The 'scramble for africa' in german and english history textbooks. Politics of memory during decolonization.

Autor/in	Müller, Lars
Titel	The 'scramble for africa' in german and english history textbooks. Politics of memory during decolonization.
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. 361-375Verfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-3-030-80345-2
Schlagwörter	Afrika; Deutschland; England; Geschichtsunterricht; Imperialismus; Schulbuch; Kolonialismus; Afrikabild; Afrikaner; Postkolonialismus; Schulbuch; Afrikabild; Geschichtsunterricht; Imperialismus; Kolonialismus; Postkolonialismus; Afrikaner; Afrika; Deutschland; England
Abstract	Representations of colonialism in textbooks are currently the subject of considerable academic interest. This chapter seeks to establish whether, and if so, how, knowledge about Africa and Africans entered textbooks during the historical period of decolonization and the transition to the postcolonial age; its focus is on what is known as the 'Scramble for Africa'. The chapter is based on comparative analysis of history textbooks from England and the Federal Republic of Germany and places particular emphasis on maps as integral elements of the textbooks' chapters on imperialism. The analysis uncovers incremental inclusion of knowledge about Africa and African people in textbooks from both countries, with differences related in part to their divergent systems governing the production and use of textbooks.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1