A - Z

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

Alavi, Bettina

  • Alavi, B. (1998). Geschichtsunterricht in der multiethnischen Gesellschaft. Eine fachdidaktische Studie zur Modifikation des Geschichtsunterrichts aufgrund migrationsbedingter Veränderungen. Frankfurt/M.: Verlag für interkulturelle Kommunikation.
  • Alavi, B. (2004). Das Verhältnis von Disziplinarität und Interdisziplinarität in Fächerverbünden der Hauptschule am Beispiel Geschichte. In S. Handro, B. Schönemann (Ed.), Geschichtsdidaktische Lehrplanforschung (pp. 137-149). Münster: LIT.
  • Alavi, B. (2003). Migration und historisch-politische Bildung. In A. Eder (Ed.), "Wir sind auch da!" Über das Leben von und mit Migranten in europäischen Großstädten (pp. 351-373). Hamburg: Dölling und Galitz.
  • Alavi, B. (2009) Geschichte des Holocaust im multikulturellen Klassenzimmer. Probleme der Vermittlung. In Newsletter Lernen aus der Geschichte, 24.09.2009. www.lernen-aus-der-geschichte.de
  • Alavi, B. (Ed.) (2010). Historisches Lernen im virtuellen Medium. Heidelberg: Mattes.

Antas, Mário

  • Antas, M., J., Pavia, F., Martins da Cruz, M. M., Caldeira, P. Z. & Mata Justo, J. M. (2007). Inclusão e integração da segunda geração de imigrantes dos PALOP. A perspectiva do sucesso educativo e Profissional. Porto: Fundação da Juventude. (It is a book about Inclusion and integration of the second generation of immigrants from the Portuguese former colonies, focusing on the educational and professional achievement of these students.)
  • Antas, M. (2004). A didáctica da História e o ensino da História in Revista Lusíada. In Série História, Lisboa, 2º série, nº 1, pp. 181-192. (on history didactics and history teaching)
  • Antas, M. (1999). Clubes de Arqueologia nas escolas Portuguesas in Arqueólogo Português. In Série IV, número 17, pp. 215-223. (on archaeological clubs in Portuguese schools)
  • Antas, M. (in printing). A didáctica da História e as novas tecnologias in Actas do I Congresso Científico de Professores on A Arte de Educar e a Educação pela Ciência (in printing) (on history didactics and ITT)

Børhaug, Kjetil

  • Børhaug, K. (2005). Voter Education. The Political Education of Norwegian Lower Secondary Schools. In Utbildning och Demokrati. Vol 14, no 3, pp. 51-73.
  • Børhaug, K. (2006). Mission Impossible? School Level Student Democracy. In Citizenship, Social and Economics Education. Vol 7, no 1, pp. 26-41.
  • Børhaug, K. (2008). Educating Voters. Political Education in Norwegian Upper Secondary Schools. In Journal of Curriculum Studies. Vol 40, no 5. pp. 579-600.
  • Børhaug, K. (2005). Norwegian Politics. In E. Maagerø & B. Simonsen (Ed.), Norway. Society and Culture. 2 utg. Kristiansand: Portal Forlag.
  • Børhaug, K. (2005). Norway in a Global Context. In E. Maagerø & B. Simonsen (Ed.), Norway. Society and Culture. 2 utg. Kristiansand: Portal Forlag.
  • Børhaug, K. (forthcoming). Norwegian Civic Education – Beyond Formalism? Forthcoming in Journal of Social Science Education.
  • Børhaug, K. (forthcoming). Making sense of political participation. A qualitative study of Norwegian adolescents. Forthcoming in Politics, Culture and Socialisation

