"Nation, Nationalism and School in Contemporary Europe" – Webinar on the 15th of March, 2021
The common conference of IGSBi, Spes (Società di politica educazione e storia) and Spicae (Società internazionale per la storia comparata dell'educazione) in Parma, which had been scheduled for 2020 and which could not take place on-site due to the Corona Pandemic, was held on the 15th of March, 2021, in form of a compact webinar. The organization committee in Parma, Prof. Dr. Luciana Bellatalla and Prof. Dr. Piergiovanni Genovesi, had prepared a comprehensive program on the topics "Educational theories and didactical media", "Nation, Nationalism and Europe in primers and secondary history textbooks" and "Cultural, biological and racial stereotypes". The contributors from Germany, Italy, Latvia, the Russian Federation, Switzerland and The Netherlands presented a ten-minutes quintessence of longer lectures, which had been available for the registered participants on the internet before. The presentations provoked vivid discussions, rich in content. A publication of the contributions is projected.
Newsletter of the Reading Primers Special Interest Group
Just published: Newsletter 17 of the Reading Primers Special Interest Group (RP SIG)
Contributions from the IGSBi Conference 2019
Eva Matthes / Sylvia Schütze (Eds.): Migration und Bildungsmedien / Migration and Educational Media (Bad Heilbrunn: Klinkhardt 2020)
Migration has for various reasons – voluntary change of places, e.g., for vocational or educational reasons, emigration under pressure, for example due to economic or political distress, but also forced flight, e.g., because of political or ideological persecution – has always been a big challenge, both for the migrants themselves and for the societies of the host countries, last but not least with regard to educational politics. This volumes unites research and practical considerations on migration and educational media from different disciplines – educational science, subject-related didactics (e.g., Foreign Languages, Biology, Religion) – and from teachers. The contributions deal with the development and production of educational media for different groups of migrants in the 20th century and today, both with their preparation and publication by the migrants themselves in their mother tongue, mainly to keep their own culture alive, and by the respective host countries, aiming at getting in contact with the migrants and promoting their integration into the new society. A further focus of the volume lies on contributions which deal with the depiction of migrants in educational media – in texts, pictures, etc.; these articles make clear that the way of presenting the migrants does not remain without consequences for their self- and outside perception.
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.
Sebastian Susteck (Ed.): Erschriebene Kultur. Schulische Lektürehilfen zwischen Literaturwissenschaft, Didaktik und Empirie (Bad Heilbrunn: Klinkhardt 2021)
Since more than 150 years, so-called “reading guides” are used for the teaching of German and foreign languages. Those texts, mostly published as booklets, make literary works accessible for teachers and students in higher education.
They include definitions of words and items, information on the development of the work, on its content and interpretation. Reading guides have been published by nearly all big publishers of educational media, but in spite of their circulation, they have remained largely unexplored. The volume „Erschriebene Kultur [Written Culture]“ focusses for the first time on this text genre and examines its history and present. Thereby, a complex intertwining with literary studies, university didactics and use at school becomes visible.
Patrick Gollub: Kompetenzorientierte Aufgabenstellungen im Deutschunterricht. Eine qualitative Inhaltsanalyse von Schulbuchkapiteln zur Weimarer Klassik (Bad Heilbrunn: Klinkhardt 2021)
Even in the 21st century, textbooks are considered as very essential educational media. As teaching and learning materials for instruction at schools, they are subject of education-political guidelines.
This volume analyses textbooks for German at higher secondary schools by means of a hermeneutic-content-analytical approach. The research is designed as longitudinal view in order to trace the realization of competence-orientation and further developments in the various editions of the three examined textbook series.
This proceeding has to be called innovative in the context of didactics of German and educational science, as diachronic comparisons of textbooks are very rare.
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.