and context , Learning from eyewitnesses: examining the history and future of personal encounters with Holocaust survivors and resistance fighters , Teaching about teaching through the Holocaust: insights from (social) psychology , part 3. Reckoning with the Holocaust in Israel, Germany and Poland. Between involuntary and voluntary memories: a case study of Holocaust education in Israel , Domesticating the difficult past: Polish students narrate the Second World War , Mind the gap: Holocaust education in Germany, between pedagogical intentions and classroom interactions , part 4. Holocaust education in diverse classrooms. Holocaust education and critical citizenship in an American fifth grade: expanding repertoires of meanings, language and action , "They think it is funny to call us Nazis": Holocaust education and multicultural education in a diverse Germany , Genocide or Holocaust education: exploring different Australian approaches for Muslim school children , part 5. International dynamics, global trends and comparative research in Holocaust education. A global mapping of the Holocaust in textbooks and curricula , International organisations in the globalisation of Holocaust education , Compliant policy and multiple meanings: conflicting Holocaust discourses in Estonia , The Holocaust as history and human rights: a cross-national analysis of Holocaust education in social science textbooks, 1970-2008 , Measuring Holocaust knowledge and its relationship to attitudes towards diversity in Spain, Canada, Germany, and the United States , part 6. Holocaust education in national and regional contexts. Holocaust history, memory and citizenship education: the case of Latvia , Mastering the past? Nazism and the Holocaust in West German history textbooks of the 1960s , Informed pedagogy of the Holocaust: a survey of teachers trained by leading Holocaust organisations in the United States , "Unless they have to": power, politics and institutional hierarchy in Lithuanian Holocaust education , Holocaust education in Austria: a (hi)story of complexity and prospects for the future , "Thanks to Scandinavia" and beyond: Nordic Holocaust in the 21st century , Holocaust education in Scotland: taking the lead or falling behind? , part 7. To know, to remember, to act. Failing to learn from the Holocaust , Towards a new theory of Holocaust remembrance in Germany: education, preventing antisemitism, and advancing human rights , Epistemological aspects of Holocaust education: between ideologies and interpretations , Notes on contributors.

Weitere Ausg.: ISBN 3319154192

Weitere Ausg.: ISBN 9783319154190

Weitere Ausg.: Online-Ausg. Gross, Zehavit As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice [s.l.] : Springer-Verlag, 2015 ISBN 9783319154190

Sprache: Englisch

Fachgebiete: Geschichte

Schlagwort(e): Judenvernichtung ; Unterricht ; Curriculum ; Schulbuch ; Aufsatzsammlung

URL: Cover

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Umfang: 195 Seiten , 22 cm

ISBN: 9783631632840 , 3631632843

Inhalt: Introduction / Falk Pingel -- Japanese Colonial Domination and the Second World War : Politics of Remembrance in South Korea, 1945-2011 / Un-suk Han -- The Development of History Teaching in Korea / Hiroto Ide -- The Current History Education Curriculum and the System of Textbook Authorization in Korea / Sei-yoon Chang -- The Culture of Remembrance in Contemporary Japan: International Historical Issues in the Japanese Mass Media / Atsuko Kawakita -- Japan's World History Education and the Significance of Sadao Nishijima's Theory of the East Asian World / Ritsu Ijuin -- China in Japan's History Teaching / Biao Yang -- Teaching Chinese-Japanese Relations in History Classes of Chinese Secondary Schools / Yueqin Li -- The Second World War in World History Textbooks of Korea, China and Japan / Ju-back Shin -- Historical Perceptions: Within the Border or beyond the Border? / Ping Bu -- Progress in Dialogues on History in East Asia and Future Perspectives / Takahiro Kondo -- Experiencing the Writing of a Joint History Textbook for Korean and Japanese Students / Jae-jeong Chung -- Remembering Wars: War Memorial Halls and Historical Disputes in Northeast Asia / Kyung-seok Park

Anmerkung: 263284 , Experiencing the writings of a joint history textbook for Korean and Japanese students , The Second World War in world history textbooks of Korea, China and Japan , The current history education curriculum and the system of textbook authorization in Korea

Sprache: Englisch

Fachgebiete: Geschichte

Schlagwort(e): Südkorea ; Japan ; China ; Zweiter Weltkrieg ; Geschichtsunterricht ; Schulbuch ; Ostasien ; Zweiter Weltkrieg ; Geschichtsbild ; Kollektives Gedächtnis ; Versöhnung ; Völkerverständigung ; China ; Japan ; Südkorea ; Geschichtsunterricht ; Bildung ; Schulbuch ; Grenzüberschreitende Kooperation ; Transnationale Politik ; Konferenzschrift

URL: Inhaltsverzeichnis

URL: Inhaltstext

Mehr zum Autor: Pingel, Falk 1944-