Pub Date : 2018-09-01DOI: 10.3167/JEMMS.2018.100206
Mariano González-Delgado, Manuel Ferraz-Lorenzo
This article explains the approach to mass consumption developed in social studies textbooks in the early years of the transition to democracy in Spain. It begins by examining the way in which school textbooks represented consumer society and mass media in the late 1970s. This is followed by an in-depth explanation of the reasons that led the authors of these textbooks to choose one theoretical framework over another. Above all, this article emphasizes the complexity and variety of the historical materials used to represent consumer society, and how this process of social construction is reflected in the textbook content of the time.
{"title":"The Concept of “Consumption” in School Textbooks during the Democratic Transition in Spain (1977–1982)","authors":"Mariano González-Delgado, Manuel Ferraz-Lorenzo","doi":"10.3167/JEMMS.2018.100206","DOIUrl":"https://doi.org/10.3167/JEMMS.2018.100206","url":null,"abstract":"This article explains the approach to mass consumption developed in\u0000social studies textbooks in the early years of the transition to democracy in Spain.\u0000It begins by examining the way in which school textbooks represented consumer\u0000society and mass media in the late 1970s. This is followed by an in-depth explanation\u0000of the reasons that led the authors of these textbooks to choose one theoretical\u0000framework over another. Above all, this article emphasizes the complexity and\u0000variety of the historical materials used to represent consumer society, and how\u0000this process of social construction is reflected in the textbook content of the time.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90455913","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.2018.100207
Alexandra Binnenkade
French history textbooks occupy a pivotal position in the colonial fracture. They impart difficult knowledge about the Algerian War of Independence, knowledge that impacts the relationships between the communities of memory in France today. Textbook analysis has focused on their verbal content and, recently, in the work of Jo McCormack, on corresponding teaching practices. This article highlights graphic design as one layer of visual knowledge production and primarily contributes to the methodology of textbook analysis with an exemplary multimodal analysis. It reveals a hidden narrative about the postcolonial relationship that is not expressed in words.
{"title":"What You See Is What You Get","authors":"Alexandra Binnenkade","doi":"10.3167/jemms.2018.100207","DOIUrl":"https://doi.org/10.3167/jemms.2018.100207","url":null,"abstract":"French history textbooks occupy a pivotal position in the colonial fracture.\u0000They impart difficult knowledge about the Algerian War of Independence,\u0000knowledge that impacts the relationships between the communities of memory in\u0000France today. Textbook analysis has focused on their verbal content and, recently, in\u0000the work of Jo McCormack, on corresponding teaching practices. This article highlights\u0000graphic design as one layer of visual knowledge production and primarily\u0000contributes to the methodology of textbook analysis with an exemplary multimodal\u0000analysis. It reveals a hidden narrative about the postcolonial relationship\u0000that is not expressed in words.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75563460","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.2018.100202
Alexander Wohnig
Since the 1990s, political apathy among young people has been a recurrent issue in political science. This article examines, on the basis of a survey of the current debate about political apathy in Germany and an analysis of civic education textbooks for the lower secondary level in Baden-Württemberg, how contemporary German textbooks reflect young people’s interest in politics. This article will show that, while political apathy in textbooks can be explained as the result of either an individual deficit on the part of the reader or a structuralist deficit of the political system, the latter explanation is more likely to encourage critical political thinking among young people in Germany.
{"title":"Explaining Political Apathy in German Civic Education Textbooks","authors":"Alexander Wohnig","doi":"10.3167/jemms.2018.100202","DOIUrl":"https://doi.org/10.3167/jemms.2018.100202","url":null,"abstract":"Since the 1990s, political apathy among young people has been a recurrent\u0000issue in political science. This article examines, on the basis of a survey of the\u0000current debate about political apathy in Germany and an analysis of civic education\u0000textbooks for the lower secondary level in Baden-Württemberg, how contemporary\u0000German textbooks reflect young people’s interest in politics. This article will show\u0000that, while political apathy in textbooks can be explained as the result of either an\u0000individual deficit on the part of the reader or a structuralist deficit of the political\u0000system, the latter explanation is more likely to encourage critical political thinking\u0000among young people in Germany.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79787835","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.2018.100201
Andrés Chiappe
The world is fast becoming increasingly digital, networked, and mobile. The use of mobile devices is a growing educational trend and determines how knowledge is taught and used when teaching and learning. This article presents the results of a comparative analysis of web and mobile educational content, which focuses on instructional issues that affect learning in a mobile context—namely, length, density, complexity, purpose, and structure. It then demonstrates that mobile content is shorter, denser, and more complex than the content of other types of educational media, and it proposes a critical assessment of how such content should be designed.
