Pub Date : 2020-03-01DOI: 10.3167/jemms.2020.120103
B. Banerjee, G. Stöber
Recent surveys and reports document a growing phenomenon of “Hitlermania” in some parts of India. This article investigates whether the way in which National Socialism is presented in school education has encouraged this development or, on the contrary, has discouraged a positive valuation of the Nazis, including their leader. It analyzes curricula and a sample of school history textbooks published by state and central education boards, which have been used in Indian schools over the last two decades, focusing on their treatment of National Socialism and the Holocaust. While the results can be partly attributed to government interference in the school history curricula and in textbook writing, there appear to have been other factors at play, such as the social environment.
{"title":"“Hitlermania”","authors":"B. Banerjee, G. Stöber","doi":"10.3167/jemms.2020.120103","DOIUrl":"https://doi.org/10.3167/jemms.2020.120103","url":null,"abstract":"Recent surveys and reports document a growing phenomenon of “Hitlermania” in some parts of India. This article investigates whether the way in which National Socialism is presented in school education has encouraged this development or, on the contrary, has discouraged a positive valuation of the Nazis, including their leader. It analyzes curricula and a sample of school history textbooks published by state and central education boards, which have been used in Indian schools over the last two decades, focusing on their treatment of National Socialism and the Holocaust. While the results can be partly attributed to government interference in the school history curricula and in textbook writing, there appear to have been other factors at play, such as the social environment.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"91 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78195035","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 : 2020-03-01DOI: 10.3167/jemms.2020.120105
Esilda Luku
This article examines the extent to and the ways in which the Holocaust is presented in Albanian secondary school history textbooks. It offers a quantitative analysis of the space devoted to the Holocaust in proportion to the textbooks’ overall content and a qualitative content analysis based on the narrative patterns outlined in the UNESCO report The International Status of Education about the Holocaust: A Global Mapping of Textbooks and Curricula. It demonstrates that Albanian textbooks offer scant coverage of the Holocaust, but that some changes regarding the conceptualization, contextualization, and narrative of the Holocaust have been implemented since the curricular reform of 2004.
{"title":"Representations of the Holocaust in Albanian Secondary School History Textbooks since the Educational Reform of 2004","authors":"Esilda Luku","doi":"10.3167/jemms.2020.120105","DOIUrl":"https://doi.org/10.3167/jemms.2020.120105","url":null,"abstract":"This article examines the extent to and the ways in which the Holocaust is presented in Albanian secondary school history textbooks. It offers a quantitative analysis of the space devoted to the Holocaust in proportion to the textbooks’ overall content and a qualitative content analysis based on the narrative patterns outlined in the UNESCO report The International Status of Education about the Holocaust: A Global Mapping of Textbooks and Curricula. It demonstrates that Albanian textbooks offer scant coverage of the Holocaust, but that some changes regarding the conceptualization, contextualization, and narrative of the Holocaust have been implemented since the curricular reform of 2004.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"36 1","pages":"96-120"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76204602","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 : 2020-03-01DOI: 10.3167/jemms.2020.120102
Kaiyi Li
This article demonstrates how educational film in interwar China served the dual purpose of mass recreation and political indoctrination. It places educational film in China in the context of Chinese tradition and the predominance of utilitarian scholarship. On the one hand, China has a long history of using mass-recreational tools in order to influence and control society. On the other hand, foreign educational films available in the early twentieth century were not attractive to Chinese audiences. Hence, the boundary between recreational and educational film at the time was ambivalent and the combination of recreation, education, and propaganda was reflected both in the phenomenon of showing educational films and in the contents of the films themselves.
