Annual Conference 2020 "Nation, Nationalism and School in Contemporary Europe"
Schoolbooks, Didactical Media, Educational Practice and Theory
September 8–10, 2020, at the University of Parma, Italy
The Annual Conference of the International Society for Research on Textbooks and Educational Media e.V. 2020 is organized in cooperation with SPECIES (Society of Politics, Education and Comparative Inquiry in European States), SPES (Society of Politics, Education and History) and the Department of Humanities, Social Sciences and Cultural Industries at the University of Parma, Italy.
Organizing Committee in Parma: Prof. Dr. Luciana Bellatalla and Prof. Dr. Piergiovanni Genovesi.
Call for Papers
During the 19th century and till the first half of the 20th century, the theme of national identity (and particularly that of national supremacy) was the central focus of educational projects of almost all European states.
Immediately after WWI, on the ground of nationalistic degenerations, there were some attempts to reformulate such an idea. However, these attempts broke against the rocks of the economic crisis and the authoritarian political turning point, which, in a short time, deeply involved Europe as a whole. At the end of WWII, a new will to put an end to any nationalistic degenerations, resulted in a general tendency towards a unified Europe.
At the end of 20th century, many difficulties in the process of European unification and the decline of ideological fight that characterized the Cold War period, favoured the theme of the “Nation” giving it a new impulse. Furthermore, the concept of Nation has recently become the key word for many political parties and European governments manifesto as a defense against any real or pretended international urgencies.
This international meeting aims at analyzing - in contemporary age and in a comparative perspective - how the theme of the Nation, with particular interest in nationalistic degenerations, has been and is present in daily didactical practice and theory in the European states.
Proposals are supposed to highlight, on a diachronic perspective, the cultural, social and political implications of the “national identity” concept, through an analysis of school-books, didactical choices, educational theories, educational media and extra-school tools (such as stories for young readers, cartoons, games etc.).
We propose the following areas of interest:
|a)||theories, key-words, imagines, metaphors to define concepts as citizenship, difference, independence, nation, enemy, fatherland, tradition;|
|b)||proposals guide-lines, socio-political debate and contents of the curricula referring to “civic education”;|
|c)||role of artistic, cultural, environmental heritage in the definition of national identity;|
|d)||role of religious dimension in the definition of national identity;|
|e)||characters and roles of European dimension in the definition of national identity;|
role of “the Invention of Tradition” strategies.
The working languages of the conference are German, English and Italian.
Please send your proposal (in English) with a maximum of 2,000 characters (incl. spaces) until March 31, 2020, at the latest, to: email@example.com
Please indicate, in your proposal, name, surname, work place, academic position e-mail address, language of the talk and, finally, the chosen area(s) of interest (a, b, c, d, e or f).
Feedback regarding the approval or disapproval of the proposal will be given until May 31, 2020.
Review of the Annual Conference 2019: "Migration and Educational Media"
The 17th Annual Conference of the International Society for Research on Textbooks and Educational Media e.V. (IGSBi) was held in co-operation with the Pädagogische Hochschule [University of Teacher Education] Graubünden from October 6 to 8, 2019, at the PH Graubünden in Chur (Switzerland).
Educational media researchers and specialists from thirteen different countries dealt intensively with the topic “Migration and Educational Media.”
After an opening lecture about “The Culturality of Understanding as Problem for Migrant Children and Youth,” there followed three tightly “packed” thematic blocks:
- “Educational Media for Migrants – Historical Aspects”
- “Educational Media for Migrants – Current Aspects”
- “The Depiction of Migration and Migrants in Educational Media”
The contributions of the first block inter alia dealt with educational media for Russian and Spanish migrants in the 19th and 20th centuries, with teaching materials for migrant teachers from France in Poland, and educational media for specific groups of so-called “educational migrants,” like textbooks for students from Hungary, who go to school in Austria, or the specially commissioned Biology textbook for young people from Mozambique, who attended a so-called “School of Friendship” in the Federal Republic of Germany.
In the second block, current educational media for migrants were discussed, e.g., from Italy, Germany and Switzerland, furthermore different media formats – besides textbooks for example picture-books and digital learning-apps –, but also adaptations of educational media with regard to content, due to migrant students from a different religious and cultural background, e.g. in Canada.
The presentations of the third block dealt with the depiction of migrants and analyzed its appropriateness from various perspectives. There were contributions from diverse subjects like teaching of Geography or of Foreign Languages in different countries, like Germany, Finland, Hungary, and Switzerland. Moreover, a didactical game was presented and discussed.
