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Trans-European convergences in national textbooks for history education? An approach to the comparison of image sources in schoolbooks.

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dc.contributor.author Popp, Susanne
dc.date.accessioned 2012-02-14T09:48:14Z
dc.date.available 2012-02-14T09:48:14Z
dc.date.issued 2010
dc.identifier.citation Popp, 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.issn 2223-0386
dc.identifier.uri http://hdl.handle.net/10394/5506
dc.description.abstract According 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.iso en en_US
dc.publisher The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University en_US
dc.subject Iconic sources en_US
dc.subject Visual literacy in history teaching en_US
dc.subject History textbook research en_US
dc.subject International comparison of textbook developments en_US
dc.subject Historical consciousness en_US
dc.subject Transnational historical culture en_US
dc.title Trans-European convergences in national textbooks for history education? An approach to the comparison of image sources in schoolbooks. en_US
dc.type Article en_US


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