{"title":"Education, Entertainment, and Indoctrination","authors":"Kaiyi Li","doi":"10.3167/jemms.2020.120102","DOIUrl":"https://doi.org/10.3167/jemms.2020.120102","url":null,"abstract":"This article demonstrates how educational film in interwar China served the dual purpose of mass recreation and political indoctrination. It places educational film in China in the context of Chinese tradition and the predominance of utilitarian scholarship. On the one hand, China has a long history of using mass-recreational tools in order to influence and control society. On the other hand, foreign educational films available in the early twentieth century were not attractive to Chinese audiences. Hence, the boundary between recreational and educational film at the time was ambivalent and the combination of recreation, education, and propaganda was reflected both in the phenomenon of showing educational films and in the contents of the films themselves.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"73 1","pages":"24-42"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82288637","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 : 2019-09-01DOI: 10.3167/jemms.2019.110205
Zulkifli
In addition to offering insight into the discipline of sociology, sociology of education textbooks constitute a major source of sociological knowledge. This article examines the scholarly content of Indonesian sociology of education textbooks by focusing on the degree of commonality between their core content and sources, and between their core content and academic scholarship. The results of this examination reveal a low level of commonality among the core contents of the seven selected textbooks—a heterogeneity that reflects not so much the plurality of Indonesian society and educational institutions or the application of sociological theories and approaches required by the Indonesian curriculum, but rather the diversity of the textbooks’ sources and their authors’ scholarly publication records.
{"title":"Disparity among Indonesian Sociology of Education Textbooks","authors":"Zulkifli","doi":"10.3167/jemms.2019.110205","DOIUrl":"https://doi.org/10.3167/jemms.2019.110205","url":null,"abstract":"In addition to offering insight into the discipline of sociology, sociology of education textbooks constitute a major source of sociological knowledge. This article examines the scholarly content of Indonesian sociology of education textbooks by focusing on the degree of commonality between their core content and sources, and between their core content and academic scholarship. The results of this examination reveal a low level of commonality among the core contents of the seven selected textbooks—a heterogeneity that reflects not so much the plurality of Indonesian society and educational institutions or the application of sociological theories and approaches required by the Indonesian curriculum, but rather the diversity of the textbooks’ sources and their authors’ scholarly publication records.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88041322","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 : 2019-09-01DOI: 10.3167/jemms.2019.110204
Christina Hadjiafxenti
*Full article is in GermanEnglish abstract: In the nineteenth century, Anastasios Diomedes Kyriakos, a Greek professor of theology at the newly founded University of Athens, wrote a much heeded scholarly work of Greek ecclesiastical history. Kyriakos had been profoundly influenced by his German Protestant theological predecessors whose ideas, including those about Byzantium, found their way into his work, such that Byzantium was presented as an empire in constant decline. This article addresses the question whether this negative presentation of Byzantium was also adopted in Kyriakos’ school textbooks for ecclesiastical history at a time in which Byzantium was generally perceived proudly as part of Greek national historiography and identity.German abstract: Anastasios Diomedes Kyriakos, griechischer Theologieprofessor an der neu gegründeten Universität von Athen, verfasste im 19. Jahrhundert ein bedeutsames akademisches Werk für Kirchengeschichte. Sein Werk war sehr stark von seinen deutschen, evangelischen theologischen Vorbildern geprägt, was sich nicht zuletzt bei seiner Byzanz-Darstellung niederschlägt, denn genau wie seine Vorbilder zeichnet er Byzanz als ein Reich im stetigen Verfall. Der vorliegende Aufsatz befasst sich vor allem mit der Frage, ob diese negative Byzanz-Darstellung auch in Kyriakos’ Schulbüchern für Kirchengeschichte tradiert worden ist, in einer Zeit, in der Byzanz eigentlich mit Stolz als Teil der griechischen Nationalgeschichtsschreibung und Identität betrachtet wurde.
