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During the interwar period, a number of organisations started to look into education as part of an attempt to understand how nationalism was fuelled through education and to what extent it had forced the outbreak of the Great War. These efforts coincided with a more general internationalisation of educational systems as part of the progressive movement. In response to nationalism and a perceived need for reformation of national narratives, the school subjects of history and geography became the primary suspects as advocates of chauvinism and militarism. In 1919, associations for the promotion of understanding and cooperation between the Scandinavian countries – the Norden Associations [föreningarna Norden] – began investigating history textbooks. The notion behind these efforts was that the Scandinavian peoples had especially strong natural and historical bonds that a false nationalism had eradicated, and in the zeitgeist of the time such bonds should be resurrected. This revision of textbooks was expanded in the 1930s to explore, assess, and develop the entire teaching of history in the Nordic countries. The Norden Associations converged on many levels with the disparate international movements for educational change that, in a broader sense, led to standardisation of not only history education, but also the whole educational system. This article presents the Norden Associations as part of a process of hegemonic isomorphism in which cultural hegemony set the institutional boundaries within which the organizations could work in order to attain legitimacy. The network of educators, researchers, organisations, and politicians that was involved in this process was vast. This article demonstrates how an organisation with a specific political agenda, and with only limited international objectives came to be – not only a part of – but, to some extent, an organisational role model for loftier efforts aimed at global and cosmopolitan history teachings.

This project was made possible by a grant from KU Libraries' Parent's Campaign with support from the David Shulenburger Office of Scholarly Communication & Copyright and the Open Educational Resources Working Group in the University of Kansas Libraries, with a contribution by the University of Kansas Student Senate. Portions of this text were updated, remixed, and adapted from Exploring Public Speaking: The Free Dalton State College Public Speaking Textbook by Barbara G.Tucker & Kristin M. Barton, licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License ; "Speak Out, Call In: Public Speaking as Advocacy" is a contemporary, interdisciplinary public speaking textbook that fuses rhetoric, critical/cultural studies, and performance to offer an up-to-date resource for students. With a focus on advocacy, this textbook invites students to consider public speaking as a political, purposeful form of information-sharing.

According to previous research, in contemporary western societies health is seen as an increasingly non-political issue. Rather than being at the centre of collective decision-making and democratic politics, health is regarded as resting on individual responsibility. In our study, we address the question of nutrition education in schools as well as the question of citizenship and democracy. The study consists of two parts: firstly, we analyse whether health – more precisely nutrition and diet – is portrayed as a political or non-political issue in textbooks for secondary school; secondly, and informed by the results from our analysis, we dissect and problematize what kind of citizenship that is constructed in textbooks. From a theoretical framework of politics, the article explores how citizenship emerges. Our findings so far show that health, and more precisely stress, is depoliticized in the textbooks.

В статье поднимаются методические вопросы разработки современных учебных пособий для курсантов военных вузов по педагогическим дисциплинам. Автором представлены функции педагогических дисциплин в системе военного образования (познавательно-гносеологическая, экологическая, регулятивная, инвариативная, интегративная). Выделены недостатки существующих учебных пособий для вузов по педагогическим дисциплинам. Выделены по группам принципы для отбора и структурирования учебной информации в учебных пособиях по педагогическим дисциплинам: общие, общедидактические и частно-методические принципы. ; The article deals with methodological issues of development of modern textbooks for cadets on pedagogical disciplines. The author presents the functions of pedagogical disciplines in the system of military education (cognitive-epistemological, ecological, regulatory, invariation, integrative). The author highlights the shortcomings of existing textbooks for high schools on pedagogical subjects. The author divides principles of structuring teaching contents in textbooks into a general, general-didactic and methodological principles.

There are three contexts in which one might wish to combine expert judgments of uncertainty: the expert problem, the group decision problem, and the textbook problem. Much has been written on the first two, which have the focus of a single decision context, but little on the third. The textbook problem arises when one needs to draw together expert judgments into a decision analysis when their judgments were made originally in a context-free manner or perhaps for other decision contexts. In many ways the textbook problem parallels that of performing a meta-analysis of empirical studies. However, there are differences. In this paper, we discuss those difficulties and then focus on two closely related issues: How should expert judgment studies be published so as to facilitate subsequent meta-analyses, and how should such meta-analyses be performed?

The revolution in the nature and purposes of comparative politics, to which we were exhorted by Macridis and others in the early 1950s, implied a more comparative and sociological orientation in our teaching and research. By taking a survey of textbooks used in the field and a mail survey of university teachers of comparative politics courses, the author collected data on the teaching enterprise to complement data on research activities. These data show that a majority of the textbooks reflect the revolution in comparative politics in some way but around one-third do not and that 40% of the courses are taught in a country-by-country format. Hence, despite the widespread espousal of its aims, in teaching and textbooks the "revolution" is far from complete, and there may be a slight retrenchment toward more traditional approaches.

