Pub Date : 2023-03-01DOI: 10.3167/jemms.2023.150106
Mischa Gabowitsch
This article is based on a bibliographical data set of over 2,600 history textbooks from the post-1945 Soviet Union and eleven out of its fifteen successor states, including books on international, national, and regional or local history. Among these, it analyzes the illustrations used in 450 books that cover the period of the Second World War. Arguing against a reduction of history-related visuals to a “narrative,” this article seeks to contribute to analyzing the visual grammar of history textbooks. It does so by drawing on notions of familiarity developed in French pragmatic sociology and identifies visual techniques used to make pupils approach war memorials in a mode of familiarity rather than critical analysis. Decontextualized presentations of monuments located outside the former Soviet Union turn them into timeless icons experienced via familiarity-as-recognition; monuments shown with surrounding landscapes or on maps turn them into intimately known markers of a Sovietized local identity.
{"title":"Visuals in History Textbooks","authors":"Mischa Gabowitsch","doi":"10.3167/jemms.2023.150106","DOIUrl":"https://doi.org/10.3167/jemms.2023.150106","url":null,"abstract":"\u0000This article is based on a bibliographical data set of over 2,600 history textbooks from the post-1945 Soviet Union and eleven out of its fifteen successor states, including books on international, national, and regional or local history. Among these, it analyzes the illustrations used in 450 books that cover the period of the Second World War. Arguing against a reduction of history-related visuals to a “narrative,” this article seeks to contribute to analyzing the visual grammar of history textbooks. It does so by drawing on notions of familiarity developed in French pragmatic sociology and identifies visual techniques used to make pupils approach war memorials in a mode of familiarity rather than critical analysis. Decontextualized presentations of monuments located outside the former Soviet Union turn them into timeless icons experienced via familiarity-as-recognition; monuments shown with surrounding landscapes or on maps turn them into intimately known markers of a Sovietized local identity.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79905530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.3167/jemms.2023.150101
Mischa Gabowitsch, Anna Topolska
This introductory article presents the contributions to a thematic issue about the visual analysis of history textbooks and other educational media. It provides a brief historical overview of the use of pictures in history textbooks and discusses how developments in visual studies can help move the study of such pictures beyond questions of representation, toward considering the different ways in which they can exercise an agency of their own. It argues that we need to develop complex forms of visual literacy in interacting with textbooks and shows how the distinctions proposed by the issue authors can advance this task. The article ends by suggesting avenues for further research.
{"title":"Visual Literacy in History Education","authors":"Mischa Gabowitsch, Anna Topolska","doi":"10.3167/jemms.2023.150101","DOIUrl":"https://doi.org/10.3167/jemms.2023.150101","url":null,"abstract":"\u0000This introductory article presents the contributions to a thematic issue about the visual analysis of history textbooks and other educational media. It provides a brief historical overview of the use of pictures in history textbooks and discusses how developments in visual studies can help move the study of such pictures beyond questions of representation, toward considering the different ways in which they can exercise an agency of their own. It argues that we need to develop complex forms of visual literacy in interacting with textbooks and shows how the distinctions proposed by the issue authors can advance this task. The article ends by suggesting avenues for further research.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79277842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.3167/jemms.2023.150105
Lourdes Hurtado
This article examines a school textbook, the Manual de Instrucción Primaria, which the Peruvian military created in the 1930s in order to help to redeem their indigenous recruits from their racialized backgrounds. On the one hand, the textbook echoed Peruvian elites’ anxieties about the suitability of their indigenous contingents to become part of the nation. On the other hand, the textbook recognized that indigenous people also had the capacity to contribute to Peru's modernization, especially when they supported the fight against illiteracy. What made this textbook different from others? That the publication was centered around recruits’ daily experience in the barracks. Both text and images may have allowed recruits to develop awareness about themselves and the country that they lived in.
