Journal of Educational Media, Memory, and Society
Aims & Scope
Editor: Simone Lässig, Georg Eckert Institute for International Textbook Research
Published on behalf of the Georg Eckert Institute for International Textbook Research
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.
Forthcoming Issue:
Volume 4, Issue 1, Spring 2012
History Education and the Claims of Society: An Historical Approach
Tom Verschaffel and Kaat Wils
“Longing for the Past”: Politicians and the History Curriculum in English Schools, 1988-2010
Terry Haydn
Remembering or Forgetting? Accounts of the Recent Revolutionary Past in Dutch History Textbooks for Primary Education in the Early Nineteenth Century
Willeke Los
The Contemporary Turn: Debate, Curricula and Swedish Students’ History
Thomas Nygren
The Impact Of Communist Rule on History Education in Poland
Joanna Wojdon
The Cold War in Swiss Classrooms: History Education as a “Powerful Weapon against Communism”?
Nadine Ritzer
Reflections on History Education: Easy and Difficult Histories
Ed Jonker
Subjects: Education, Media, Social Sciences