THE REVOLUTION IN THE NATURE AND PURPOSES OF COMPARATIVE POLITICS, TO WHICH WE WERE EXHORTED BY MACRIDIS AND OTHERS IN THE EARLY 1950S, IMPLIED A MORE COMPARATIVE AND SOCIOLOGICAL ORIENTATION IN OUR TEACHING AND RESEARCH. BY TAKING A SURVEY OF TEXTBOOKS USED IN THE FIELD AND A MAIL SURVEY OF UNIVERSITY TEACHERS OF COMPARATIVE POLITICS COURSES, THE AUTHOR COLLECTED DATA ON THE TEACHING ENTERPRISE TO COMPLEMENT DATA ON RESEARCH ACTIVITIES. THESE DATA SHOW THAT A MAJORITY OF THE TEXTBOOKS REFLECT THE REVOLUTION IN COMPARATIVE POLITICS IN SOME WAY BUT AROUND ONE-THIRD DO NOT AND THAT 40% OF THE COURSES ARE TAUGHT IN A COUNTRY-BY-COUNTRY FORMAT. HENCE, DESPITE THE WIDESPREAD ESPOUSAL OF ITS AIMS, A TEACHING AND TEXTBOOKS THE "REVOLUTION" IS FAR FROM COMPLETE, AND THERE MAY BE A SLIGHT RETRENCHMENT TOWARD MORE TRADITIONAL APPROACHES.

This textbook is not an open textbook. Affordable Learning Georgia has a special agreement with the University of North Georgia Press to make this text free to download for a limited time. Remixes and mass redistribution are not allowed in this agreement. Author's Description: "The Basics of American Government is a collaborative effort among eight current and one former faculty members in the Departments of Political Science and Criminal Justice at University of North Georgia. The purpose of this book is to offer a no-frills, low-cost, yet comprehensive overview of the American political system for students taking introductory courses in American national government. Furthermore, the work combines the best aspects of both a traditional textbook and a reader in that most chapters offer a piece of original scholarship as a case study to bolster or reinforce the material presented in the chapter. In addition, many chapters present a civic engagement-type exercise and discussion questions intended to challenge, engage, and foster student participation in the political system. The authors undertook this project for several reasons, most notably the high costs of textbooks for students and the lack of college-level scholarship found in most American Government texts. This 470-page, peer-reviewed, edited book that combines traditional material with original scholarship will cost students $27.99, well below market standards. All of the authors are experienced classroom instructors, subject matter experts, and published researchers in the field of American politics." Accessible files with optical character recognition (OCR) and auto-tagging provided by the Center for Inclusive Design and Innovation. ; https://oer.galileo.usg.edu/polisci-textbooks/1001/thumbnail.jpg

The ban on almost all previously approved textbooks in occupied Germany in 1945 brought about a turning point in the history of reading primers in this country. This article examines the requirements that textbooks had to fulfill in order to be approved by the authorities of the various occupation zones. In spite of differing sociopolitical and pedagogical attitudes and conditions, reading primersin all occupied zones shared the theme of children's play and harmonious everyday life. However, a comparative analysis of the primers reveals significant differences that cannot be explained exclusively as a consequence of influence exerted by occupying powers. Rather, these differences resulted from the context in which
each primer appeared.

The swift and profound transformations in technology and industry that
the United States began to experience in the late 1800s manifested themselves in
school textbooks, which presented different patterns of race, ethnicity, and otherness.
They also displayed concepts like national identity, exceptionalism, and the
superiority of Euro-American civilization. This article aims to demonstrate, via an
analysis of two textbooks, how world geography was taught to children in primary
schools in nineteenth century America. It shows that the development of American
identity coincided with the emergence of the realm of the "other," that is, with the
intensification of racial attitudes and prejudices, some of which were to persist well
into the twentieth century.

In French history textbooks published after France's defeat in the Franco-Prussian War of 1870 to 1871, the presentation of the war and its outcome frequently include the myth of France's revanche and depictions of the Prussian enemy as barbarians. Other textbooks presented a narrative of progress in which the French Third Republic is shown as the endpoint of a process of advancing civilization. While the idea of a French revanche can be regarded as a founding myth of the Third Republic, the narrative of progress can be seen as an echo of this myth, cleansed of the concept of the enemy as barbarian, which constitutes a national master narrative.

In Fall 2019, the Computational Neuroscience class at Bates College collaborated to begin an open textbook. Eight students across three majors collaborated to present the content they were learning to students who were similar to themselves. This project serves both pedagogical and social goals. By writing for fellow students, we leveraged the power of teaching for learning. By bringing together students of diverse academic backgrounds, we leveraged the power of peer instruction. Finally, by writing in the open, students not only brought their best work forward, but are working to contribute to an open knowledge environment that democratizes information. This is version 1.0 of a living document that will be extended and revised over the course of several generations of students. ; https://scarab.bates.edu/oer/1000/thumbnail.jpg