Migration(s) in textbooks. A critical analysis by students, teachers and researchers

Project Number: AUT3

Country: Austria

Institutions/Departments: Ludwig Boltzmann Institute for European History and Public Spheres

URL: http://www.migrationen-im-schulbuch.at 

Publication/Material: Hintermann, Christiane / Markom, Christa / Üllen, Sanda / Weinhäupl, Heidemarie (2014) Debating Migration in Textbooks and Classrooms in Austria. In: Jemms – Journal of Educational Media, Memory, and Society. New York – Oxford: Berghahn.

Project leader and contact person: Christiane Hintermann, Christa Markom, Heidemarie Weinhäupl

Duration: 01.03.2011 - 31.05.2013

Short Description:

This collaborative research project is a critical analysis of narratives around migration and representations of people with a migrant background in current Austrian textbooks. In this study, students and teachers in eight classes (different school types and age groups) in two Austrian cities (Vienna and Salzburg) analysed their textbooks in workshops facilitated by researchers. The main research questions were: “Which Austrian and European migration histories are narrated in the textbooks?”; “Which stories are marginalised or even ‘forgotten’?”; and “How are people with a migrant background depicted?” The widely varying perspectives of teachers and students on the topic of migration, as well as their experiences with textbooks, were used both methodologically and analytically. Students carried out the text analysis and the investigation of visual representations in small groups, and then reflected on their results in facilitated group discussions. Subsequently, researchers compared, contrasted and integrated the results of these workshops with their own findings.

Close collaboration between researchers, teachers and students is an innovative approach for the field of textbook research as it reduces the danger of over-emphasizing the researcher perspective. The analytical approach was based on a methodological triangulation, including qualitative content analysis (Mayring 2007), critical discourse analysis (Jäger 2009), and text/context analysis (Hornscheidt/Göttel 2004). This methodology was further developed throughout the project to enable teachers and students to analyse textbooks and other media without the assistance of researchers.

Implementation: Since 2013, project staff have been offering workshops on the project results for pupils, teachers or in teacher training.

Target Group(s), age & context: teachers, students (14 years-19 years), school classes, upper secondary

Approach/Method: Textbook analysis with students, qualitative content analysis, critical discourse analysis, text/context analysis, group work and facilitated discussion, interviews with teachers.

Type: In-school workshops

Funding: Sparkling Science - a programme of Federal Ministry of Education, Science and Research (AUSTRIA).

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.