{"title":"Das Byzanz-Bild von Anastasios Diomedes Kyriakos","authors":"Christina Hadjiafxenti","doi":"10.3167/jemms.2019.110204","DOIUrl":"https://doi.org/10.3167/jemms.2019.110204","url":null,"abstract":"*Full article is in GermanEnglish abstract:\u0000In the nineteenth century, Anastasios Diomedes Kyriakos, a Greek professor of theology at the newly founded University of Athens, wrote a much heeded scholarly work of Greek ecclesiastical history. Kyriakos had been profoundly influenced by his German Protestant theological predecessors whose ideas, including those about Byzantium, found their way into his work, such that Byzantium was presented as an empire in constant decline. This article addresses the question whether this negative presentation of Byzantium was also adopted in Kyriakos’ school textbooks for ecclesiastical history at a time in which Byzantium was generally perceived proudly as part of Greek national historiography and identity.German abstract:\u0000Anastasios Diomedes Kyriakos, griechischer Theologieprofessor an der neu gegründeten Universität von Athen, verfasste im 19. Jahrhundert ein bedeutsames akademisches Werk für Kirchengeschichte. Sein Werk war sehr stark von seinen deutschen, evangelischen theologischen Vorbildern geprägt, was sich nicht zuletzt bei seiner Byzanz-Darstellung niederschlägt, denn genau wie seine Vorbilder zeichnet er Byzanz als ein Reich im stetigen Verfall. Der vorliegende Aufsatz befasst sich vor allem mit der Frage, ob diese negative Byzanz-Darstellung auch in Kyriakos’ Schulbüchern für Kirchengeschichte tradiert worden ist, in einer Zeit, in der Byzanz eigentlich mit Stolz als Teil der griechischen Nationalgeschichtsschreibung und Identität betrachtet wurde.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76444868","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 : 2019-09-01DOI: 10.3167/jemms.2019.110202
J. Zimmermann, Julian Happes, N. Bergis
The progressive digitization of society is irreversibly changing education. Specialists in teaching methodologies are having to address questions raised by the digital revolution in schools and develop appropriate training for teachers. This article responds to this revolution by proposing that smartphones be used to support digital teaching and learning processes in extracurricular learning settings. Specifically, it presents digital city tours as potential tools designed to help learners to explore the urban space integral to their living environment, recognize its historical dimension, and work on this dimension by developing digital narratives. The smartphone is understood here as a tool that makes it possible for learners to experience history and that encourages them to develop learning skills.
{"title":"Transformation and Continuity in Urban Space","authors":"J. Zimmermann, Julian Happes, N. Bergis","doi":"10.3167/jemms.2019.110202","DOIUrl":"https://doi.org/10.3167/jemms.2019.110202","url":null,"abstract":"The progressive digitization of society is irreversibly changing education. Specialists in teaching methodologies are having to address questions raised by the digital revolution in schools and develop appropriate training for teachers. This article responds to this revolution by proposing that smartphones be used to support digital teaching and learning processes in extracurricular learning settings. Specifically, it presents digital city tours as potential tools designed to help learners to explore the urban space integral to their living environment, recognize its historical dimension, and work on this dimension by developing digital narratives. The smartphone is understood here as a tool that makes it possible for learners to experience history and that encourages them to develop learning skills.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"13 S1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3167/jemms.2019.110202","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72416533","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 : 2019-09-01DOI: 10.3167/jemms.2019.110203
Roy Weintraub
In recent decades, the impact of postmodern approaches to history teaching has triggered an extensive worldwide debate that accommodates diverse and contrasting voices. This article examines how the education system of Religious Zionism, one of the most important ideological movements in Israel, copes with this issue. This inquiry, which is based on Peter Seixas’s conceptualization, analyzes the system’s history curriculum, its latest textbooks, and an array of lesson plans. The analysis reveals a complex method of coping with postmodernism, including the adoption of clearly postmodern attitudes at the declarative level and the neutralization of their influence in practice.
{"title":"The Bible, Hayden White, and the Settlements","authors":"Roy Weintraub","doi":"10.3167/jemms.2019.110203","DOIUrl":"https://doi.org/10.3167/jemms.2019.110203","url":null,"abstract":"In recent decades, the impact of postmodern approaches to history teaching has triggered an extensive worldwide debate that accommodates diverse and contrasting voices. This article examines how the education system of Religious Zionism, one of the most important ideological movements in Israel, copes with this issue. This inquiry, which is based on Peter Seixas’s conceptualization, analyzes the system’s history curriculum, its latest textbooks, and an array of lesson plans. The analysis reveals a complex method of coping with postmodernism, including the adoption of clearly postmodern attitudes at the declarative level and the neutralization of their influence in practice.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77601631","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 : 2019-09-01DOI: 10.3167/jemms.2019.110201
Eleanor J. Brown, B. S. Reed, A. Ross, I. Davies, Géraldine Bengsch
This article is based on an analysis of the treatment of the European Union in a sample of textbooks from Germany and England. Following contextual remarks about civic education (politische Bildung) in Germany and citizenship education in England and a review of young people’s views, we demonstrate that textbooks in Germany and in England largely mirror the prevailing political climate in each country regarding Europe. At the same time, the analysis reveals a disparity between the perspectives presented by the textbooks and young people’s views. The textbooks in Germany provide more detail and take a more open approach to Europe than those in England. Finally, we argue that the textbooks may be seen as contributing to a process of socialization rather than one of education when it comes to characterizations of Europe.
