Pub Date : 2016-03-01DOI: 10.3167/jemms.2016.080104
María Rosa Gudiño Cejudo
{"title":"Eulalia Guzmán and Walt Disney’s Educational Films: A Pedagogical Proposal for “Literacy for the Americas” in Mexico (1942–1944)","authors":"María Rosa Gudiño Cejudo","doi":"10.3167/jemms.2016.080104","DOIUrl":"https://doi.org/10.3167/jemms.2016.080104","url":null,"abstract":"","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"47 1","pages":"61-77"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87563428","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 : 2016-03-01DOI: 10.3167/JEMMS.2016.080102
Michael Annegarn-Gläß
{"title":"The German Colonies in Die Weltgeschichte als Kolonialgeschichte: The Use of Filmic Techniques in Colonial Revisionism in the 1920s","authors":"Michael Annegarn-Gläß","doi":"10.3167/JEMMS.2016.080102","DOIUrl":"https://doi.org/10.3167/JEMMS.2016.080102","url":null,"abstract":"","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"67 1","pages":"14-29"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72742081","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 : 2016-03-01DOI: 10.3167/JEMMS.2016.080103
V. Niethammer
{"title":"Indoktrination oder Innovation? Der Unterrichtsfilm als neues Lehrmedium im Nationalsozialismus","authors":"V. Niethammer","doi":"10.3167/JEMMS.2016.080103","DOIUrl":"https://doi.org/10.3167/JEMMS.2016.080103","url":null,"abstract":"","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"107 1","pages":"30-60"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83287966","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 : 2016-03-01DOI: 10.3167/JEMMS.2016.080101
E. Fuchs, Anne Bruch, Michael Annegarn-Gläß
I nstructional media serve multiple functions in a school setting. They can disseminate knowledge and skills while also informing and stimulating discussion. They not only convey information and support learning but also foster communication between teachers and pupils and between classmates and groups. However, despite the significant role of teaching media other than textbooks in the classroom, educational and media historians have largely ignored them. This is all the more remarkable because the current media revolution has made the media themselves particularly topical. “Contact with and access to media,” states Jelko Peters “presents a significant and fundamental problem of our time, which is closely linked with values such as freedom of communication and individual freedoms, pluralism, access to education as well as involvement in culture and participation in politics.”
{"title":"Introduction: Educational Films: A Historical Review of Media Innovation in Schools","authors":"E. Fuchs, Anne Bruch, Michael Annegarn-Gläß","doi":"10.3167/JEMMS.2016.080101","DOIUrl":"https://doi.org/10.3167/JEMMS.2016.080101","url":null,"abstract":"I nstructional media serve multiple functions in a school setting. They can disseminate knowledge and skills while also informing and stimulating discussion. They not only convey information and support learning but also foster communication between teachers and pupils and between classmates and groups. However, despite the significant role of teaching media other than textbooks in the classroom, educational and media historians have largely ignored them. This is all the more remarkable because the current media revolution has made the media themselves particularly topical. “Contact with and access to media,” states Jelko Peters “presents a significant and fundamental problem of our time, which is closely linked with values such as freedom of communication and individual freedoms, pluralism, access to education as well as involvement in culture and participation in politics.”","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"64 1","pages":"1-13"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90141070","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 : 2016-03-01DOI: 10.3167/jemms.2016.080107
Anne Bruch
{"title":"Educational Film Studies: A Burgeoning Field of Research","authors":"Anne Bruch","doi":"10.3167/jemms.2016.080107","DOIUrl":"https://doi.org/10.3167/jemms.2016.080107","url":null,"abstract":"","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"2017 1","pages":"120-129"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87770422","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 : 2015-09-01DOI: 10.3167/JEMMS.2015.070202
Meenakshi Chhabra
Memory Practices in History Education about the 1947 British India Partition: Opportunities and Challenges to Breaching Hegemonic Remembering Meenakshi Chhabra This article is an epistemological reflection on memory practices in the construction, deconstruction and reconstruction of collective memories of a historical event involving collective violence and conflict in formal and informal spaces of education. It focuses on the 1947 British India Partition of Punjab. The article engages with multiple memory practices of Partition carried out through personal narrative, interactions between Indian and Pakistani secondary school pupils, history textbook contents and their enactment in the classroom by teachers. It throws light on the complex dynamic between collective memory and history education about events of violent conflict, and explores opportunities for and challenges to intercepting hegemonic remembering of a violent past.