Cajani, Luigi

  • Cajani, L. (2006). „I bimbi d’Italia con tutti Balilla“. Die Kinder Italiens sind alle Balilla. Politische Erziehung in den Fibeln des faschistischen Italiens. In G. Teistler (Ed.), Lesen Lernen in Diktaturen der 1930er und 1940er Jahre. Fibeln in Deutschland, Italien und Spanien (pp. 191-215). Hannover: Verlag Hahnsche Buchhandlung (= Studien zur internationalen Schulbuchforschung, Schriftenreihe des Georg-Eckert-Instituts, Band 116
  • Cajani, L. (2008). La storia mondiale e la scuola italiana. Cronaca della Commissione De Mauro. In A. Brusa & L. Cajani (Ed.), La storia è di tutti (pp. 248-285). Roma: Carocci.
  • Cajani, L. (2008). Insegnamento della storia e costruzione dell’identità europea. In M. Mombelli Castracane & L. Cajani (Ed.), L’Europa dell’identità e della trasparenza (pp. 108-136). Soveria Mannelli, Rubbettino.
  • Cajani, L. (2008). L’histoire, les lois, les mémoires. Sur quelques conflits récents en Europe. Iin Revue française de Pédagogie, n. 165, pp. 65-78.

Ecker, Alois

  • Ecker, A. (Ed.) (2003). Initial training for history teachers: Structures and standards in 13 member states of the Council of Europe. Project ‘Learning and teaching the history of Europe in the 20th century’, Strassbourg Cedex, Council of Europe.

Erhan, Cagri

  • Erhan, C. (2004). Turkish American Relations: Past, Present and Future. London, Routledge.
  • Erhan, C. (2003). Turkish-Israeli Relations in Historical Perspective. London, Frank Cass.
  • Erhan, C. (2001). Türk-Amerikan İlişkilerinin Tarihsel Kökenleri. Ankara, Imge. (Historical Roots of Turkish-American Relations)
  • Erhan, C. (2007). Avrupa Birliği Temel Konular European Union: The Essentials- Ankara, Imaj.
  • Erhan, C. (2008). Avrupa Birliği Politikaları European Union Policies, Ankara, Imaj.

Goegebeur, Werner

  • Goegebeur, W. & Van Looy, L. (2001). ‘Seeing the Other’ and the Historical Attitude of Flemish Adolescents. Perception of the Present, Questioning the Past, Formulating Perspectives: A Number of Research Findings, Comparare, Comparative European History Review, september, pp. 105-124.
  • Goegebeur, W. & Van Looy, L. (2009). Compétences en histoire et compétences transversales dans l’enseignement de la Communauté flamande de Belgique: quelle priorité? Curriculums en mouvement. Colloque international des didactiques de l’histoire, de la géographie et de l’éducation à la citoyenneté. Lausanne , 23-24 nov. 2009; CD-ROM: p. 9.
  • Goegebeur, W., Vielfont, P. & Van Looy, L. (2008). Subject Didactics in History Education and the Need for Effective Classroom Observation Protocols. Brussels: Proceedings of the 33rd ATEE Conference, p. 10.
  • Goegebeur, W., Vielfont, P. & Van Looy, L. (2008). Historical competence: ‘catch-as-catch-can’? Research into the optimization of the didactics for the development of historical competence in ‘professional bachelors in history teaching’. Paper presented at the International History Didactics Society Conference, Tutzing, September 8th – 10th 2008, p. 15 (www.int-soc-hist-didact.org).

Georg-Eckert-Institut

  • Georg-Eckert-Institut (Ed.) (2009). Grenzgänger. Aufsätze von Falk Pingel, Göttingen: V&R unipress.

Homerová, Marie

  • Homerová, M. (1995). Translation and adaptation of the American textbook by M. Stern “The Holocaust and Human Behavior”, for Czech secondary schools, Prague.
  • Homerová, M. (Co-author) (1997). Social Studies Textbook for Czech secondary schools “Education to Citizenship”, Prague.
  • Homerová, M. (2001). Initial Teachers´ Training in the Czech Republic, Council of Europe.
  • Homerová, M. (2008). Deadly Conspiracy Myths. In: Comparative Civilizations Study, ISCSC, USA.
  • Homerová, M. (2011). Výuka dĕjepisu a společenských vĕd novým způsobem? (Teaching history and social studies in a new way?). UCITELSKE NOVINY (Teachers‘ Weekly), 6 Sept., pp. 16-17.
  • Homerová, M. (Forthcoming). European States in the 2nd half of the 20 Century, textbook for Czech Secondary schools.
  • Homerová, M. (Forthcoming). History Teaching and Education for Citizenship, history didactics textbook.

