Memory practices and media use in educational contexts. Relationships between history, politics and memory in schools.

Autor/in	Richtera, Roman
Titel	Memory practices and media use in educational contexts. Relationships between history, politics and memory in schools.
Quelle	Aus: Bagoly-Simó, Péter (Hrsg.); Sikorová, Zuzana (Hrsg.): Textbooks and educational media: perspectives from subject education. Proceedings of the 13th IARTEM conference 2015, Berlin. Cham: Springer (2021) S. 315-329Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-3-030-80345-2
Schlagwörter	Kollektives Gedächtnis; Bildungspolitik; Lehrer; Schüler; Curriculum; Curriculumplanung; Schulbuch; Geschichtsunterricht; Niedersachsen
Abstract	The curriculum of the German state of Lower Saxony states that history, taught as a school subject, enables young people to access their society's 'cultural memory' and participate in the memory of their community. Can the history taught in schools today meet this objective, specifically against the present-day backdrop of today's heterogeneous student body? What is the role of teachers and educational media in this context? Research into educational media has focused primarily on the content of these materials. Policymakers, curriculum planners and educationalists still lack academically sound information on the ideas of history and its teaching and on the helpfulness of educational media in communicating history to young people. Our research aims to fill this gap in our awareness of these issues. Findings about contemporary history teaching will only be able to generate and implement recommendations for action when taken seriously by policymakers and educationalists. We are seeking to secure this by exploring the views of qualified history teachers at academic secondary schools with a quantitative survey. Our data points to interrelationships between issues, such as teachers' media use, their thoughts on which specific historical events and processes are worth including in the canon of historical memory, and their views on the usefulness of educational media for the teaching of specific content and competencies. We believe that this piece of research will contribute to the international debate around memory, curricula, and educational media and provide insights for the further development of educational media and curricula going forward.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1