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Journal of Educational Media, Memory, and Society最新文献

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“Presentism” Versus “Path Dependence”? “现在主义”vs“路径依赖”?
Journal of Educational Media, Memory, and Society Pub Date : 2021-03-01 DOI: 10.3167/JEMMS.2021.130104
Serguey Ehrlich
{"title":"“Presentism” Versus “Path Dependence”?","authors":"Serguey Ehrlich","doi":"10.3167/JEMMS.2021.130104","DOIUrl":"https://doi.org/10.3167/JEMMS.2021.130104","url":null,"abstract":"In the fifteen Russian textbooks of the 1990s examined in this article, the Second World War is subject to three levels of reflection: language, narrative templates, and the representation of contested events. The language used in the textbooks represents an amalgam of Soviet propagandistic clichés and uncritically adopted Western terminology. These textbooks also retain the same “schematic narrative template” of the Second World War, based on references to the expulsion of foreign enemies, found in Soviet textbooks. Significant transformations can be observed only in the representation of events, in which the authors’ harsh criticism of Stalin’s crimes comes to the fore. Yet these superficial changes did not alter the basic structures of history learning, which was one of the main reasons why working through the past during the Yeltsin era almost failed.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"14 1","pages":"58-81"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79058747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Constructions of Identity in Cameroonian History Textbooks in Relation to the Reunification of Cameroon 与喀麦隆统一有关的喀麦隆历史教科书中的身份建构
Journal of Educational Media, Memory, and Society Pub Date : 2020-09-01 DOI: 10.3167/jemms.2020.120203
R. N. Fru, J. Wassermann
{"title":"Constructions of Identity in Cameroonian History Textbooks in Relation to the Reunification of Cameroon","authors":"R. N. Fru, J. Wassermann","doi":"10.3167/jemms.2020.120203","DOIUrl":"https://doi.org/10.3167/jemms.2020.120203","url":null,"abstract":"This article explores the representation of identity in selected Anglophone and Francophone Cameroonian history textbooks via their coverage of the reunification of Cameroon. A far-reaching effect of the 1916 Anglo-French partition of German Cameroon and of the reunification of the territory in 1961 is that, in spite of the plurality of precolonial identities, it is the legacies of Anglo-French colonial heritage that seem to be the overwhelming identity indicators in contemporary Cameroon. This content analysis found that the Anglophone history textbook presented a clear Anglophone identity which stood in conflict with the identity promoted by the Francophone textbook, which was characterized by national and colonial Francophone assimilationism. Such representations suggest that the Cameroonian nation state as a colonial geopolitical construct is more imagined than real.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"51 1","pages":"57-76"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81312629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Migration and Migrants between the Favorable and the Problematic 移民和移民之间的有利和有问题
Journal of Educational Media, Memory, and Society Pub Date : 2020-09-01 DOI: 10.3167/jemms.2020.120204
Önder Cetin
{"title":"Migration and Migrants between the Favorable and the Problematic","authors":"Önder Cetin","doi":"10.3167/jemms.2020.120204","DOIUrl":"https://doi.org/10.3167/jemms.2020.120204","url":null,"abstract":"Migration has significantly shaped the changing demographics of Turkey and the interplay between the self-image of the state and its citizens as elements of nation-building policies, dating back to the late Ottoman period. Although the effects of migration and its representations have been the subject of scholarly studies about collective memory, textbooks have largely been omitted from studies about migration. This article analyzes the topics and discursive strategies used to construct narratives of migration and migrants in secondary-level history textbooks by considering ways in which textbooks construct and transmit collective self-images. Adopting a critical discourse analysis approach, the author demonstrates how topoi are used to present a favorable or problematic image of migration.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"40 1","pages":"77-104"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87316645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Techno-Entrepreneurship as Identity Construction for the Indonesian Generation Z 科技创业:印尼Z世代的身份建构
