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Comparing changing ideas of Germany,...

Walsh, Brendan M.

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Comparing changing ideas of Germany, 1949--1999: German secondary school history textbooks and the ever-present past.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Comparing changing ideas of Germany, 1949--1999: German secondary school history textbooks and the ever-present past./
作者:	Walsh, Brendan M.
面頁冊數:	270 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2812.
Contained By:	Dissertation Abstracts International64-08A.
標題:	Education, History of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3100805

Comparing changing ideas of Germany, 1949--1999: German secondary school history textbooks and the ever-present past.
Walsh, Brendan M.

Comparing changing ideas of Germany, 1949--1999: German secondary school history textbooks and the ever-present past. - 270 p.

Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2812.

Thesis (Ph.D.)--New York University, 2003.

This study focuses on textbooks as an important form of collective historical memory, and examines how Germans in both the East and West represented themselves and each other by tracing the development of secondary school history textbooks over a period of fifty years. Moreover, it analyzes changing interpretations of events in Germany beginning with the founding of the Weimar Republic. Textbooks from East and West Germany have been selected from two series of texts for the 9th and 10th classes that have been published in succession since 1949.Subjects--Topical Terms:

599244
Education, History of.

Comparing changing ideas of Germany, 1949--1999: German secondary school history textbooks and the ever-present past.
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100 1 $a Walsh, Brendan M. $3 1946849
245 1 0 $a Comparing changing ideas of Germany, 1949--1999: German secondary school history textbooks and the ever-present past.
300 $a 270 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2812.
500 $a Director: Philip Hosay.
502 $a Thesis (Ph.D.)--New York University, 2003.
520 $a This study focuses on textbooks as an important form of collective historical memory, and examines how Germans in both the East and West represented themselves and each other by tracing the development of secondary school history textbooks over a period of fifty years. Moreover, it analyzes changing interpretations of events in Germany beginning with the founding of the Weimar Republic. Textbooks from East and West Germany have been selected from two series of texts for the 9th and 10th classes that have been published in succession since 1949.
520 $a In particular, this study considers three main questions. What were the underlying themes in German secondary school history textbooks used to define the "other" Germany, and to what extent have textbooks published since reunification been able to reconcile these different views? To what extent were the concepts of the German nation and German nationality presented in German history textbooks affected by critical realignments in national and "bloc" politics? Finally, to what extent have the separate Cold War histories of East and West Germany been integrated in textbooks since 1989?
520 $a It is evident from the textbooks examined in this study that the new generation of textbooks is heavily influenced by the separate histories of East and West Germany written during the Cold War. This study highlights the difficulties this presents in developing a more integrative approach to Germany's Cold War history, and makes recommendations for pursuing a more balanced view of Germany during this period.
590 $a School code: 0146.
650 4 $a Education, History of. $3 599244
650 4 $a Education, Social Sciences. $3 1019148
690 $a 0520
690 $a 0534
710 2 0 $a New York University. $3 515735
773 0 $t Dissertation Abstracts International $g 64-08A.
790 1 0 $a Hosay, Philip, $e advisor
790 $a 0146
791 $a Ph.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3100805