Peter Gautschi

Wolfgang Sander

Birgit Weber

Tilman Rhode-Jüchtern

Identität ist in jüngster Zeit mehr und mehr von einem individual- und sozialpsychologischen Konzept zu einem politischen Kampfbegriff geworden, mit dem um Verhältnisbestimmungen von Diversität und Integration in der Gesellschaft gerungen wird. Die damit verbundenen Probleme und Kontroversen haben inzwischen auch die Fachdidaktiken und die Bildungspraxis erreicht. Das Heft fragt nach der grundsätzlichen Relevanz dieses Themas für die gesellschaftswissenschaftlichen Fächer, insbesondere mit Blick auf demokratische Identität und auf Antisemitismus, und stellt identitätsbezogene Forschungen zu Schulbüchern sowie zu einem Jugendbildungsprojekt vor.

zdg 1/2021

Identität

Markus Furrer

Perceptions and images of the Cold War as they appear in textbooks, in the classroom but also in public and in the scientific discourse are topic of this volume "Remembering and Recounting the Cold War – Commonly Shared History?". These perceptions and images are particularly interesting because they are part of the communicative memory and are thus in the process of undergoing change. It is also the task of history didactics, here understood as a science concerned with investigating, theorizing on and staging the way of how people and societies deal with history and memories, to describe, to analyze and to interpret such moldings of teaching cultures, memory cultures and, of course, individual and collective views of this era.

Commonly Shared History?

Remembering and Recounting the Cold War

Barbara Christophe

Robert Thorp

This book is open access under a CC BY 4.0 license. This book explores how the socially disputed period of the Cold War is remembered in today’s history classroom. Applying a diverse set of methodological strategies, the authors map the dividing lines in and between memory cultures across the globe, paying special attention to the impact the crisis-driven age of our present has on images of the past. Authors analysing educational media point to ambivalence, vagueness and contradictions in textbook narratives understood to be echoes of societal and academic controversies. Others focus on teachers and the history classroom, showing how unresolved political issues create tensions in history education. They render visible how teachers struggle to handle these challenges by pretending that what they do is ‘just history’. The contributions to this book unveil how teachers, backgrounding the political inherent in all memory practices, often nourish the illusion that the history in which they are engaged is all about addressing the past with a reflexive and disciplined approach.

International Perspectives on Textbooks and Memory Practices

The Cold War in the Classroom

Peter Gautschi

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