Kiššová, Maria

  • Kiššová, M. (2008). Child’s Postcolonial Experience in The Other Side of Truth by Beverly Naidoo. In Culture, text, identity. Nitra: Department of English and American Studies, Constantine the Philosopher University in Nitra, p. 6.
  • Kiššová, M. (forthcoming). Ambiguity of political fiction for children – analysing Beverly Naidoo’s Out of Bounds. Ambiguity Conference, Ružomberok: Faculty of Philosophy, Catholic University in Ružomberok, June 24 – 26 2009.
  • Kiššová, M. & Hevešiová, S. (2008). Cultural Encounters in Contemporary Literature. The Faculty of Art, University of Constantine the Philosopher in Nitra.
  • Kiššová, M., Smiešková, A. & Hevešiová, S. (2008). Multicultural Awareness – Reading Ethnic Writing. The Faculty of Art, University of Constantine the Philosopher in Nitra.

Kuhn, Bärbel

  • Kuhn, B. (2010). Deutsche Zeitgeschichte in französischen Geschichtsschulbüchern. In S. Popp & M. Sauer (Ed.), Zeitgeschichte. Schriften zur Geschichtsdidaktik (pp. 133-147), Idstein.
  • Kuhn, B. (2010). Als eine Frau lesen lernte, trat die Frauenfrage in die Welt, Wiederauflage. In Frauenrechte, Bildung, Forschung, Geschichte. 20 Jahre Frauenbibliothek und Genderdokumentation im Saarland (pp.14-17), Saarbrücken.
  • Kuhn, B. (2010). The View of the Netherlands Presented in German History Books from 1947 to 2007. In Jahrbuch der Internationalen Gesellschaft für Geschichtsdidaktik 2010 (pp. 97-110), Schwalbach.
  • Kuhn, B. & Duhem, S. (Ed.) (2006). Grenzraum erfahren. Methoden, Themen und Materialien im bilingualen deutsch-französischen Geschichts- und Geographieunterricht. Saarbrücker Geographische Arbeiten 52, Saarbrücken.
  • Kuhn, B. (2006). Einleitung: Grenze in Wissenschaft und Unterricht. In: B. Kuhn & S. Duhem (Ed.), Grenzraum erfahren. Methoden, Themen und Materialien im bilingualen deutsch-französischen Geschichts- und Geographieunterricht. Saarbrücker Geographische Arbeiten 52 (pp. 9-15), Saarbrücken.
  • Kuhn, B. (2006). La bataille de Verdun dans les manuels scolaires allemands 1920 à 2005 - De l'héroïsme du soldat à l'horreur de la guerre. In 1916-2006. Verdun sous le regard du monde (pp. 285-308). sous la direction de Francois Cochet, Verdun.
  • Kuhn, B., Pitz, M. & Schorr, A. (Ed.). (2007) Grenzen ohne Fächergrenzen – Interdisziplinäre Annäherungen. Annales Universitatis Saraviensis. Philosophische Fakultäten, Band: 26, St. Ingbert.
  • Kuhn, B. (2007). Grenzerfahrungen. Die deutsch-französische Grenze im Saarraum im 19. Jahrhundert. In B. Schönemann & H. Voit (Ed.), Europa in historisch didaktischen Perpektiven (pp. 80-93). Idstein.
  • Kuhn, B. (2007). Frankreich und Deutschland in Europa und der Welt. Anmerkungen zum gemeinsamen deutschen und französischen Geschichtsbuch. In Geschichte lernen 116, pp. 61-62.
  • Kuhn, B. (2008). Historische Bildung als Welt- und Menschenkunde. In W. Hasberg & M. Seidenfuß (Ed.), Modernisierung im Umbruch. Geschichtsdidaktik und Geschichtsunterricht nach 1945 (pp. 361-376 ), Münster u.a. (Geschichtsdidaktik in Vergangenheit und Gegenwart, Bd. 6).
  • Kuhn, B. (Ed.) (2009). Zeitschrift für Geschichtsdidaktik, Jahresband 2009, Schwalbach.
  • Kuhn, B. (2009). Geschichte bilingual. Einführung in den Themenschwerpunkt. In Kuhn, B. (Ed.), Zeitschrift für Geschichtsdidaktik, Jahresband 2009, Schwalbach, pp. 6-11.
  • Kuhn, B. (2009). Warum nicht Europa? Erklärungsversuche für das französische "Nein" mit Hilfe von Schulgeschichtsbüchern (1998-2004). In unikate 34: Geisteswissenschaften - Europäische Kultur, pp. 60-69, also: www.kultur-macht-geschichte.de
  • Kuhn, B. (2009). Nah und fern - Die Niederlande in deutschen Geschichtsbüchern 1947 bis 2007. In nachbarsprache niederländisch, pp. 71-90.
  • Kuhn, B., Schmenk, H. & Windus, A. (Ed.) (2010). Weltgeschichtliche Perspektiven im Geschichtsunterricht, Fortbildung Geschichte 1. Historica et Didactica, St. Ingbert.
  • Kuhn, B. (forthcoming). Bilingualer Geschichtsunterricht. In M. Barricelli & M. Lücke (Ed.), Handbuch Praxis des Geschichtsunterrichts (Forum Historisches Lernen). Schwalbach/Ts.
  • Kuhn, B. (forthcoming). Eugène Delacroix: La liberté guidant le peuple. In S. Popp & M. Wobring (Ed.), Der europäische Bildersaal - Populäre Bilddokumente in europäischen Schulbüchern.
  • Kuhn, B. (forthcoming). Deutsche Zeitgeschichte in französischen Geschichtsschulbüchern. In S. Popp & M. Sauer (Ed.), Zeitgeschichte. Schriften zur Geschichtsdidaktik, Idstein.
  • Kuhn, B. Edition de Historica et Didactica, Schwerpunkt 1: Fortbildung Geschichte, Schwerpunkt 2: Forschung Geschichtsdidaktik

