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Journal of Educational Media, Memory, and Society


Aims & Scope

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Published on behalf of the Georg Eckert Institute for International Textbook Research

The Journal of Educational Media, Memory, and Society (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.


Subjects: Education, Media, Social Sciences


Current Issue 

Volume 9, Issue 2, Fall 2017

Articles

Designing Multimodal Texts about the Middle Ages
Eva Insulander, Fredrik Lindstrand and Staffan Selander

Contested Citizenship: Public Schooling and Political Changes in Early Nineteenth Century Switzerland
Ingrid Brühwiler

War Memories and Online Encyclopedias: Framing 30 June 1941 in Wikipedia
Mykola Makhortykh

The Visual Construction of the Myth of the Albanian National Leader
Denis Vuka

Wie mit Bildern Geschichte gemacht wird: Visuelle Darstellungen des Nationalsozialismus im Geschichtsschulbuch der DDR
Inga Kahlcke

Challenging Substantive Knowledge in Educational Media: A Case Study of German History Textbooks
Lucas Frederik Garske

Experiencing, Using, and Teaching History: Two History Teachers’ Relations to History and Educational Media
Robert Thorp


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