这篇文章检视了一本学校教科书《Instrucción初级手册》(Manual de Primaria)，这本教科书是秘鲁军方在1930年代编写的，目的是帮助原住民新兵摆脱种族化的背景。一方面，这本教科书反映了秘鲁精英们对土著部队是否适合成为国家一部分的担忧。另一方面，教科书承认土著人民也有能力为秘鲁的现代化作出贡献，特别是在他们支持扫盲斗争的情况下。这本教科书与其他教科书有什么不同?该出版物以新兵在军营的日常经历为中心。文字和图片都可能让新兵对自己和他们所居住的国家有了认识。
{"title":"Imagining Peru and the Motherland from the Barracks","authors":"Lourdes Hurtado","doi":"10.3167/jemms.2023.150105","DOIUrl":"https://doi.org/10.3167/jemms.2023.150105","url":null,"abstract":"\u0000This article examines a school textbook, the Manual de Instrucción Primaria, which the Peruvian military created in the 1930s in order to help to redeem their indigenous recruits from their racialized backgrounds. On the one hand, the textbook echoed Peruvian elites’ anxieties about the suitability of their indigenous contingents to become part of the nation. On the other hand, the textbook recognized that indigenous people also had the capacity to contribute to Peru's modernization, especially when they supported the fight against illiteracy. What made this textbook different from others? That the publication was centered around recruits’ daily experience in the barracks. Both text and images may have allowed recruits to develop awareness about themselves and the country that they lived in.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90737081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.3167/jemms.2023.150103
Jessica Fernanda Conejo Muñoz, Daniel Veloza-Franco, Julieta de Icaza Lizaola
In this article, we analyze and compare photographic images from some of the most widely circulated Japanese and American high school history textbooks regarding their treatment of the Pacific War. We focus on the visual component of war technology, the atomic bombings of Hiroshima and Nagasaki, and the visibility or invisibility of women, especially regarding the comfort women issue. We argue that images in the textbooks are articulated by a dialectic relationship between the visible and the invisible as a political question, thinking about the “off-screen space” as the structural principle of what we see. The textbooks’ visual memories about the Pacific War are not only influenced by what is shown but also by what is omitted and virtually depicted in the surrounding media.
{"title":"Politics of the Visible and the Invisible","authors":"Jessica Fernanda Conejo Muñoz, Daniel Veloza-Franco, Julieta de Icaza Lizaola","doi":"10.3167/jemms.2023.150103","DOIUrl":"https://doi.org/10.3167/jemms.2023.150103","url":null,"abstract":"\u0000In this article, we analyze and compare photographic images from some of the most widely circulated Japanese and American high school history textbooks regarding their treatment of the Pacific War. We focus on the visual component of war technology, the atomic bombings of Hiroshima and Nagasaki, and the visibility or invisibility of women, especially regarding the comfort women issue. We argue that images in the textbooks are articulated by a dialectic relationship between the visible and the invisible as a political question, thinking about the “off-screen space” as the structural principle of what we see. The textbooks’ visual memories about the Pacific War are not only influenced by what is shown but also by what is omitted and virtually depicted in the surrounding media.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83474770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.3167/jemms.2023.150102
Tamara P. Trošt, Jovana Mihajlović Trbovc
The use of history textbooks in order to instill particular images of the nation and national identity has been widely recognized, with a proliferation of studies focused on the problematic content in textbooks. Yet, history textbooks rely on a range of other media like maps, graphs, illustrated timelines, and photographs, which also play an important role in visually signposting the nation. While some of these images serve primarily as a form of representation aligned with the text itself, other aspects of visual content distinctly and autonomously construct national identity. In this piece, relying on qualitative visual analysis, we point to the function played by images in symbolically constructing the nation in contemporary primary school textbooks in five post-Yugoslav republics, Bosnia and Herzegovina, Croatia, Montenegro, Serbia, and Slovenia.
