This volume explores the socio-cultural and media background of a critical and ongoing political challenge: the complex entanglement between European integration and strong national agendas in the context of globalisation. It does so using educational media - both textbooks and digital media - as sites of cultural contestation to enquire into the intricate relationships around national and European identities and aspects of students’ knowledge and reception. Using a variety of methods and technologies, the chapters analyse identity constructions present in educational media discourses, embedded as they are in their national and European contexts and as both the catalysts and products of their time. The book is a study of the post-digital condition in an educational context, exploring the potential of digital humanities and linguistic approaches for educational media research and employing methods such as eye-tracking or concept maps.
Author(s): Katja Gorbahn, Erla Hallsteinsdóttir, Jan Engberg
Series: Palgrave Studies in Educational Media
Publisher: Palgrave Macmillan-GEI
Year: 2023
Language: English
Pages: 374
City: Braunschweig
Foreword
Acknowledgements
Contents
Notes on Contributors
List of Figures
List of Tables
1: Introduction: European and National Identity Constructions in Educational Media
European and National Identities
The Construction of Identities in Discourse
Analysing Constructions of Identity in Educational Media
Part One
Part Two
Part Three
References
Part I: Constructions of European and National Identities in Textbooks
2: Europe and the Nation in Current Swiss Textbooks
Introduction
The Historical Dimension of ‘Europe’
Switzerland and Europe: Historical References
Europe as a Subject in Earlier Swiss Textbooks
Integrating an Understanding of Europe into the Current Curricula
Textbooks and this Study’s Methodology
Analyses of ‘Europe’ in Recent Textbooks
References to Space with Respect to Europe
‘Cultural Europe’: References to Identifiers
The Europe of Common Processes: A Structural View
The ‘Integrated Europe’: A Road to Unity?
Europeanisation: Global Europe
Switzerland and/in Europe
Conclusions
References
3: A Corpus-Based Discourse Analysis of the Frequency and Co-occurrences of Danmark and Europa in Textbooks for Danish as a Foreign Language
Introduction: Danish as a Foreign Language in Schleswig-Holstein
Linguistic Approaches to Textbook Research
Analysis of Textbooks and the Curriculum for Teaching Danish
Analysis of the Fachanforderungen Dänisch
Cultural Concepts Related to Being Danish
Concepts of Denmark as a Nation
Concepts Concerning the Relationship Between Denmark and Germany
Concepts Concerning the Relationships Between Europe, the European Union, and Denmark
Analysis of the Textbooks Dansk for os (1993) and Mere Dansk for os (1998)
Cultural Concepts Related to Being Danish
Concepts of Denmark as a Nation
Concepts Concerning the Relationship Between Denmark and Germany
Concepts Concerning the Relationships Between Europe, the European Union, and Denmark
Analysis of the Textbook, Det er Dansk (2011)
Cultural Concepts Related to Being Danish, and Concepts of Denmark as a Nation
Concepts Concerning the Relationship Between Denmark and Germany
Concepts Concerning the Relationships Between Europe, the European Union, and Denmark
Conclusions
References
Curricula
Textbooks
Tools
Further References
4: Concepts of Europe in the Finnish Scholastic Curriculum and in German Textbooks for Finnish Secondary Schools
Introduction
Research Questions, Corpus and Methods of This Study
Research Questions
Corpus of Texts Analysed in This Study
Subcorpus 1: The Finnish Framework Curricula
Subcorpus 2: Two ‘German as a Foreign Language’ (DaF)4 Textbook Series for Upper Secondary Schools in Finland
Methods
Instances of Europe in the Curricula
Conceptualisation of Europe in the Two Series of Textbooks
Instances of Lexemes that Reference Europe in Magazin.de
Occurrence of Lexemes that Reference Europe in Plan D
Summary and Discussion
References
Corpus Texts
Further References
5: Constructions of European Identity, Crisis Stereotypes and the Discursive Embedding of the Subject in Textbook Assignments
Introduction
Late Modernity and Its ‘Weak Identities’
The Situation of the Subject
Identity Constructions in Textbooks
Doing Europe by Critique and Crisis Stereotypes: Interpellation of (European) Subjects in Textbook Assignments
Conclusion: Critique of Identity, Crisis Stereotypes of Europe and the Discursive Embedding of the Subject
Appendix: Subject Construction in a European Context—An Exemplary Multimodal Analysis of a German Textbook
References
Textbooks
Further References
Part II: Exploring Identity Constructions Through Digital Analysis
6: Methodological Approaches to the Digital Analysis of Educational Media: Exploring Concepts of Europe and the Nation
Introduction
Compiling a Corpus
Tools Used in This Study
Getting to Know Your Data
Word Frequencies
Keyword Analysis
Exploring the Construction of Concepts of Europe and the Nation
Determining Search Terms
Concordances and Collocations
Employing Grammatical Information
Networks
Identifying Identity?
