(Post-)colonial Myths in German History Textbooks, 1989–2015.
This article examines the evolution of textbook representations of colonialism in two North Rhine-Westphalian textbook series for the Sekundarstufe II since 1989. On the one hand, the article shows that the developing post-colonial discourse in the German public debate had a particularly strong impa...
| Publicado en: | German Politics & Society Vol. 39; no. 1; pp. 79 - 100 |
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| Formato: | Artículo |
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Berghahn Books
Spring2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=150690428&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 150690428 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10450300 9GJ jtl: German Politics & Society issn: 10450300 maglogo: N pubinfo: dt: Spring2021 vid: 39 iid: 1 pid: 1130 pub: Berghahn Books artinfo: ui: 150690428 10.3167/gps.2021.390105 ppf: 79 ppct: 21 formats: fmt: @attributes: type: P size: 389KB tig: atl: (Post-)colonial Myths in German History Textbooks, 1989–2015. aug: au: Helfer, Florian affil: Didactics of History, University of Bonn, Germany su: Postcolonialism History textbooks German history World War I Myth sug: subj: Postcolonialism History textbooks German history World War I Myth keyword: colonialism Erinnerungskultur history didactics memory discourse post-colonial studies textbook research colonialism Erinnerungskultur history didactics memory discourse post-colonial studies textbook research ab: This article examines the evolution of textbook representations of colonialism in two North Rhine-Westphalian textbook series for the Sekundarstufe II since 1989. On the one hand, the article shows that the developing post-colonial discourse in the German public debate had a particularly strong impact on schoolbooks in the mid-2000s. Textbooks reacted quickly to changes in the public debate and have increasingly attempted to deconstruct colonial narratives. However, implicit mental conceptions of African "backwardness" continue to exert some influence even on today's textbook generation. On the other hand, the article identifies the distortions that appear when colonialism as a global phenomenon is discussed within a curricular framework that focuses on national and European history. Because of the close curricular link between High Imperialism and World War I, textbooks strongly focus on the global rivalry of the European powers, whereas other aspects of colonialism come up short. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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