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.
† Prof. Dr. Vitaly Bezrogov (1959–2019)
We are deeply shocked about the sudden and unexspected death of our esteemed Vice President, Prof. Dr. Vitaly Bezrogov. He was a long-standing member of the International Society for Reserarch on Textbooks and Educational Media e.V. and of the Reading Primers Special Interest Group. At the IGSBi-Conference in Augsburg, 2017, he was elected Vice President of our Society. He engaged committedly in the work of the Managing Board. The topic and the conception of the Annual Conference in Chur 2019 – “Migration and Educational Media” – were initiated by him.
The International Society for Research on Textbooks and Educational Media will always remember Vitaly Bezrogov with gratitude and will honour his memory.
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, 2019).
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 they 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.
Michael Annegarn-Gläß: Neue Bildungsmedien revisited. Zur Einführung des Lehrfilms in der Zwischenkriegszeit (Bad Heilbrunn: Klinkhardt 2020)
The author explores the question how technological progress can influence the practice of teaching. He presents a historical example for the introduction of a new educational medium: educational films, and considers to what extent the mediation of colonial knowledge varies in textbooks and educational films in the interwar period in Germany.
In contrast to the frequently – already by the National Socialists – propagated thesis that films were first supported in Germany on a large scale after 1933, this book shows that, in the field of educational films, the National Socialist education policy built on state and semi-state institutions and actors, which and who had already been active in the Weimar Republic.
The examination shows various factors, like financing, acceptance by the teachers and availability, which both promoted and curbed the introduction of the new educational medium. Today we are facing similar problems with regard to the digitization of teaching. It becomes apparent that the lines of arguments are quite similar – the introduction of educational films may thus help us to better understand the current debates.
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)”.