{"title":"Understanding Mobile Educational Content","authors":"Andrés Chiappe","doi":"10.3167/JEMMS.2018.100201","DOIUrl":"https://doi.org/10.3167/JEMMS.2018.100201","url":null,"abstract":"The world is fast becoming increasingly digital, networked, and mobile.\u0000The use of mobile devices is a growing educational trend and determines how\u0000knowledge is taught and used when teaching and learning. This article presents\u0000the results of a comparative analysis of web and mobile educational content, which\u0000focuses on instructional issues that affect learning in a mobile context—namely,\u0000length, density, complexity, purpose, and structure. It then demonstrates that\u0000mobile content is shorter, denser, and more complex than the content of other\u0000types of educational media, and it proposes a critical assessment of how such content\u0000should be designed.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87371767","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.2018.100203
F. Berding, Ilka Lau
Epistemic beliefs are individuals’ beliefs about knowledge and knowing. Research assumes that epistemic messages embedded in learning materials shape learners’ beliefs. In order to provide information about these epistemic messages, this article analyzes 4,169 accounting exercises and 1,265 marketing exercises found in training textbooks for retailers, wholesalers, bank assistants, and industrial business management assistants. A latent class analysis identifies four types of exercises. The findings indicate that most epistemic messages emphasize knowledge that consists of stable, interconnected elements that are not useful for professional situations. Knowledge is transmitted by an authority and does not need to be justified. This article provides ideas on the basis of which exercises in textbooks may be revised.
{"title":"Epistemic Messages in Textbooks for Vocational Education and Training","authors":"F. Berding, Ilka Lau","doi":"10.3167/jemms.2018.100203","DOIUrl":"https://doi.org/10.3167/jemms.2018.100203","url":null,"abstract":"Epistemic beliefs are individuals’ beliefs about knowledge and knowing.\u0000Research assumes that epistemic messages embedded in learning materials\u0000shape learners’ beliefs. In order to provide information about these epistemic\u0000messages, this article analyzes 4,169 accounting exercises and 1,265 marketing\u0000exercises found in training textbooks for retailers, wholesalers, bank assistants, and\u0000industrial business management assistants. A latent class analysis identifies four\u0000types of exercises. The findings indicate that most epistemic messages emphasize\u0000knowledge that consists of stable, interconnected elements that are not useful for\u0000professional situations. Knowledge is transmitted by an authority and does not\u0000need to be justified. This article provides ideas on the basis of which exercises in\u0000textbooks may be revised.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85232619","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 : 2018-06-01DOI: 10.3167/jemms.2019.110108
J. Wojdon
Marian Falski’s “Reading Primer” (Elementarz) was the first textbook to be published in Warsaw in 1945 by the newly established State School Publishing House (Państwowe Zakłady Wydawnictw Szkolnych). It was officially approved by the Ministry of Education and by the Censorship Office, but nevertheless had an interim character, unlike other editions published before, during and after the war, both in Poland and abroad. The core of the book was reprinted from the prewar edition. However, in his depictions of war trauma and postwar circumstances the author was apparently trying to comply with the propaganda model developed during the Stalinist period. These findings are empirically grounded in a content analysis of the primers following archival research conducted in the files of the Ministry of Education and the Censorship Office, both of which are housed in the Modern Records Archive (Archiwum Akt Nowych) in Warsaw.
玛丽安·法尔斯基的《阅读入门》(Elementarz)是1945年华沙新成立的国立学校出版社(Państwowe Zakłady Wydawnictw Szkolnych)出版的第一本教科书。它得到了教育部和审查办公室的正式批准，但与战前、战争期间和战后在波兰和国外出版的其他版本不同，它具有临时性质。这本书的核心部分是根据战前版本重印的。然而，在他对战争创伤和战后环境的描述中，作者显然试图遵循斯大林主义时期发展起来的宣传模式。这些发现是基于在教育部和审查办公室的档案中进行档案研究后对初级读物进行的内容分析的经验基础上的，这两个档案都存放在华沙的现代记录档案馆(Archiwum Akt Nowych)中。
{"title":"Between the Old and the New World in Poland","authors":"J. Wojdon","doi":"10.3167/jemms.2019.110108","DOIUrl":"https://doi.org/10.3167/jemms.2019.110108","url":null,"abstract":"Marian Falski’s “Reading Primer” (Elementarz) was the first textbook to be published in Warsaw in 1945 by the newly established State School Publishing House (Państwowe Zakłady Wydawnictw Szkolnych). It was officially approved by\u0000the Ministry of Education and by the Censorship Office, but nevertheless had an interim character, unlike other editions published before, during and after the war, both in Poland and abroad. The core of the book was reprinted from the prewar\u0000edition. However, in his depictions of war trauma and postwar circumstances the author was apparently trying to comply with the propaganda model developed during the Stalinist period. These findings are empirically grounded in a content\u0000analysis of the primers following archival research conducted in the files of the Ministry of Education and the Censorship Office, both of which are housed in the Modern Records Archive (Archiwum Akt Nowych) in Warsaw.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88581568","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 : 2018-06-01DOI: 10.3167/jemms.2019.110106
Verena Stürmer
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.