Makriyianni, Chara

  • Makriyianni, C. & Psaltis, C. (2007). History teaching and reconciliation. Cyprus Review.
  • Makriyianni, C. (2008). Museum Education and the Construction of National Identity in a Divided Country. In Y. Vella (Ed.), Transforming History Teaching – Transforming Society. Trends: Monograph Series in Education No. 4. Malta.
  • Makriyianni, C. (2005). Τα παιδιά του Νηπιαγωγείου στο Μουσείο: Ανεπανάληπτη εμπειρία ή χάσιμο χρόνου. In E. Papaleontiou-Louka (Ed.) Contemporary approaches for Kindergarten Programs. Athens: Dardanos (Kindergarten Children going to the Museum: An remarkable experience or a waste of time?).

Mikulasova, Alena (nee Feriancova)

  • Feriancova, A. (2006). The Question of Czechoslovak-German Arbitration Treaty at the Conference in Locarno. In Annales Universitatis Apulensis: Series Historica 10, 1, pp. 85-99.
  • Feriancova, A. (2009). Československá diplomacia a vstup Nemecka do Spoločnosti národov. In Moderní dějiny 17, 1, pp. 67-112.
  • Feriancova, A. (2009). Rokovania o československo-nemeckej arbitrážnej zmluve v kontexte príprav locarnskej konferencie. In Slovanský přehled 95, 2, pp. 179-210.
  • Feriancova, A. (2005). Československo-francúzska zmluva z januára 1924 a "odhalenie" jej tajného dodatku v nemeckých novinách. In Studia Historica Nitriensia 12, pp. 85-107.
  • Feriancova, A. (2009). List Gustava Stresemanna bývalému korunnému princovi - interpretačné možnosti dokumentu. In Prameň - jeho funkcia, význam, interpretácia a limity v historickom výskume. Nitra: UKF, pp. 171-181.

