Subtitle: Überlegungen am Beispiel der zweiten Generation der deutsch-französischen Schulbuchgespräche (1951-1967)
[How impactful can bilateral textbook discussions be? Reflections on the second generation of Franco-German textbook dialogues (1951-1967)]
published in Deutschland und Frankreich – Geschichtsunterricht für Europa / France – Allemagne. L’enseignement de l’histoire pour l’Europe | Die deutsch-französischen Schulbuchgespräche /Les rencontres franco-allemandes sur les manuels scolaires dans le contexte européen, Rainer Bendick, Ulrich Bongertmann, Marc Charbonnier, Franck Collard, Martin Stupperich, Hubert Tison (eds.), Wochenschau Verlag, 2018, pp.85-96
Why should a German or French history teacher be interested in the problems of their colleagues across the border? Why have a German-French publication on history teaching at all? After all, lessons in the two countries have long since ceased to disseminate one-sided or false representations of the other. But instead of nationalistic content, a kind of ‘didactic nationalism’ is starting to appear. The way history is addressed and the standards for good history teaching are defined very differently on either side of the Rhine, meaning that teachers who are generally only familiar with their own country’s standards are increasingly of the opinion that their colleagues in the respective neighbouring country, both heartlands of Europe, are delivering ‘a bad education’. Historians and educators from both countries show ways out of this dilemma and take a look at history teaching for Europe beyond bilateral unification.
The information was taken from the publisher's website.