Besides the interesting lectures and the inspiring discussions and talks during the breaks, a special highlight of the Conference was the donation of the Arsen Djurović Prize for Historical Research on Textbooks, which was awarded to two researchers (Dr. Sabrina Schmitz-Zerres, University of Duisburg-Essen, and Dr. Evita Wiecki, Ludwig-Maximilians-Universität München, both Germany), and the uniquely awarded Arsen Djurović Special Prize for Historical Research on Educational Media (Dr. Iris Seri-Hersch, Aix-Marseille-Université in Aix-en-Provence, France) during the common dinner.
The contributions will be published in a conference volume in 2020.
Award of the Arsen Djurović Prize 2019
This year, the Arsen Djurović Prize for Historical Research on Textbooks, which is donated by Dr. Milica Djurović, the widow of the long-time Serbian Vice President of IGSBi, every two years, was conferred for the fourth time.
Due to the numerous highly-qualified applications, the prize was split, like in 2017. It was awarded to
- Sabrina Schmitz-Zerres from the University of Duisburg-Essen, Germany, for her publication “Die Zukunft erzählen. Inhalte und Entstehungsprozesse von Zukunftsnarrationen in Geschichtsbüchern von 1950 bis 1995” [“Telling the Future. Content and Formation Processes of Future Narratives in History Textbooks from 1950 to 1955”] (Vandenhoeck & Ruprecht 2019) and to
- Evita Wiecki from the Ludwig-Maximilians-Universität München, Germany, for her publication “’Ein Jude spricht Jiddisch’. Jiddisch-Lehrbücher in Polen – ein Beitrag zur jüdischen Bildungs- und Kulturgeschichte im 20. Jahrhundert” [“’’A Jew Speaks Yiddish’ – History of the Secular Textbook for Yiddish in Poland in the 20th Century”] (Vandenhoeck & Ruprecht 2018, 22019).
In addition, a unique Arsen Djurovic Prize for Historical Research on Educational Media was awarded this year, as one of the applied publication does not deal with textbooks for students, but with manuals for teachers, i.e., educational media in a broader sense; but for different reasons the jury found this book so excellent that she decided to confer this special prize to
- Iris Seri-Hersch from the Aix-Marseille Université in Aix-en-Provence, France, for her publication “Enseigner l’histoire à l’heure de l’ébranlement colonial. Soudan, Égypte, empire britannique (1943-1960)” [“History Teaching in the Era of Colonial Dismantlement: Sudan, Egypt and the British Empire (1943–1960)”] (Institut d'études de l'Islam et des sociétés du monde musulman Paris 2018).
More information about the honored publications and the awardees and their acknowledgement by the jury can be found in the laudations.
Annemarie Augschöll Blasbichler / Eva Matthes / Sylvia Schütze (Eds.): Europa und Bildungsmedien / Europe and Educational Media (Bad Heilbrunn: Klinkhardt 2019)
Although the European Union was able to mobilize many supporters at the last election in 2019, it has become obvious that the EU has lost a lot of attraction. But a revival of the European idea of human rights, of democracy, freedom and tolerance, and thus of the value foundation of the European Union can only be successful if a clear majority of European citizens goes along with it.
In this context, educational institutions from nurseries, schools and extra-curricular pedagogical institutions up to those for adult education really matter.
All these institutions use educational media; therefore it is highly relevant that research on educational media deals with the presentation of Europe in educational media in the past and in the present; researchers must ask if and how the advantages of the EU, of a Europe without frontiers and on a human rights foundation are made plausible and valuable to young people, or they must reveal if national prejudices and stereotypes are presented or do even prevail.
Against this background, joint educational media projects of different European countries, which are also presented in this volume, offer an important perspective and raise expectations.
Eva Matthes / Thomas Heiland / Alexandra von Proff (Eds.): Open Educational Resources (OER) im Lichte des Augsburger Analyse- und Evaluationsrasters (AAER). Interdisziplinäre Perspektiven und Anregungen für die Lehramtsausbildung und Schulpraxis (Bad Heilbrunn: Klinkhardt 2019)
In an earlier volume of this series (Fey/Matthes, The Augsburg Analysis and Evaluation Matrix for Analog and Digital Educational Media (AAER), Bad Heilbrunn 2017) the AAER was already introduced and its use was demonstrated with regard to domain-specific applications. Open educational resources (OER) are a specific challenge for teachers, but also for all actors in teacher education; this volume focuses on their analysis from an interdisciplinary perspective.
In the first general part of the book, the reader finds an overview of the state of research regarding OER, an article about their legal classification, and the description of an analysis model for OER platforms. The second part comprises subject-related didactical analyses of OER, using the Augsburg Analysis and Evaluation Matrix.
The publication may be used in teacher education and may help to prepare future teachers to find a professional handling of OER and their use, thus strengthening the practice relevance of teacher education – according to the aims of the current Augsburg project “Promotion of Teacher Professionalism with Regard to Heterogeneity (LeHet)”.