Journal of Educational Media, Memory, and Society Pub Date : 2020-09-01 DOI: 10.3167/jemms.2020.120202
Z. Hidayat, D. Hidayat
{"title":"Techno-Entrepreneurship as Identity Construction for the Indonesian Generation Z","authors":"Z. Hidayat, D. Hidayat","doi":"10.3167/jemms.2020.120202","DOIUrl":"https://doi.org/10.3167/jemms.2020.120202","url":null,"abstract":"This article addresses ways in which members of Generation Z construct identity as techno-entrepreneurs by using livestreaming applications. Drawing on quantitative and qualitative assessments of surveys, interviews, documents, and observations, the authors show how visual and verbal conduct based on expressions, interaction, communication, and transactions was used for informal educational purposes by techno-entrepreneurs in their daily lives. On the micro level, members of Gen Z construct self-images as entertainers and businesspeople who need self-recognition and build relationships with viewers. On the meso level, identity emerges via community cohesiveness and a community of talent, and by streaming pop culture. On the macro level, Gen Z follows social and cultural issues and engages in global citizenship while responding to streaming business opportunities. Livestreaming fosters Gen Z’s identity construction and shapes the role of influencers in the development of techno-entrepreneurship.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"1 1","pages":"30-56"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83403520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Textbook Representations of the Economy of East and West Germany at the Time of the Golden Age 《黄金时代东德和西德经济的教科书表征》
Journal of Educational Media, Memory, and Society Pub Date : 2020-09-01 DOI: 10.3167/jemms.2020.120205
K. Krüger
{"title":"Textbook Representations of the Economy of East and West Germany at the Time of the Golden Age","authors":"K. Krüger","doi":"10.3167/jemms.2020.120205","DOIUrl":"https://doi.org/10.3167/jemms.2020.120205","url":null,"abstract":"This article examines the presentation of West Germany’s “economic miracle” and East Germany’s planned economy in school textbooks published between 2014 and 2016. The textbooks tell a success story of the “social market economy” that hardly takes into account the academic research of the last forty years. The results furthermore show that contemporary sources were altered in the process of textbook production in order that they adhere to the German success story. These findings, however, do not only point to conscious ideology production and a lack of knowledge, but also suggest that competition among publishers is an explanatory factor. Multiperspectival and controversial presentations of the economy occur only sporadically. It is therefore questionable to what extent the textbooks benefit historical learning.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"14 1","pages":"105-131"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88564331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Arabic Grammar Curricula for Primary Schools in Middle Eastern Countries 中东国家小学阿拉伯语语法课程
Journal of Educational Media, Memory, and Society Pub Date : 2020-09-01 DOI: 10.3167/jemms.2020.120201
Haifaa Majadly, A. Geva-Kleinberger
{"title":"Arabic Grammar Curricula for Primary Schools in Middle Eastern Countries","authors":"Haifaa Majadly, A. Geva-Kleinberger","doi":"10.3167/jemms.2020.120201","DOIUrl":"https://doi.org/10.3167/jemms.2020.120201","url":null,"abstract":"This article analyzes the contents of Arabic grammar curricula authorized for the upper years of primary school by the ministries of education of Israel, Palestine, Jordan, Lebanon, and Saudi Arabia. The article aims to determine the attitudes and rationales behind these curricula, as well as their objectives, the grammatical materials they cover, the amount of time they allocate to the study of grammar, and their educational and pedagogical approach. Drawing on the results of a comparative analysis, the authors propose developmental alternatives to the current curricula. Arabic language instruction in Hebrew language schools in Israel is not addressed. The results of the study suggest that the examined curricula fail to achieve the functional standards for grammar instruction they set for themselves and to integrate the various domains of linguistic study, and that they suffer from other weaknesses that must be addressed.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"331 1","pages":"1-29"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77144999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Ad Fontes Digitales!?