Musteata, Sergiu

  • Musteaţă, S., Caşu, I. (Ed.) (2011). Fără termen de prescripţie. Aspecte ale investigării crimelor comunismului în Europa [Without limitation period. Some aspects of investigation Communism crimes in Europe], Chişinău, Editura Cartier, Colecţia Cartier istoric.
  • Musteaţă, S., (2010). Educaţia istorică între discursul politic şi identitar în Republica Moldova [History education between political and identity discourse in the Republic of Moldova], Seria IDN, M3, Chişinău, Editura Pontos.
  • Musteaţă, S. (2010). Educaţia istorică – între discursul politic şi identitar în Republica Moldova, Seria IDN, M3, Chişinău, Editura Pontos.
  • Musteaţă, S. (2008). Как составляются и анализируются школьные учебники, (How to write and analyse textbooks), Chişinău, Pontos.
  • Musteaţă, S. (Ed.) (2010). Predarea istoriei. Îndrumar metodic pentru profesori, Chişinău,Editura Pontos.
  • Musteaţă, S. (Ed.) (2006). Educaţia toleranţei şi cetăţeniei democratice prin intermediul istoriei. Pachet educaţional, (Education of the tolerance and democratic citizenship through history. Educational Package), Chişinău: Cartdidact.
  • Musteaţă, S. (2009). Unele consideraţii pe marginea noului proiect de Curriculum la disciplina Educaţie Civică pentru clasele a I-a – a XII-a elaborat de către Institutul de Ştiinţe ale Educaţiei al Ministerului Educaţiei. In Alternativa XXI. Buletin de Educaţie Civică nr. 1 (24), pp. 5-6.
  • Musteaţă, S. (2009). Adevărul despre manualele de istorie integrată. In Destin Româneasc S.N., An IV (XV), nr. 4 (62), pp. 7-21.
  • Musteaţă, S. (2009). Marea Unire din 1918 în manualele şcolare din Republica Moldova. Studiu de caz: clasele a IV-a, a VIII-a şi a IX-a. In A. Viţalaru & I. Ghercă Munteanu (Ed.), Secvenţe din trecut: Studii de istorie şi de relaţii internaţionale (pp. 95-131). Iaşi: Editura Performantica.
  • Musteaţă, S. (2009). The history textbooks and social conflicts in the Republic of Modlova. In amudarya.net/fileadmin/_amudarya/bs/sm.pdf (postat pe data de 24.07.2009).
  • Musteaţă, S. (2009). Predarea istoriei în şcolile din regiunea separatistă nistreană. In A. Galben & G. Postică (Ed.), Probleme actuale de istorie naţională. Studii în onoarea profesorului Pavel Parasca (pp. 335-345). Chişinău.
  • Musteaţă, S. et al. (2009). Chestionar: Semnificaţii politice ale sărbătoririi de către autorităţile comuniste din Republica Moldova a 650 ani de „statalitate moldovenească”. In Destin Românesc S.N., An IV (XV), nr. 1 (59), pp. 51-52.
  • Musteaţă, S. (2008). Review. Stefan Ihrig, Vasile Dumbrava, Dietmar Müller & Igor Şarov (Ed.), Istoria între ştiinţă şi şcoală – perioada interbelică în Basarabia. Studii, materiale, surse şi sugestii, Chişinău: Georg-Eckert Institut für internationale Schulbuchforschung, Moldova-Institut Leipzig, Editura Cartdidact. In Pontes 5, pp. 288-295.
  • Musteaţă, S. (2008). Review. Stefan Ihrig, Wer sind die Moldawier? Rumänismus versus Moldo¬wanismus in Historiographie und Schulbüchern der Republik Moldova, 1991-2006, Stuttgart: ibidem-Verlag, 2008, pp. 296-299. In Destin Românesc S.N., AN IV (XV), NR. 3 (61), pp. 156-162. In Pontes 5, pp. 296-299.
  • Musteaţă, S. (2008). National Identity between History Teaching and Politics: Moldova (2001-2007). In M. Heintz (Ed.), Weak State, Uncertain Citizenship: Moldova, Gesellschaften und Staaten im Epochenwandel (pp. 127-148). Frankfurt am Main: Peter Lang.
  • Musteaţă, S. (2008). Education Reform in the Republic of Moldova: Qua Vadis?. In Buletinul Universităţii Petrol-Gaze din Ploieşti, seria Ştiinţe Socio-Umane şi Juridice, nr. 1, pp. 91-104.