{"title":"Constructing Europe and the European Union via Education","authors":"Eleanor J. Brown, B. S. Reed, A. Ross, I. Davies, Géraldine Bengsch","doi":"10.3167/jemms.2019.110201","DOIUrl":"https://doi.org/10.3167/jemms.2019.110201","url":null,"abstract":"This article is based on an analysis of the treatment of the European Union in a sample of textbooks from Germany and England. Following contextual remarks about civic education (politische Bildung) in Germany and citizenship education in England and a review of young people’s views, we demonstrate that textbooks in Germany and in England largely mirror the prevailing political climate in each country regarding Europe. At the same time, the analysis reveals a disparity between the perspectives presented by the textbooks and young people’s views. The textbooks in Germany provide more detail and take a more open approach to Europe than those in England. Finally, we argue that the textbooks may be seen as contributing to a process of socialization rather than one of education when it comes to characterizations of Europe.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75265273","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 : 2018-09-01DOI: 10.3167/jemms.2018.100205
Philipp Mittnik
*Full text is in GermanNational Socialism in German, Austrian and English Secondary School Textbooks (1980–2017)English AbstractThis article analyzes a selection of German, Austrian and English textbooks dealing with National Socialism. By adopting Waltraud Schreiber’s methodology of categorial textbook analysis, the article presents the surface structure and building blocks as a basis for further analysis. The occurrence (or absence) of the pedagogical historical principle of multiperspectivity is examined with reference to the example of sections concerning “Youth in National Socialism.” Subsequently, the study explores the role of multiperspectivity in the construction of critical historical consciousness. This is followed by a deconstruction of the image of women presented in the textbooks, with particular emphasis on simplifications.German AbstractDie Analyse von Schulbüchern aus Deutschland, Österreich und England zum Themenbereich Nationalsozialismus stehen im Zentrum dieses Artikels. Als Methodologie wird die kategoriale Schulbuchanalyse nach Waltraud Schreiber angewandt. Die Erarbeitung der Oberflächenstruktur und der Bausteine werden als Grundlage für weitere Analyseschritte präsentiert. Das (Nicht-) Vorkommen des bedeutenden geschichtsdidaktischen Prinzips der Multiperspektivität wird am Beispiel des Abschnittes „Jugend im Nationalsozialismus“ beschrieben. Multiperspektivität und deren Bedeutung für den Aufbau eines kritischen Geschichtsbewusstseins wird in einem weiteren Schritt hervorgehoben. Abschließend wird das in den Schulbüchern präsentierte Frauenbild dekonstruiert und auf die problematischen Vereinfachungen hingewiesen.