Journal of Educational Media, Memory, and Society Pub Date : 2020-09-01 DOI: 10.3167/jemms.2020.120206
Andreas Willershausen
{"title":"Ad Fontes Digitales!?","authors":"Andreas Willershausen","doi":"10.3167/jemms.2020.120206","DOIUrl":"https://doi.org/10.3167/jemms.2020.120206","url":null,"abstract":"The publication of the first German-language digital history textbook, mBook: History for the Future (mBook: Geschichte für die Zukunft, Cornelsen Verlag, 2016), drew much critical attention. In 2018, the mBook was awarded the prize for best textbook in the “society” category by the Georg Eckert Institute for its focus on improving learner competence. This article begins by assessing the mBook’s gradation feature (which allows for the linguistic gradation of sophisticated textual sources on several learning levels) and the textbook authors’ aspiration to convey methodological competence and foster understanding of unfamiliar topics (Fremdverstehen), with the help of work on documents, and an understanding of historical times far removed from our own. It quantitatively and descriptively assesses textual documents in the chapters about the Middle Ages, while focusing on their textual preparation and digital implementation.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"912 1","pages":"132-156"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85527502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
American and British Efforts to Democratize Schoolbooks in Occupied Italy and Germany from 1943 to 1949 1943年至1949年，美国和英国在被占领的意大利和德国推行教科书民主化的努力
Journal of Educational Media, Memory, and Society Pub Date : 2020-03-01 DOI: 10.3167/jemms.2020.120106
Daniel Weiner
{"title":"American and British Efforts to Democratize Schoolbooks in Occupied Italy and Germany from 1943 to 1949","authors":"Daniel Weiner","doi":"10.3167/jemms.2020.120106","DOIUrl":"https://doi.org/10.3167/jemms.2020.120106","url":null,"abstract":"During the Allied occupation of the Axis countries, education and the revision of educational materials were seen as a means of ensuring future peace in Europe. Most scholarly literature on this topic has focused on the German case or has engaged in a German-Japanese comparison, neglecting the country in which the textbook revision process was first pioneered: Italy. Drawing primarily on the papers of the Allied occupying military governments, this article explores the parallels between the textbook revision processes in Allied-occupied Italy and Germany. It argues that, for the Allied occupiers involved in reeducation in Italy and Germany, the reeducation processes in these countries were inextricably linked. Furthermore, the institutional learning process that occurred in occupied Italy enabled the more thorough approach later applied in Germany.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"1 1","pages":"121-145"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73177883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Narratives and Multiperspectivity in Dutch Secondary School History Textbooks 荷兰中学历史教科书中的叙事与多重视角
Journal of Educational Media, Memory, and Society Pub Date : 2020-03-01 DOI: 10.3167/jemms.2020.120101
Marc Kropman, C. Boxtel, J. Drie
{"title":"Narratives and Multiperspectivity in Dutch Secondary School History Textbooks","authors":"Marc Kropman, C. Boxtel, J. Drie","doi":"10.3167/jemms.2020.120101","DOIUrl":"https://doi.org/10.3167/jemms.2020.120101","url":null,"abstract":"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.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88483252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 8
History Teaching and Cultural Hegemony 历史教学与文化霸权
Journal of Educational Media, Memory, and Society Pub Date : 2020-03-01 DOI: 10.3167/jemms.2020.120104
J. Fricke
{"title":"History Teaching and Cultural Hegemony","authors":"J. Fricke","doi":"10.3167/jemms.2020.120104","DOIUrl":"https://doi.org/10.3167/jemms.2020.120104","url":null,"abstract":"In the 1960s, facing a series of transformations within Spanish society, the Franco regime modified its self-legitimation strategy and with it its portrayal of the Spanish Civil War. Based on the analysis of nine history textbooks for various levels published between 1954 and 1970, this article demonstrates that, by aiming to neutralize increasing demands for democracy, reconciliation and peace, the Franco regime incorporated elements of the corresponding discourses into its own memory discourse. The later the year of publication and the higher the age of the intended readership, the more signs of this process of incorporation appear in the textbooks. Examples of such traces can be found in the terms used to denote the Spanish Civil War, in the textbooks’ characterizations of the two opposing sides, and in their presentation of both the Francoist governmental system and the development of Spain under Francoism.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"21 1","pages":"74-95"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75551237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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