{"title":"Symbolic Nation-building through Images in Post-Yugoslav History Textbooks","authors":"Tamara P. Trošt, Jovana Mihajlović Trbovc","doi":"10.3167/jemms.2023.150102","DOIUrl":"https://doi.org/10.3167/jemms.2023.150102","url":null,"abstract":"\u0000The use of history textbooks in order to instill particular images of the nation and national identity has been widely recognized, with a proliferation of studies focused on the problematic content in textbooks. Yet, history textbooks rely on a range of other media like maps, graphs, illustrated timelines, and photographs, which also play an important role in visually signposting the nation. While some of these images serve primarily as a form of representation aligned with the text itself, other aspects of visual content distinctly and autonomously construct national identity. In this piece, relying on qualitative visual analysis, we point to the function played by images in symbolically constructing the nation in contemporary primary school textbooks in five post-Yugoslav republics, Bosnia and Herzegovina, Croatia, Montenegro, Serbia, and Slovenia.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89305284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.3167/jemms.2023.150107
Horst-Alfred Heinrich, Claudia Azcuy Becquer
This picture-type analysis of front covers of the German magazine Der Spiegel starts from the premise that the magazine's front covers convey history narratives that might play an important role in history education. Pupils can learn from them which history narratives dominate public discourse or cultural memory. The article provides a quantitative overview of the frequency with which Der Spiegel visually or verbally frames current political events in a historical context. Knowledge of this framing process can be used to teach how the media use history events to pursue “memory politics” or “politics for the past.” Some front covers, which refer to historical events, serve to legitimate or delegitimate current policies or politicians. Others show the extent to which Der Spiegel is involved in coming to terms with the National Socialist past.
{"title":"Visual History Lessons Told by Der Spiegel","authors":"Horst-Alfred Heinrich, Claudia Azcuy Becquer","doi":"10.3167/jemms.2023.150107","DOIUrl":"https://doi.org/10.3167/jemms.2023.150107","url":null,"abstract":"\u0000This picture-type analysis of front covers of the German magazine Der Spiegel starts from the premise that the magazine's front covers convey history narratives that might play an important role in history education. Pupils can learn from them which history narratives dominate public discourse or cultural memory. The article provides a quantitative overview of the frequency with which Der Spiegel visually or verbally frames current political events in a historical context. Knowledge of this framing process can be used to teach how the media use history events to pursue “memory politics” or “politics for the past.” Some front covers, which refer to historical events, serve to legitimate or delegitimate current policies or politicians. Others show the extent to which Der Spiegel is involved in coming to terms with the National Socialist past.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"66 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73643242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.3167/jemms.2023.150108
Christopher S. Busch
The Holocaust was one of the most photographed genocides of the twentieth century. Since 1945, images from the liberation of the camps were used as shaming and shocking instruments of visual denazification. Many decades later, these icons are still used in educational contexts such as school textbooks, exhibitions, and documentaries and are presented almost exclusively as mere illustrations and not as independent sources. By approaching the image as a source, this contribution reflects on the different ways of looking at and seeing Holocaust photography. By moving from a purely emotional and illustrative approach to a more integrated visual approach, the complex dynamics underlying the Holocaust and the timeless mechanisms of totalitarianism (victimization, perpetration, and implication) can be better understood.
{"title":"Looking without Seeing","authors":"Christopher S. Busch","doi":"10.3167/jemms.2023.150108","DOIUrl":"https://doi.org/10.3167/jemms.2023.150108","url":null,"abstract":"\u0000The Holocaust was one of the most photographed genocides of the twentieth century. Since 1945, images from the liberation of the camps were used as shaming and shocking instruments of visual denazification. Many decades later, these icons are still used in educational contexts such as school textbooks, exhibitions, and documentaries and are presented almost exclusively as mere illustrations and not as independent sources. By approaching the image as a source, this contribution reflects on the different ways of looking at and seeing Holocaust photography. By moving from a purely emotional and illustrative approach to a more integrated visual approach, the complex dynamics underlying the Holocaust and the timeless mechanisms of totalitarianism (victimization, perpetration, and implication) can be better understood.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83486291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.3167/jemms.2023.150104
Anna Topolska
This article focuses on war photography as a cultural phenomenon as used in secondary school history textbooks in the context of post-1989 Poland. It argues that the focus on the Second World War, its military aspects, and the threads previously erased from public memory, was specific to the Polish context. It also proves that the visuality of Polish textbooks after 1989 tends to correspond with the broader Western iconosphere as a result of political and cultural transformation. The mechanisms of visual communication underpinning these tendencies consist in several overlapping layers of experiencing and perceiving photography, such as studium, punctum (Roland Barthes), and spectrality (Michel de Certeau, Maciej Bugajewski). The article also postulates a visual literacy that holistically considers all of these aspects.
