Session Information
SES B 09, Poster Session
Poster Session
Contribution
The issue of textbooks is more than topical in the time of running curricular reforms in the Czech Republic. It is reasonable to deal with the content of textbooks because it is to serve as the principal point for the work with students. Nowadays, there are many history textbooks produced by different publishers in the Czech Republic. These textbooks differ from each other by content and quality, therefore, the textbooks research is topical and necessary. Unfortunately, there is no institution that would systematically deal with textbook research.
The history textbooks are mainly focused on Europe in the context of the middle Ages history; however, the contemporary integrative processes are viewed as rather skeptical. In addition, the view of Europe is mostly bound to the part of great European countries and nations in historical development, while small nations are rather omitted. In the Czech Republic, the historian Čornej (1996) has been concerned with the question.
Generally, it might be said that the history textbooks research in Europe tries to cover the specifics of development in specific wider regions, as the western and central Europe, The Balkan States, and the Mediterranean States etc. The goal is to cover traditional countries of the European Union and by means of this to support the European unification (Internationale Schulbuchforschung, Jg. 2, Vol. 21, 1999). Specifically, the theme of Europe is the topic of thesis by Zecha (2005), Mentz (2001), Weibrenner (1998) and we might also use the works by Pingel (2000, 2001), Natterera (2001) and others.
In my research I plan to answer these (descriptive) questions:
1. How is presented Europe in contemporary history textbooks?
2. Are there any differences among textbooks in the way of their possible interpretations and depth of the theme of Europe?
If so, what are they?
3. How many pages are focused on the theme of Europe in all researched textbooks?
4. Are the textbooks mainly focused on national history or regional history, European history or global history or their certain combination?
5. How much is emphasized politic, economic, social and cultural European history within textbooks?
In the research I deal with the content analysis of history textbooks for the 9th grade of elementary school from the “Europe in History Texbooks” point of view. The topic was selected with regard to its topicality, in connection with the integrative efforts of EU and widely discussed theme “European dimension in Education”, what appears to be beneficial.
Method
Expected Outcomes
References
ČORNEJ, P. Problém evropské dimenze ve výuce dějepisu [The issue of European Dimension in the History Course]. In: WALTEROVÁ, E. (ed.), Evropská dimenze ve vzdělávání a v přípravě učitelů [The European Dimension in Education and Teacher´s Preparation]. Praha : Pedagogická fakulta UK 1996. Internationale Schulbuchforschung, Jg. 2, Vol. 21, 1999. GLÄSER, J. – LAUDEL, G. Experteninterviews und qualitative Inhaltsanalyse. [Expert´s Interview and Qualitative Content Analysis]. Berlin 2004. MAYRING, P. Qualitative Inhaltsanalyse. Grundlagen und Techniken. [Qualitative Content Analysis. Basics and Techniques].8. Auflage. Weinheim : Belz Verlag, 2003. MENTZ, O. 2001. Lernziel Nation und Europa. Zur Entwiclung der nationalen und europäischen Dimension in der Geographiedidaktik Frankreichs. [Objective in Education Nation and Europe]. [Development of National and European Dimension in Didactics of Geography in France]. Nürnberg. NATTERER, A. Europa im Schulbuch. Die Darstellung der europäischen Einigung in baden-württembergischen Schulbüchern für Geschichte und Gemeinschaftskunde der Sekundarstufe I. [Europe in Textbooks]. [Image of European Integration in Baden-Württemberg History and Civics Textbooks in Secondary School I.]. Grevenbroich : Omnia, 2001. NEUENDORF, K. A. The Content Analysis Guidebook. Thousand Oaks, CA: Sage, 2002. PINGEL, F. The european home: representations of 20th century europe in history textbooks. Strasbourg : Council of Europe Publishing, 2000. PINGEL, F. New Structures for a Medium in the State of Change. In: The Future of Textbooks? International colloquium on school publishing research about emerging trends. Sydney 2001. WEINBRENNER, U. CH. Erziehung zu europäischer Solidarität durch geographische Schulbücher der Sekundarstufe I : eine quantitative und qualitative Inhaltsanalyse. [Education to European Solidarity throught Geography Textbooks of Secondary School I : Quantitative and Qualitative Content Analysis]. Nürnberg 1998. ZECHA, S. Darstellung Europas in der Geographiedidaktik Portugals. Untersuchung von Geographieschulbüchern der 7.-9. Jahrgangsstufe. [Image of Europe in Didactics of Geography in Portugal. Research in Geography Textbooks for 7th-9th grade]. Aachen 2005.
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