Beyond the Toponym
Adjectives
Demonyms
Discussion and Conclusion
Size Matters!
Qualitative Analysis Matters Too!
References
7: Concepts of Europe in Danish and German Social Media: A Corpus-Linguistic Study
Introduction
The Corpus
Sample Annotation Fields
Danish Concepts of Europe
Qualitative Overview and Examples
Linguistic Indicators of Conceptual Change: Place or Agent?
Action Verbs
Cognitive Verbs
Emotion Verbs
Biological Verbs (Animate Subjects)
Human Adjectives and Personification
Europe on German Twitter
‘We Europeans’: In or Out?
Collocation Studies
Word Embedding
Using Vector Distances for Measuring Conceptual Differences: A Danish–German Comparison
‘Europe’: Statehood or Place?
‘European’ (Noun): Citizen or Inhabitant?
‘European’ (Adjective): Specific or Not?
A European Index of Corruption
Conclusions and Outlook
References
8: How to Strengthen Awareness of ‘Europe’: A Digital Analysis of Informational Material from the German Federal Agency for Civic Education
Introduction
The German Federal Agency for Civic Education (Bundeszentrale für politische Bildung, bpb) as a Platform for Civic Competence
Material and Workflow
Results
Temporal Analysis
Geospatial Analysis
Analysis of Selected Categories of Content
Network Analysis
Cluster Analysis
Discussion and Conclusion
References
Part III: Learners’ Concepts and Reception Processes
9: ‘Europe’ in Our Minds: Identifying Knowledge Models Using Concept Maps
Introduction
From Language to Knowledge with Concept Maps
Using Concept Maps to Capture Concepts of Europe
General Background on Concept Maps
Concept Maps as Survey Instruments
Degree of Directedness: Open and Closed Tasks
Focus Questions
Response Format
Training in Concept Mapping
Pilot Studies
Description of the Pilot Studies
Pilot Study 1
Pilot Study 2
Pilot Study 3
Pilot Study 4
Pilot Study 5
Methodology of the Pilot Studies
Analysis of the Concept Map Data
Categorising Nodes According to Conceptual Fields (Dornseiff)
Conceptual Field: Gesellschaft (Society)
Conceptual Field: Wollen und Handeln (Wanting and Acting)
Conceptual Field: Wirtschaft und Finanzen (Economic and Financial Affairs)
Conceptual Field: Ort, Ortsveränderung (Place, Change of Place)
Conceptual Field: Natur und Umwelt (Nature and the Environment)
Summary and Conclusions
Education About Europe as a Framework of Concepts of Europe
Europe in Curricula as the EXPECTED State of Learners’ Knowledge
Corpus Analysis: Europe in the Curricula
Content Analysis: Europe in the Curricula
The Educational-Media Perspective
Conclusions: Europe and Europeanness
Summary and Outlook
References
10: Eye-Tracking as a Scientific Method for Analysing Educational Media: State of the Art and Potential
Introduction
The Scientific Method of Eye-Tracking
Eye-Tracking in Educational (Media) Research and Learning
Text-Image Units
Reading Research
Influence of the Reading-Strategy Concept Maps on Reading Competence Compared to the Reading Strategy Questions in the Text
Differences in the Gaze Patterns of High-Performing and Low-Performing PISA Participants When Addressing Reading Tasks
Influence of Text Design and Connectors on Learning and Reading Speed
Learning Letters with the Help of Readers with Picture-Letter Combinations
Beginning Readers’ Strategies When Reading Non-fiction Texts with Text and Pictures
Influence of Image Type on Sensory Processes During Reading
Computerised and Online Reading
Second-Language Acquisition Research
Multimedia Learning
Attention Guidance in Multimedia Learning Environments
Factors Affecting Eye-Tracking Measurements in Multimedia Learning
Conclusion
References
11: Images and Perceptions of Europe: Exploring a Multi-perspective Design That Comprises Visual, Textual and Subjective Elements
Migration, Europe and Education: Research Questions
Study Design, Participants and Objects of Investigation
Study Design
Study Participants
Object of Investigation—A Text–Image Composition in a Textbook
The Eye-Tracking Study
Eye-Tracking and the Retrospective Think-Aloud Method (RTA)
Results
Discussion
The Interview Study
Structure and Analysis of the Interviews
Results
Interpretation
Conclusions of This Multi-perspectival Study
References
Index
