Historical Textbook Research
In: Journal of educational media, memory, and society: JEMMS ; the journal of the Georg Eckert Institute for International Textbook Research, Band 2, Heft 2, S. 122-131
ISSN: 2041-6946
This piece defends the hypothesis that methodologically well-grounded historical textbook research is only possible if one has an understanding of the context in which textbooks acquire meaning. Based on the theory of a "grammar of schooling" (Tyack/Tobin; Cuban), the article develops a concept on the basis of which it is possible to describe particular contexts and the way in which they relate to teaching materials. Textbooks are thus understood as an element of the "grammar of schooling" and, from the perspective of discourse and theory, as a "point of intersection" between discourse and its corresponding teaching practice.