  • Musteaţă, S. (2007). Geschichtslehbücher zwischen politischer Propaganda, nationalstischen Konstruktionen und Wissenschaft. Untersungen zur Entwicklung des Schulfaches Geschichte in den post-totalitären Staaten Südpsteuropas am Beispiel der Republik Moldau, der Ukraine und Rumänien. In Eckert. Das Bulletin, Nr. 02, Winter, pp. 100-102.
  • Musteaţă, S. (2007). Identitatea naţionala între istorie şi politică: un studiu de caz Republica Moldova (2001-2005) (National identity between history and politics: a case study of the Republic of Moldova (2001-2005). In M. Heintz, (Ed.), Stat slab, cetăţenie incertă. Studii despre Republica Moldova (pp. 175-190). Bucureşti: Curtea Veche.
  • Musteaţă, S. (2007). Învăţământul istoric din Republica Moldova şi implicarea Consiliului Europei (History teaching in the Republic of Moldova and implication of the Council of Europe). In Magazin Istoric, număr special, Basarabia, pp. 83-86.
  • Musteaţă, S. (2007). Analiza internaţională a manualelor şcolare, (The international analysing of the textbooks). In Revista Didactica Pro, 1-2 (41-42), pp. 33-37.
  • Musteaţă, S. (2006). Predarea istoriei în Europa la începutul secolului XXI (History teaching in Europe at the beginning of 21st Century). In Cugetul 2 (30), pp. 61-66.
  • Musteaţă, S. (2005). Situaţia învăţământului istoric preuniversitar din Republica Moldova (2001-2004) (School history teaching in the Republic of Moldova 2001-2004). In Buletinul Universităţii Petrol-Gaze din Ploieşti, vol. LVII, seria Stiinte Socio-Umane şi Juridice, nr.2, pp. 217-223.
  • Musteaţă, S. (2005). Predarea istoriei în Republica Moldova. Între reformă şi antireformă (History teaching in the Republic of Moldova. Between reform and antireform). In Iu. Oncescu & S. Miloiu (Eds.), Istoria: Contribuţii în căutarea unui nou mesaj. Profesorului Ion Stanciu la împlinirea vârstei de 60 de ani (pp. 376-392). Târgovişte.
  • Musteaţă, S. (coauthor) (2004). We and our neighbours. The majority and the minorities in the recent history textbooks in Romania, Bulgaria and Hungary. With a case study: Republic of Moldova, Bucharest, www.minorities-in-textbooks.com
  • Musteaţă, S. (coauthor) (2004). The student charter: an example of good practice from Moldova. In S. Bergan (Ed.), The university as res publica (pp. 129-169). Council of Europe Publishing.
  • Musteaţă, S. (coauthor) (2004). The Black Sea. A History of Interaction, Council of Europe.
  • Musteaţă, S. (2004). Moldova, country report. In A. Ecker (Ed.), The structures and standards of initial training for history teachers in South-East Europe (pp. 121-135). Council of Europe.
  • Musteaţă, S. (2003). Realizări şi perspective: Învăţămîntul istoric preuniversitar din Republica Moldova (Realizations and Perspectives: School History Teaching in Republic of Moldova). In „DOSARELE ISTORIEI”, an. VIII, nr. 5 (81), Bucharest, pp. 10-15.
  • Musteaţă, S. (2002). Curriculumul Naţional şi Manualele de Istorie din Republica Moldova: Realizări şi Perspective. Studiu de caz: ciclul liceal Istoria Românilor (clasele X – XII) (National History Curricula and Textbooks in Republic of Moldova: Realizations and Perspectives). In „DIDACTICA PRO”. Revista de Teorie şi Practică Educaţională, Chişinău, nr. 3 (13), iunie, pp. 65-69.
  • Musteaţă, S. (2002). Reflectarea istoriei, culturii şi civilizaţiei greceşti în manualele de istorie din Republica Moldova, (Studiu de caz: manualele de istoria românilor, clasele X-XII) (Greek History, Culture and Civilization in history textbooks from Republic of Moldova. Study case: History of Romanians Textbook, grades 10-12), Rezumatele Conferinţei Ştiinţifice Internaţionale Raporturile moldo – greceşti: probleme şi perspective, Chişinău, 22-24 octombrie 2002, pp.27-29 (Romanian version), pp. 146-147 (English version).

