Suchergebnisse

"In Schulbuchdarstellungen erscheint die Zeitgeschichte meist national geprägt; weltgeschichtliche Perspektiven werden im Kontext der 'großen Politik', in der Darstellung von Institutionen oder der großen politischen Krisen eröffnet." (Autorenreferat)

This article provides an introduction to the aims, methods, and interdisciplinary approach of this new journal, elucidating the traditions of international textbook research and the function of educational media as illuminating sources for various academic disciplines. Textbooks and curricula in particular, which are not only state-approved but also of a highly condensed and selective nature, are obliged to reduce the complexities of the past, present, and future onto a limited number of pages. Particularly in the humanities, which often deal with concepts of identity and portrayals that may be more open to interpretation, textbooks can become the subjects of controversial debate, especially in relation to societal shifts such as globalization and immigration. In this regard, this journal intends to illuminate the situations in which educational media evolve, including their social, cultural, political, and educational contexts. The emergence of new, particularly digital, educational media marks new modes of knowledge production. The Journal of Educational Media, Memory, and Society (JEMMS) invites analyses that reach beyond the printed page and even beyond the institution of the school itself.

Studies of the East German historical profession and what became of it after 1990—which are now numerous—have primarily dealt with institutes in Berlin affiliated with the Akademie der Wissenschaften or the Sozialistische Einheitspartei Deutschlands (SED). Little attention has been paid to the academic institutions where most of the German Democratic Republic's historians and history teachers received their scholarly and political training, namely the history departments of the country's universities and the teachers' colleges (pädagogische Hochschulen). In this essay, in which I draw in part upon my personal experiences, I will therefore be less concerned with the well-researched "nerve centers" of the East German research establishment than with the long-neglected "academic provinces" and the everyday realities of academic life that, however absurd they might seem in hindsight, shaped the experiences of countless students, instructors, and professors.

In an era of rapidly increasing technological advances and international exchange, how did young people come to understand the world beyond their doorsteps? Focusing on Germany through the lens of the history of knowledge, this collection explores various media for children--from textbooks, adventure stories, and other literature to board games, museums, and cultural events--to probe what they aimed to teach young people about different cultures and world regions. These multifaceted contributions from specialists in historical, literary, and cultural studies delve into the ways that children absorbed, combined, and adapted notions of the world.

What makes a space Jewish? This wide-ranging volume revisits literal as well as metaphorical spaces in modern German history to examine the ways in which Jewishness has been attributed to them both within and outside of Jewish communities, and what the implications have been across different eras and social contexts. Working from an expansive concept of "the spatial," these contributions look not only at physical sites but at professional, political, institutional, and imaginative realms, as well as historical Jewish experiences of spacelessness. Together, they encompass spaces as varied as early modern print shops and Weimar cinema, always pointing to the complex intertwining of German and Jewish identity

This forum explores from multiple perspectives the often stated impression that the nineteenth century is "vanishing" from German and European history. It asks how one can explain this trend, what consequences it has for the development of historiography and public historical knowledge, if and why the nineteenth century matters for the present, and what the future of nineteenth-century history might be. Fourteen experts on different regions and historiographical approaches to European history from the United States and Germany discuss these questions. We sought contributors from these two countries in order to illuminate differences in the historical profession on either side of the Atlantic, and are sure that a broader regional comparison would point to more varieties in the state of historical research on the nineteenth century.

This timely study examines responses to mass refugee movements by a range of actors, from local communities to supranational organizations. Bringing together ten case studies from around the world, encompassing the global North and South alike, Refugee Crises 1945-2000 explores a broad spectrum of types of migration and of international and domestic contexts. Whilst the driving forces and numbers of people involved, and the backgrounds (national, religious, social) of the migrants, vary considerably, this book highlights a common factor: that each receiving country was confronted with the crucial question of how to deal with the arrival of a large number of people seeking refuge. They could not simply be sent away, but they were also widely seen in the receiving countries as an unpredictable challenge to stability and social cohesion. Taking a long-term perspective, this is an eloquent contribution to the intense public debate about the impact of refugee migration on state stability, societal cohesion and as an impetus for social change