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Journal of Educational Media, Memory, and Society


Aims & Scope

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Published on behalf of the Georg Eckert Institute for International Textbook Research

The Journal of Educational Media, Memory, and Society (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.


Subjects: Education, Media, Social Sciences


Current Issue

Volume 10, Issue 1, Spring 2018

Special Issue

World Knowledge and Non-European Space: Nineteenth-Century Geography Textbooks and Children’s Books

Guest Editor: Andreas Weiß

Introduction
Andreas Weiß

Articles

Reading East Asia in Schools of the Wilhelmine Empire
Andreas Weiß

Are “the Natives” Educable? Dutch Schoolchildren Learn Ethical Colonial Policy (1890–1910)
Elisabeth Wesseling and Jacques Dane

Education and Change in the Late Ottoman Empire and Turkey: Space, Time, and Text
Benjamin C. Fortna

Imperialism and Nationhood in Children’s Books in Colonial Bengal
Gargi Gangopadhyay

Wandelnde Horizonte des Weltwissens: Zur Raumvorstellung der elementaren Geographieschulbücher des Japanischen Kaiserreichs
Ito Toshiko

Teaching National Identity and Alterity: Nineteenth-Century American Primary School Geography Textbooks
Bahar Gürsel


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