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When Europe Meets the Middle East: Constructing Collective Identities in Social Studies Textbooks for a Globalising World

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Abstract

It is a truism that social studies textbooks reflect concepts of collective identities. This chapter examines models of constructing collective identities, taking European examples as a point of departure before comparing findings with research on the Middle East. It also addresses changing patterns of textbook research and revision and draws upon the findings of John Meyer and others, whose comparative studies on structural developments of education conclude that globalisation leads to a “world model of education”. In their view, such a “world model” challenges the dominance of the nation-state paradigm and generates a human rights-based cosmopolitan concept of citizenship education. This proposition will be tested against results of international textbook research and revision.

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Notes

  1. 1.

    A Latin–English edition of 1777 is available on the Internet: http://books.google.de/books?vid=OCLC27390661&id=pxkaVd0-bpgC&pg=RA3-PA1&lpg=RA3-PA1&dq=inauthor:comenius&as_brr=1&hl=de&redir_esc=y#v=onepage&q&f=false (retrieved 28 October 2012). See also Murphy (1995).

  2. 2.

    Examples offer Cole (2007), Tawil and Harley (2004); for East Asia, see Han et al. (2012), Müller (2011), for South Eastern Europe, see Dimou (2009).

  3. 3.

    A joint textbook project of the National UNESCO Commissions of France and Morocco has produced so far only the French analysis (Choppin and Costa-Lascoux 2011); the Moroccan part seems to be withheld because of political problems. Concerning the French debate on colonialism, see Michel (2010), Liauzu and Manceron (2006), Kohser-Spohn and Renken (2006).

  4. 4.

    The Georg Eckert Institute for International Textbook Research , the successor of the International Textbook Institute, with its publication series has set standards in this regard. The Studien zur internationalen Schulbuchforschung (1979–2008) and its forerunner, Schriftenreihe des Internationalen Schulbuchinstituts, documented mainly results of international textbook consultations. Since 2008, the series appears under the title Eckert. Die Schriftenreihe. Studien des Georg-Eckert-Instituts zur Internationalen Bildungsmedienforschung and reflects the broader perspective of recent textbook research. The research-oriented Journal of Educational Media, Memory, and Society has replaced Internationale Schulbuchforschung/International Textbook Research, which appeared from 1978 to 2008.

  5. 5.

    See IARTREM publications (http://iartemblog.wordpress.com/publications/) and the ejournal (http://biriwa.com/iartem/ejournal/).

  6. 6.

    Karge and Batarilo (2009) have chosen such a multi-layered approach in their study on textbook reform in Bosnian and Herzegovina; for another case study, see Gasanabo (2002); Barbara Christophe and her team at the Georg Eckert Institute have dealt with “History Teachers as Mediators Between Collective and Individual Memory in Georgia, Kyrgyzstan and Lithuania” (http://www.gei.de/en/research/educational-media-and-globalisation/memory-cultures-and-education/patterns-of-cultural-interpretation-of-socialism.html).

  7. 7.

    For example, ATLAS.TI (in English and German—www.atlasti.com or www.atlasti.de) and AQUAD (www.aquad.de/en/—available in German, English and Spanish).

  8. 8.

    For comprehensive projects, see Bombardelli (2012); Schissler and Soysal (2005); Accardo and Baldocchi (2004); Pingel (2000, 2003a,); Valls Montés (2002); Leeuw-Roord (2001); The Culture (1999); Baldocchi (1999); for individual case studies see, for example, Elmersjö (2011); Philippou et al. (2008).

  9. 9.

    Regarding the Arab Middle East, I am indebted to my colleagues with whom I cooperated in the Georg Eckert Institute’s project on “Textbook Revision in the Middle East,” Achim Rohde and Samira Alayan; the project’s results are published in Alayan et al. (2012); see also Georg Eckert Institute (2009).

  10. 10.

    Standard Eurobarometer 2011, Public Opinion in the European Union, online: <ec.europa.eu/public_opinion/archives/eb/eb74/eb74_publ_en.pdf (retrieved 11 November 2012); see also Riketta and Wakenhut (2002).

  11. 11.

    A large number of studies on the presentation of Islam in textbooks of European countries appeared in the last decade, for example, Aslan (2011), Choppin and Costa-Lascoux (2011), Jonker and Thobani (2010), Thobani (2010), Baquès (2008/09), Cajani (2008), Nasr (2001, 2008), Der Islam in deutschen Schulbüchern (2004).

  12. 12.

    Currently, the German–Israeli Textbook Commission inquires into each other’s images in textbooks, http://www.gei.de/en/research/europe-narratives-images-spaces/trans-europe-external-borders/sprache.html

  13. 13.

    See also the textbook analyses of the NGO Impact-SE, Institute for Monitoring Peace and Cultural Tolerance in School Education, http://www.impact-se.org

  14. 14.

    Recently, the joint UNESCO–Arab League study “On a Common Path. New Approaches to Writing History Textbooks in Europe and the Arab–Islamic World” compiled by a high-level team of experts has been published; http://unesdoc.unesco.org/images/0022/002270/227041e.pdf

  15. 15.

    See an article by Or Kashti, “Israel’s plan for next year’s school curriculum: Reinforcing Jewish and Zionist values. Education Ministry’s plan for the coming school year does not include civics, democratic values or Jewish–Arab coexistence”, in Ha’Aaretz, 14 April 2011, http://www.haaretz.com/print-edition/news/israel-s-plan-for-next-year-s-school-curriculum-reinforcing-jewish-and-zionist-values-1.355853; see also the current debate on separate state-religious schools and the screening of textbooks, for example, Allison Kaplan Sommer, “Is Bnei Akiva on the road to ‘radical religious misogyny?’”, in Ha´Aretz, 6 November 2013 http://www.haaretz.com/mobile/.premium-1.556588; Lior Dattel and Yarden Skop, “We don’t need no sex education. Religious Israeli schools censoring human reproduction from textbooks”, in Ha’Áretz, 3 September 2013 http://www.haaretz.com/news/national/.premium-1.545015

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  1. Georg Eckert Institute for International Textbook Research, Braunschweig, Germany

    Falk Pingel

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  1. Department of Islamic and Middle Eastern Studies, Hebrew University of Jerusalem, Jerusalem, Israel

    Elie Podeh

  2. School of Education, Hebrew University of Jerusalem and David Yellin Academic College, Jerusalem, Israel

    Samira Alayan

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Pingel, F. (2018). When Europe Meets the Middle East: Constructing Collective Identities in Social Studies Textbooks for a Globalising World. In: Podeh, E., Alayan, S. (eds) Multiple Alterities. Palgrave Studies in Educational Media. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-62244-6_2

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