This volume of essays is the result of the EU project "EHISTO", which dealt with the mediation of history in popular history magazines and explored how history in the commercialised mass media can be used in history teaching in order to develop the media literacy and the transcultural competences of young people. The volume offers articles which for the first time address the phenomenon of popular history magazines in Europe and their mediating strategies in a foundational way. The articles are intended as introductory material for teachers and student teachers. The topic also offers an innovative approach in terms of making possible a European cross-country comparison, in which results based on qualitative and quantitative methods are presented, related to the content focus areas profiled in the national magazines.

Seit Jahrhundertbeginn boomt der Markt popularer Geschichtsmagazine in Europa und anderen Weltregionen. Ihre Vielfalt und Auflagenhoehe machen sie zu bislang weithin unterschatzten Agenten der oeffentlichen Geschichtskultur und des "Histotainments". Dieser Band widmet sich dem Phanomen aus geschichtsdidaktischer, medienpsychologischer sowie kultur- und kommunikationswissenschaftlicher Perspektive. Daruber hinaus analysieren zehn Landerstudien die Marktbedingungen und die Geschichtsprasentationen auf den Coverseiten von 20 internationalen Magazinen. Von Interesse ist das Buch fur Vertreter/-innen der Geschichts-, Politik- und Mediendidaktik, der Kultur- und Kommunikationswissenschaften sowie des (Geschichts-)Journalismus und der Lehrerbildung.

This book deals with the challenges for history education arising from the centrality of colonialism in shaping the modern world. It breaks new ground by bringing together an international range of national studies on the legacies of colonialism that permeate the way how colonial history is thought and taught at schools. The case studies examine the representation, understanding and use of colonial heritage from different angles: They focus on European and non-European states as well as on states with and without colonial past as colonizers or colonized. Thus, and with its wide range of approaches - postcolonial theory, memory studies, educational media studies, teaching practice - this volume makes an essential research contribution to the ongoing international debate on the position of colonial history in present and future history education.