Pingel, Falk

  • Pingel, F. (2010). UNESCO Guidebook on International Textbook Research and Textbook Revision. 2nd rev. ed., Braunschweig/Paris: Georg Eckert Institute/UNESCO (the first edition, 1999, is also available in French, Turkish, Croatian and Albanian language).
  • Pingel, F. (Ed.) (2003). Contested Past, Disputed Present. Curricula and Teaching in Israeli and Palestinian Schools. Hannover: Verlag Hahnsche Buchhandlung.
  • Pingel, F. (Ed) (2003). Insegnare l’Europa. Concettti e rappresentazioni nei libri di testo europei. Torino: Fondazione Giovanni Agnelli.
  • Pingel, F . (2000). The European home: representations of 20th century Europe in history textbooks. Strasbourg: Council of Europe (French edition.: La maison européenne: représentations de l’Europe du 20e siècle dans les manuels d’histoire).
  • Pingel, F. (Ed.) (1995). Macht Europa Schule? Die Darstellung Europas in Schulbüchern der Europäischen Gemeinschaft. Frankfurt/M.: Diesterweg (Italian edition: L'immagine dell'Europa nei manuali scolastici di Germania, Francia, Spagna, Gran Bretagna e Italia. Torino: Fondazione Giovanni Agnelli, 1994).
  • Pingel, F. (2010). Social life in an unsocial environment: the inmates’ struggle for survival. In J. Caplan & N. Wachsmann (Ed.), Concentration Camps in Nazi Germany (pp. 58-81). London: Routledge.
  • Pingel, F. (2009). From Ownership to Intervention – or Vice Versa? Textbook Revision in Bosnia and Herzegovina. In A. Dimou (Ed.), “Transition” and the Politics of History Education in Southeastern Europe (pp. 251-305). Göttingen: Vandenhoeck & Ruprecht.
  • Pingel, F. (2008). Can Truth Be Negotiated? History Textbook Revision as a Means to Reconciliation. The Politics of History in Comparative Perspective [special issue]. The Annals of the American Academy of Political and Social Science, Vol. 617, No. 1, ppp. 181-198.
  • Pingel, F. (2002). Unterricht über den Holocaust – eine kritische Bewertung der aktuellen pädagogischen Diskussion. In E. Fuchs et al. (Ed.), Holocaust und Nationalsozialismus. Wien (pp. 11-23). (Engl. edition (2001). Teaching the Holocaust in its own right – A reassessment of current pedagogical orientations. In Teaching the Holocaust and National Socialism [special issue]. Beiträge zur historischen Sozialkunde pp. 3-10).

Popp, Susanne

  • Popp, S. (2010). Visualisierte Geschichte in den Lehrwerken Europas. Zwischen polysemantischen Vermittlungsstrategien und kanonischer Engführung. In M. Gehler & S. Vietta (Ed.), Europa - Europäisierung - Europäistik: Neue wissenschaftliche Ansätze, Methoden und Inhalte (pp. 337-352), Wien, Köln, Weimar.
  • Popp, S. (2009). National Textbook Controversies in a Globalizing World. In Internationale Gesellschaft für Geschichtsdidaktik. International Society for History Didactics - Société internationale pour la didactique de l'histoire (Ed.), jahrbuch - yearbook - annales 2008/09 (Bd. 29/30). History Teaching in the Crossfire of Political Interests - Geschichtsunterricht im politischen Kreuzfeuer - L'einseignement de l'histoire sous les feux croises de la politique (pp. 109-122). Schwalbach/Ts.
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  • Popp, S. (2006). Illustrationen in NS-Fibeln – mit Ausblicken auf die faschistische Einheitsfibel in Italien und zwei Fibeln aus der Zeit der spanischen Diktatur. In G. Teistler (Ed.), Lesen lernen in Diktaturen der 1930er und 1940er Jahre: Fibeln in Deutschland, Italien und Spanien (pp. 227-251). Hannover (Studien zur internationalen Schulbuchforschung, Schriftenreihe des Georg-Eckert-Instituts, Bd. 116).
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Raudsepp, Anu

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Rihter, Andreja

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Ruman, Ladislav

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Sánchez Agustí, María

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Van Looy, Linda

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Veldhuis-Meester, Ineke

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Vella, Yosanne

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Verbytska, Polina

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Virta, Arja

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