Inter- and Intracultural Differences in European History Textbooks
This book focusses on inter- and intracultural differences in academic writing and ways of understanding. The example of primary and lower secondary history textbooks has been chosen as a rich source of cultural viewpoints, and in particular the topic of 'The Romans' as part of a common European heritage. Textbooks (and their related curricula) are examined in terms of their writing styles, the kinds of skills demanded in pupil tasks and overall objectives.
Researchers working in different European countries: Austria, England, France, Germany (2 different Länder), Ireland and Italy present case-studies of 'The Romans' from their own country. It is thus possible to track cultural differences closely, and the intercultural expertise of the team also adds an informing dimension here.
The writing team came together for a conference in February 2002 at the University of Bath to present and discuss their research. The book can thus be said to build on an interactive understanding of inter- and intracultural difference.
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Inter- and Intracultural Differences in European History Textbooks
This book focusses on inter- and intracultural differences in academic writing and ways of understanding. The example of primary and lower secondary history textbooks has been chosen as a rich source of cultural viewpoints, and in particular the topic of 'The Romans' as part of a common European heritage. Textbooks (and their related curricula) are examined in terms of their writing styles, the kinds of skills demanded in pupil tasks and overall objectives.
Researchers working in different European countries: Austria, England, France, Germany (2 different Länder), Ireland and Italy present case-studies of 'The Romans' from their own country. It is thus possible to track cultural differences closely, and the intercultural expertise of the team also adds an informing dimension here.
The writing team came together for a conference in February 2002 at the University of Bath to present and discuss their research. The book can thus be said to build on an interactive understanding of inter- and intracultural difference.
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Inter- and Intracultural Differences in European History Textbooks

Inter- and Intracultural Differences in European History Textbooks

Inter- and Intracultural Differences in European History Textbooks

Inter- and Intracultural Differences in European History Textbooks

Overview

This book focusses on inter- and intracultural differences in academic writing and ways of understanding. The example of primary and lower secondary history textbooks has been chosen as a rich source of cultural viewpoints, and in particular the topic of 'The Romans' as part of a common European heritage. Textbooks (and their related curricula) are examined in terms of their writing styles, the kinds of skills demanded in pupil tasks and overall objectives.
Researchers working in different European countries: Austria, England, France, Germany (2 different Länder), Ireland and Italy present case-studies of 'The Romans' from their own country. It is thus possible to track cultural differences closely, and the intercultural expertise of the team also adds an informing dimension here.
The writing team came together for a conference in February 2002 at the University of Bath to present and discuss their research. The book can thus be said to build on an interactive understanding of inter- and intracultural difference.

Product Details

ISBN-13: 9783039102389
Publisher: Peter Lang AG, Internationaler Verlag der Wissenschaften
Publication date: 10/10/2005
Series: Explorationen: Studien zur Erziehungswissenschaft , #50
Pages: 330
Product dimensions: 5.83(w) x 8.27(h) x (d)

About the Author

The Editor: Carol Morgan is a Senior Lecturer at the University of Bath (and has taught and researched also at Durham University, the Open University and the University of East Anglia). She has written numerous articles and books on language and culture, foreign language teaching and professional development including Teaching-and-Learning Language-and-Culture (1996, with M. Byram) and Teaching Foreign Language and Culture from a Dialogic Perspective (2000, with A.Cain).

Table of Contents

Contents: Carol Morgan: Textbook Analysis and Cultural Comparison – Kate Hawkey/Carol Morgan: Teaching ‘The Romans’ in an English Primary School Context – Albane Cain: The Discourse of French History Texts: Structure, Tasks and Cultural Priorities – Eva Trumpp: Multiperspectivity in German History Textbooks: From Comprehension and Critical Thinking to Process Orientation and Intercultural Learning. A Case History from Rhineland Palatinate (RLP) – Cristina Allemann-Ghionda: Historical Knowledge for Everybody or for the Happy Few? Teaching ‘The Romans’ in North Rhine Westphalia (Germany) – Agostino Portera: The Romans in School Textbooks in Italian Primary Schools: An Investigation of Prejudices, Stereotypes and Intercultural Pedagogy – Elisabeth Fattinger: Austrian History Curricula and Textbooks: Intracultural Discontinuities – Fionnuala Waldron: ‘A Nation’s Schoolbooks Wield a Great Power’: How the Romans are Depicted in Irish History Textbooks – Carol Morgan: Inter- and Intracultural Differences in European History Textbooks.

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