BERGHAHN JOURNALS

JEMMS explores perceptions of society as constituted and conveyed in processes of learning and educational media. The focus is on various types of texts (such as textbooks, museums, memorials, films) and their institutional, political, social, economic, and cultural contexts. The construction of collective memory and conceptions of space, the production of meaning, image formation, forms of representation, and perceptions of the "self" and the "other", as well as processes of identity construction (ethnic, national, regional, religious, institutional, gender) are of particular interest. Special importance is given to the significance of educational media for social cohesion and conflict. The journal is international and interdisciplinary and welcomes empirically-based contributions from the humanities and the social sciences as well as theoretical and methodological studies.

Volume 2, Issue 1, Spring 2010

How Do Students Rate Textbooks? A Review of Research and Ongoing Challenges for Textbook Research and Textbook Production, Petr Knecht and Veronika Najvarová

To Bridge Time: Historical Consciousness in Swedish History Textbooks, Niklas Ammert

Imagining the Textbook: Textbooks as Discourse and Genre, Eleftherios Klerides

The Inner Conflict: How Palestinian Students in Israel React to the Dual Narrative Approach Concerning the Events of 1948, Neveen Eid

Gender and Agency in History, Civics, and National Education Textbooks of Jordan and Palestine, Samira Alayan and Naseema Al-Khalidi

Narrative Strategies Regarding Japanese Ethnic Origins and Cultural Identities in Japanese Middle-School History Textbooks, Ryota Nishino

School History Atlases as Instruments of Nation-State Making and Maintenance: A Remark on the Invisibility of Ideology in Popular Education, Tomasz Kamusella

Forum

Berlin’s Potsdamer Platz as an Interactive Textbook: Space, Perspective, and Critical Research Skills, Maria Stehle

New Trends in History Textbook Research: Issues and Methodologies toward a School Historiography, Maria Repoussi and Nicole Tutiaux-Guillon

Subjects: Education, Media, Social Sciences