{"title":"Memory Practices in History Education about the 1947 British India Partition: Opportunities and Challenges to Breaching Hegemonic Remembering","authors":"Meenakshi Chhabra","doi":"10.3167/JEMMS.2015.070202","DOIUrl":"https://doi.org/10.3167/JEMMS.2015.070202","url":null,"abstract":"Memory Practices in History Education about the 1947 British India Partition: Opportunities and Challenges to Breaching Hegemonic Remembering Meenakshi Chhabra This article is an epistemological reflection on memory practices in the construction, deconstruction and reconstruction of collective memories of a historical event involving collective violence and conflict in formal and informal spaces of education. It focuses on the 1947 British India Partition of Punjab. The article engages with multiple memory practices of Partition carried out through personal narrative, interactions between Indian and Pakistani secondary school pupils, history textbook contents and their enactment in the classroom by teachers. It throws light on the complex dynamic between collective memory and history education about events of violent conflict, and explores opportunities for and challenges to intercepting hegemonic remembering of a violent past.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"23 1","pages":"10-28"},"PeriodicalIF":0.0,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89927131","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 : 2015-09-01DOI: 10.3167/JEMMS.2015.070203
Alexandra Binnenkade
This article outlines the “discursive node” as an approach to a cultural analysis of how memory is being done in history classrooms. Teaching is a practice embodied in the interactions between teachers and their audiences, between texts, imagery and institutional formations, and between material and immaterial participants in an activity that entails not only knowledge but also emotions, experience and values (Henry Giroux). Discursive nodes are useful metaphors that enable research of a phenomenon that is ontologically and empirically fluxional, heterogeneous, unstable, situative and fuzzy—memory.
{"title":"Doing Memory: Teaching as a Discursive Node","authors":"Alexandra Binnenkade","doi":"10.3167/JEMMS.2015.070203","DOIUrl":"https://doi.org/10.3167/JEMMS.2015.070203","url":null,"abstract":"This article outlines the “discursive node” as an approach to a cultural analysis of how memory is being done in history classrooms. Teaching is a practice embodied in the interactions between teachers and their audiences, between texts, imagery and institutional formations, and between material and immaterial participants in an activity that entails not only knowledge but also emotions, experience and values (Henry Giroux). Discursive nodes are useful metaphors that enable research of a phenomenon that is ontologically and empirically fluxional, heterogeneous, unstable, situative and fuzzy—memory.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"135 1","pages":"29-43"},"PeriodicalIF":0.0,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79564394","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 : 2015-09-01DOI: 10.3167/JEMMS.2015.070206
J. Ahlrichs, K. Baier, B. Christophe, Felicitas Macgilchrist, Patrick Mielke, R. Richtera
{"title":"Memory Practices in the Classroom. On Reproducing, Destabilizing and Interrupting Majority Memories","authors":"J. Ahlrichs, K. Baier, B. Christophe, Felicitas Macgilchrist, Patrick Mielke, R. Richtera","doi":"10.3167/JEMMS.2015.070206","DOIUrl":"https://doi.org/10.3167/JEMMS.2015.070206","url":null,"abstract":"","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"150 1","pages":"89-109"},"PeriodicalIF":0.0,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76405836","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 : 2015-09-01DOI: 10.3167/JEMMS.2015.070205
S. Hogervorst
{"title":"Transmitting Memory Between and Beyond Generations: The Rotterdam Bombardment in Local Memory Culture and Education from 1980 to 2015","authors":"S. Hogervorst","doi":"10.3167/JEMMS.2015.070205","DOIUrl":"https://doi.org/10.3167/JEMMS.2015.070205","url":null,"abstract":"","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"28 1","pages":"68-88"},"PeriodicalIF":0.0,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75028290","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 : 2015-09-01DOI: 10.3167/JEMMS.2015.070204
Teresa Oteíza, R. Henríquez, Claudio Pinuer
{"title":"History Classroom Interactions and the Transmission of the Recent Memory of Human Rights Violations in Chile.","authors":"Teresa Oteíza, R. Henríquez, Claudio Pinuer","doi":"10.3167/JEMMS.2015.070204","DOIUrl":"https://doi.org/10.3167/JEMMS.2015.070204","url":null,"abstract":"","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"8 1","pages":"44-67"},"PeriodicalIF":0.0,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87423377","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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