000 06249nam a22006375i 4500
999 _c101729
_d101729
001 978-3-030-11999-7
003 DE-He213
005 20210116091216.0
007 cr nn 008mamaa
008 191023s2019 gw | s |||| 0|eng d
020 _a9783030119997
024 7 _a10.1007/978-3-030-11999-7
_2doi
040 _cМУБИС
050 4 _aLB1024.2-1050.75
050 4 _aLB1705-2286
072 7 _aJNMT
_2bicssc
072 7 _aEDU046000
_2bisacsh
072 7 _aJNMT
_2thema
082 0 4 _a370.711
_223
245 1 4 _aThe Cold War in the Classroom
_h[electronic resource] :
_bInternational Perspectives on Textbooks and Memory Practices /
_cedited by Barbara Christophe, Peter Gautschi, Robert Thorp.
250 _a1st ed. 2019.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Palgrave Macmillan,
_c2019.
300 _aXXX, 459 p. 27 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aPalgrave Studies in Educational Media,
_x2662-7361
505 0 _aChapter 1. Introduction; Barbara Christophe -- PART I. Textbook Memories -- Chapter 2. Textbook Memories of the Cold War: Introduction to Part I; Barbara Christophe -- Chapter 3. Manufacturing Coherence: How American textbooks incorporate diverse perspectives on the origins of the Cold War; Eva Fischer -- Chapter 4. Between radical shifts and Persistent Uncertainties: The Cold War in Russian history textbooks; Aleksandr Khodnev -- Chapter 5. The emergence of a multipolar world: Decentering the Cold War in Chinese history textbooks; Lisa Dyson -- Chapter 6. Americans and Russians as representatives of Us and Them. Contemporary Swedish school history textbooks and their portrayal of the central characters of the Cold War; Anders Persson -- Chapter 7. Images and Imaginings of the Cold War - with a focus on the Swiss view; Markus Furrer -- Chapter 8. Between non-human and individual agents: The attribution of agency in chapters on the Cold War in Flemish history textbooks; Karel Van Nieuwenhuyse -- Chapter 9. The Cold War and the Polish question; Joanna Wojdon -- Chapter 10. The Cold War in South African history textbooks; Linda Chisholm and David Fig -- Chapter 11. Dictatorship and the Cold War in official Chilean history textbooks; Teresa Oteiza and Claudia Castro -- PART II. Teachers' Memories -- Chapter 12. Teacher's memories and the Cold War: Introduction to Part II; Robert Thorp and Barbara Christophe -- Chapter 13. Ambivalence and the illusion of hegemony: Remembering the Cold War in Germany and Switzerland; Barbara Christophe -- Chapter 14. 1968 in German-speaking Switzerland: Controversies and interpretations; Nadine Ritzer -- Chapter 15. Reconciling opposing discourses: Narrating and teaching the Cold War in an East-German classroom; Eva Fischer -- PART III. Memory Practices in the Classroom -- Chapter 16. Introduction to Part III: Memory Practices in the Classroom; Peter Gautschi and Barbara Christophe -- Chapter 17. Selecting, stretching and missing the frame: Teachers and students from Germany and Switzerland make sense of the Cold War; Barbara Christophe -- Chapter 18. Learning from others: Considerations within history didactics on introducing the 'Cold War' in lessons in Germany, Sweden and Switzerland; Peter Gautschi and Hans Utz -- Chapter 19. Pedagogical entanglements and the Cold War: A comparative study on opening history lessons on the Cold War in Sweden and Switzerland.
506 0 _aOpen Access
520 _aThis 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.
650 0 _aTeaching.
650 0 _aEducation—History.
650 0 _aCommunication.
650 0 _aRussia—History.
650 0 _aEurope, Eastern—History.
650 0 _aHistoriography.
650 1 4 _aTeaching and Teacher Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O31000
650 2 4 _aHistory of Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O44000
650 2 4 _aMedia and Communication.
_0https://scigraph.springernature.com/ontologies/product-market-codes/412010
650 2 4 _aRussian, Soviet, and East European History.
_0https://scigraph.springernature.com/ontologies/product-market-codes/717090
650 2 4 _aMemory Studies.
_0https://scigraph.springernature.com/ontologies/product-market-codes/711010
700 1 _aChristophe, Barbara.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aGautschi, Peter.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aThorp, Robert.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030119980
776 0 8 _iPrinted edition:
_z9783030120009
776 0 8 _iPrinted edition:
_z9783030120016
830 0 _aPalgrave Studies in Educational Media,
_x2662-7361
856 4 0 _uhttps://doi.org/10.1007/978-3-030-11999-7
942 _2ddc
_cEBOOK