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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.

Historiography --- Regional & national history --- Media studies --- History of education --- Teacher training --- Teaching. --- Education—History. --- Communication. --- Russia—History. --- Europe, Eastern—History. --- Historiography. --- Teaching and Teacher Education. --- History of Education. --- Media and Communication. --- Russian, Soviet, and East European History. --- Memory Studies. --- Historical criticism --- History --- Authorship --- Communication, Primitive --- Mass communication --- Sociology --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Criticism --- Teaching --- Education—History --- Communication --- Russia—History --- Europe, Eastern—History

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This edited volume breaks new ground and opens up new perspectives by capturing the role played by claims to authenticity in populist discourses in Brazil, India and Ukraine. By conceiving of both triumphant populism and increasing demands for authenticity as expressions of crisis, the volume seeks to satisfy the need to take a closer look at yearnings for orientation in a globalised world that is often associated with rapid social change and the disappearance of old certainties. Starting from the assumption that media play a crucial role for populist discourses of authenticity, the volume moves beyond conventional and social media by expanding its focus to media in formal education, notably school textbooks and curricula. These two particular media formats lastingly shape younger generations and thus the future. The proposed volume adopts global perspectives from three postcolonial countries that are often beyond the scope of studies dealing with populist discourses and media entanglements - insights that contribute new aspects to international scholarly debates. Christoph Kohl was Post-doctoral Researcher at the Georg Eckert Institute for International Textbook Research (GEI), Braunschweig, Germany. Barbara Christophe is Senior Researcher at the Georg Eckert Institute for International Textbook Research (GEI), Braunschweig, Germany. Heike Liebau is Senior Research Fellow at Leibniz-Zentrum Moderner Orient (ZMO), Berlin, Germany. Achim Saupe is Research Fellow at the Centre for Contemporary History, Potsdam, Germany.

Political sociology --- Sociology --- International relations. Foreign policy --- Politics --- Economic order --- Economic policy and planning (general) --- Economic conditions. Economic development --- Development aid. Development cooperation --- Teaching --- Educational sciences --- vergelijkende pedagogiek --- ontwikkelingsbeleid --- sociologie --- onderwijs --- politiek --- ontwikkelingssamenwerking --- economische ontwikkelingen --- internationale betrekkingen --- ontwikkelingspolitiek --- onderwijsonderzoek

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Conflict management. --- Elwert, Georg.