BERGHAHN JOURNALS

JEMMS explores perceptions of society as constituted and conveyed in processes of learning and educational media. The focus is on various types of texts (such as textbooks, museums, memorials, films) and their institutional, political, social, economic, and cultural contexts. The construction of collective memory and conceptions of space, the production of meaning, image formation, forms of representation, and perceptions of the "self" and the "other", as well as processes of identity construction (ethnic, national, regional, religious, institutional, gender) are of particular interest. Special importance is given to the significance of educational media for social cohesion and conflict. The journal is international and interdisciplinary and welcomes empirically-based contributions from the humanities and the social sciences as well as theoretical and methodological studies.

Volume 2, Issue 2, Autumn 2010

Introduction: Contextualizing School Textbook Revision
Eckhardt Fuchs

Textbook Revision and Beyond: New Challenges for Contemporary Textbook Activities
Georg Stöber and Basabi Khan Banerjee

Textbook Conflicts in South Asia: Politics of Memory and National Identity
Deepa Nair

Univocality within Multivocality: The Israeli-Arab-Palestinian Conflict as Reflected in Israeli History Textbooks, 2000-2010
Elie Podeh

Nationalism, Peace Education, and History Textbook Revision in Scandinavia, 1886-1940
Henrik Åström Elmersjö and Daniel Lindmark

The Politics of Historical Memory in Germany: Brandt’s Ostpolitik, the German-Polish History Textbook Commission, and Conservative Reaction
Yangmo Ku

Geschichtsdeutung als Macht? Schulbuchforschung zwischen wissenschaftlicher Erkenntnis- und politischer Entscheidungslogik
Falk Pingel

Forum

History Textbooks in Twentieth Century Japan: A Chronological Overview
Shinichi Arai

Historical Textbook Research: Textbooks in the Context of the “Grammar of Schooling”
Carsten Heinze

Subjects: Education, Media, Social Sciences