*全文为德语《德、奥、英中学教科书中的国家社会主义(1980-2017)》英文摘要本文分析了德、奥、英有关国家社会主义的教科书。本文采用沃尔特劳德·施赖伯的分类教科书分析方法，给出了教科书的表面结构和构成要素，作为进一步分析的基础。多视角的教学历史原则的出现(或缺失)是通过“国家社会主义中的青年”章节的例子来检验的。随后，本研究探讨了多重视角在批判性历史意识建构中的作用。接下来是对教科书中呈现的女性形象的解构，特别强调简化。【摘要】德语摘要:von schulbchern aus Deutschland， Österreich undEngland zum Themenbereich Nationalsozialismus stehen im Zentrum diesesArtikels。方法:采用分类分析的方法。德国科学技术研究所Oberflächenstruktur与德国科学技术研究所德国科学技术研究所präsentiert。“青年民族主义”是“青年主义”的一种表现形式。Multiperspektivität und deren Bedeutung f r den Aufbau eines kritischenGeschichtsbewusstseins wendin einem weteren Schritt hervorgehoben。Abschließend wind das in den schulb chen präsentierte Frauenbild dekonstrucierund auf die problematischen Vereinfachungen hingewiesen。
{"title":"Nationalsozialismus in deutschen, österreichischen und englischen Lehrwerken der Sekundarstufe I (1980–2017)","authors":"Philipp Mittnik","doi":"10.3167/jemms.2018.100205","DOIUrl":"https://doi.org/10.3167/jemms.2018.100205","url":null,"abstract":"*Full text is in GermanNational Socialism in German, Austrian and English Secondary School Textbooks (1980–2017)English AbstractThis article analyzes a selection of German, Austrian and English textbooks\u0000dealing with National Socialism. By adopting Waltraud Schreiber’s methodology of\u0000categorial textbook analysis, the article presents the surface structure and building\u0000blocks as a basis for further analysis. The occurrence (or absence) of the pedagogical\u0000historical principle of multiperspectivity is examined with reference to the\u0000example of sections concerning “Youth in National Socialism.” Subsequently, the\u0000study explores the role of multiperspectivity in the construction of critical historical\u0000consciousness. This is followed by a deconstruction of the image of women presented\u0000in the textbooks, with particular emphasis on simplifications.German AbstractDie Analyse von Schulbüchern aus Deutschland, Österreich und\u0000England zum Themenbereich Nationalsozialismus stehen im Zentrum dieses\u0000Artikels. Als Methodologie wird die kategoriale Schulbuchanalyse nach Waltraud\u0000Schreiber angewandt. Die Erarbeitung der Oberflächenstruktur und der Bausteine\u0000werden als Grundlage für weitere Analyseschritte präsentiert. Das (Nicht-)\u0000Vorkommen des bedeutenden geschichtsdidaktischen Prinzips der Multiperspektivität\u0000wird am Beispiel des Abschnittes „Jugend im Nationalsozialismus“\u0000beschrieben. Multiperspektivität und deren Bedeutung für den Aufbau eines kritischen\u0000Geschichtsbewusstseins wird in einem weiteren Schritt hervorgehoben.\u0000Abschließend wird das in den Schulbüchern präsentierte Frauenbild dekonstruiert\u0000und auf die problematischen Vereinfachungen hingewiesen.\u0000","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87094731","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 : 2018-09-01DOI: 10.3167/JEMMS.2018.100204
T. Ide, Abdul-Kader H. Alwan, Khalil Bader, N. Dougui, Maysoun Husseini, El-Zakhem Imad, F. Marzouk, Amany M. Taha Moustafa, Riem Spielhaus
This article analyzes the geopolitical imaginations promoted via environmental education in the school textbooks of five states in the Middle East and North Africa (MENA) region. In doing so, it builds bridges between critical studies of education and political ecology. It shows that, when addressing environmental problems, the textbooks examined depoliticize environmental problems and sustain political and economic power structures. They do so by individualizing responsibility for environmental problems, legitimizing political and economic elites, associating environmental protection with wider societal goals, and externalizing environmental problems.
{"title":"The Geopolitics of Environmental Education","authors":"T. Ide, Abdul-Kader H. Alwan, Khalil Bader, N. Dougui, Maysoun Husseini, El-Zakhem Imad, F. Marzouk, Amany M. Taha Moustafa, Riem Spielhaus","doi":"10.3167/JEMMS.2018.100204","DOIUrl":"https://doi.org/10.3167/JEMMS.2018.100204","url":null,"abstract":"This article analyzes the geopolitical imaginations promoted via environmental\u0000education in the school textbooks of five states in the Middle East and\u0000North Africa (MENA) region. In doing so, it builds bridges between critical studies\u0000of education and political ecology. It shows that, when addressing environmental\u0000problems, the textbooks examined depoliticize environmental problems and\u0000sustain political and economic power structures. They do so by individualizing\u0000responsibility for environmental problems, legitimizing political and economic\u0000elites, associating environmental protection with wider societal goals, and externalizing\u0000environmental problems.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87793254","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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