这篇文章的重点是战争摄影作为一种文化现象，在1989年后波兰的背景下被用于中学历史教科书。它认为，对第二次世界大战及其军事方面的关注，以及之前从公众记忆中抹去的线索，是波兰特有的。这也证明了1989年之后波兰教科书的视觉性倾向于与更广泛的西方偶像圈相一致，这是政治和文化转型的结果。支撑这些趋势的视觉交流机制包含在体验和感知摄影的几个重叠层中，例如studium, punctum (Roland Barthes)和spectrality (Michel de Certeau, Maciej Bugajewski)。这篇文章还假设了一种整体考虑所有这些方面的视觉素养。
{"title":"Shaping Memory through Visuality","authors":"Anna Topolska","doi":"10.3167/jemms.2023.150104","DOIUrl":"https://doi.org/10.3167/jemms.2023.150104","url":null,"abstract":"\u0000This article focuses on war photography as a cultural phenomenon as used in secondary school history textbooks in the context of post-1989 Poland. It argues that the focus on the Second World War, its military aspects, and the threads previously erased from public memory, was specific to the Polish context. It also proves that the visuality of Polish textbooks after 1989 tends to correspond with the broader Western iconosphere as a result of political and cultural transformation. The mechanisms of visual communication underpinning these tendencies consist in several overlapping layers of experiencing and perceiving photography, such as studium, punctum (Roland Barthes), and spectrality (Michel de Certeau, Maciej Bugajewski). The article also postulates a visual literacy that holistically considers all of these aspects.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"103 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79433338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.3167/jemms.2022.140204
Esilda Luku
This article provides a comprehensive overview of the way the Holocaust is taught in pre-university education in Albania, Kosovo, and North Macedonia. It analyses the context in which references to the Holocaust occur in curricula and examines different approaches adopted by teachers based on data collected in a survey. The research reveals that most teachers concentrate on perpetrator narratives, give priority to moral lessons derived from the Holocaust at the expense of a historical narrative, and find it difficult to effectively manage the limited time available for history lessons. However, some progress has been made regarding teachers’ perceptions of and approaches to teaching about the Holocaust in line with guidelines published by the International Holocaust Remembrance Alliance's Education Working Group.
{"title":"Teaching about the Holocaust in Albania, Kosovo, and North Macedonia","authors":"Esilda Luku","doi":"10.3167/jemms.2022.140204","DOIUrl":"https://doi.org/10.3167/jemms.2022.140204","url":null,"abstract":"\u0000This article provides a comprehensive overview of the way the Holocaust is taught in pre-university education in Albania, Kosovo, and North Macedonia. It analyses the context in which references to the Holocaust occur in curricula and examines different approaches adopted by teachers based on data collected in a survey. The research reveals that most teachers concentrate on perpetrator narratives, give priority to moral lessons derived from the Holocaust at the expense of a historical narrative, and find it difficult to effectively manage the limited time available for history lessons. However, some progress has been made regarding teachers’ perceptions of and approaches to teaching about the Holocaust in line with guidelines published by the International Holocaust Remembrance Alliance's Education Working Group.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"76 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76329322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.3167/jemms.2022.140203
Melissa DeLury
History textbooks play a critical role in their connection to conflict. While they can play a role in dehumanizing the “other” by propagating the myths and narratives of dominant groups, they can also play a transformational role in challenging discourses and narratives at the root of conflict. This article explores the relationship between social identity and conflict dynamics in India by examining textbooks from three periods of Indian history (colonial, post-independence, and the rise of the Bharatiya Janata Party from 1999 to 2004), in order to explore how religion became a salient marker of identity informing social boundary creations and conflict dynamics. This article concludes by suggesting opportunities for future research and possibilities for peace.
{"title":"Social Identity and Conflict Dynamics in Indian History Textbooks","authors":"Melissa DeLury","doi":"10.3167/jemms.2022.140203","DOIUrl":"https://doi.org/10.3167/jemms.2022.140203","url":null,"abstract":"\u0000History textbooks play a critical role in their connection to conflict. While they can play a role in dehumanizing the “other” by propagating the myths and narratives of dominant groups, they can also play a transformational role in challenging discourses and narratives at the root of conflict. This article explores the relationship between social identity and conflict dynamics in India by examining textbooks from three periods of Indian history (colonial, post-independence, and the rise of the Bharatiya Janata Party from 1999 to 2004), in order to explore how religion became a salient marker of identity informing social boundary creations and conflict dynamics. This article concludes by suggesting opportunities for future research and possibilities for peace.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"258 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78533823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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