{"title":"Similarities and Differences between West and East German Primers, 1945–1949","authors":"Verena Stürmer","doi":"10.3167/jemms.2019.110106","DOIUrl":"https://doi.org/10.3167/jemms.2019.110106","url":null,"abstract":"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\u0000each primer appeared.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82542504","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 : 2018-06-01DOI: 10.3167/JEMMS.2019.110105
Niki Sioki
In contrast to the countries of Western Europe, the end of the Second World War did not bring political restoration, economic recovery, or the emergence of a new social order to Greece. Subscribing to the view that the material form of books and their typography convey meaning, this article presents a comparative study of the design and production of a reading primer and a third-year reading textbook, both of which were published in a climate of political and social disorder. Drawing on surviving copies of the books, educational laws, teachers’ recollections, and archival material, this article examines the ways in which the sociopolitical environment and technological conditions of a publication affect the ways in which texts are shaped into book form.
{"title":"The Postwar Schoolbook as a Material Artifact","authors":"Niki Sioki","doi":"10.3167/JEMMS.2019.110105","DOIUrl":"https://doi.org/10.3167/JEMMS.2019.110105","url":null,"abstract":"In contrast to the countries of Western Europe, the end of the Second\u0000World War did not bring political restoration, economic recovery, or the emergence of a new social order to Greece. Subscribing to the view that the material form of books and their typography convey meaning, this article presents a comparative study of the design and production of a reading primer and a third-year reading textbook, both of which were published in a climate of political and social disorder. Drawing on surviving copies of the books, educational laws, teachers’ recollections, and archival material, this article examines the ways in which the sociopolitical environment and technological conditions of a publication affect the ways in which texts are shaped into book form.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74363675","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 : 2018-06-01DOI: 10.3167/jemms.2019.110103
V. Bezrogov, D. Caroli
What changes did the content, structure, and production of Russian primers published in the Soviet Union undergo between 1941 and 1948—that is, during the Second World War and its aftermath? This article answers this question by analyzing language, content, iconography, and the printing process. The first section addresses key characteristics of primers printed between 1941 and 1944, while the second section focuses on the content of postwar primers printed between 1945 and 1948. The final section addresses challenges facing the textbook approval and circulation process experienced by the State Pedagogical Publishing House of the Russian Soviet Federal Socialist Republic (RSFSR) from 1945 to 1948.
{"title":"Soviet Russian Primers of the 1940s","authors":"V. Bezrogov, D. Caroli","doi":"10.3167/jemms.2019.110103","DOIUrl":"https://doi.org/10.3167/jemms.2019.110103","url":null,"abstract":"What changes did the content, structure, and production of Russian primers\u0000published in the Soviet Union undergo between 1941 and 1948—that is, during\u0000the Second World War and its aftermath? This article answers this question by analyzing language, content, iconography, and the printing process. The first section addresses key characteristics of primers printed between 1941 and 1944, while the second section focuses on the content of postwar primers printed between 1945 and 1948. The final section addresses challenges facing the textbook approval and circulation process experienced by the State Pedagogical Publishing House of the Russian Soviet Federal Socialist Republic (RSFSR) from 1945 to 1948.","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81726505","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 : 2018-06-01DOI: 10.3167/JEMMS.2019.110107
Simona Szakács-Behling, M. Rusu
Drawing on a sample of children’s reading primers published between 1938 and 1953 in Romania, this article explores ways in which both the monarchic and the communist regimes used primary education to fashion political subjects before, during, and after the Second World War. Theoretically grounded in a sociological approach and empirically grounded in textual and visual thematic content analysis, the findings reveal significant semantic shifts in understandings of the “nation” in relation to internal and external anchors, including religion, monarchy, and work, but they also indicate important continuities relating to an ethos of political submission (toward God and king, or the party and the Soviet Union) and patriotic solidarity (with the Romanian Orthodox nation or the workers’ proletarian nation).
{"title":"Nurturing Romanian Socialists","authors":"Simona Szakács-Behling, M. Rusu","doi":"10.3167/JEMMS.2019.110107","DOIUrl":"https://doi.org/10.3167/JEMMS.2019.110107","url":null,"abstract":"Drawing on a sample of children’s reading primers published between\u00001938 and 1953 in Romania, this article explores ways in which both the monarchic and the communist regimes used primary education to fashion political subjects before, during, and after the Second World War. Theoretically grounded in a sociological approach and empirically grounded in textual and visual thematic content analysis, the findings reveal significant semantic shifts in understandings of the “nation” in relation to internal and external anchors, including religion, monarchy, and work, but they also indicate important continuities relating to an ethos of political submission (toward God and king, or the party and the Soviet Union) and patriotic solidarity (with the Romanian Orthodox nation or the workers’ proletarian nation).","PeriodicalId":38675,"journal":{"name":"Journal of Educational Media, Memory, and Society","volume":"1989 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82297661","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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