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dc.contributor.authorPopp, Susanne
dc.date.accessioned2012-02-14T09:48:14Z
dc.date.available2012-02-14T09:48:14Z
dc.date.issued2010
dc.identifier.citationPopp, S. 2010. Trans-European convergences in national textbooks for history education? An approach to the comparison of image sources in schoolbooks. Yesterday & today, 5:127-140, Oct. [http://www.sashtw.org.za/index2.htm] [http://dspace.nwu.ac.za/handle/10394/5126]en_US
dc.identifier.issn2223-0386
dc.identifier.urihttp://hdl.handle.net/10394/5506
dc.description.abstractAccording to findings of textbook analyses since 2004 all across Europe, students encounter a group of about 15 historical paintings and historical photographs in their history textbooks which are shown more often than average. This article will introduce this corpus and analyse those popular pictures according to historical-didactical standards. The questions of implicit historical theories as well as the proportion of national history and European education thereby seem to be especially important.en_US
dc.language.isoenen_US
dc.publisherThe South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West Universityen_US
dc.subjectIconic sourcesen_US
dc.subjectVisual literacy in history teachingen_US
dc.subjectHistory textbook researchen_US
dc.subjectInternational comparison of textbook developmentsen_US
dc.subjectHistorical consciousnessen_US
dc.subjectTransnational historical cultureen_US
dc.titleTrans-European convergences in national textbooks for history education? An approach to the comparison of image sources in schoolbooks.en_US
dc.typeArticleen_US


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