Titlebook: Exploring Interconnectedness; Constructions of Eur Katja Gorbahn,Erla Hallsteinsdóttir,Jan Engberg Book 2023 The Editor(s) (if applicable)

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Constructions of European Identity, Crisis Stereotypes and the Discursive Embedding of the Subject i concepts of identification and forms of subjectivation and knowledge generation that are based on interactive and dialogical practices of the individual self through its interpellation in textbook assignments. This performative contingency of the construction of Europe corresponds to an insisting c

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Methodological Approaches to the Digital Analysis of Educational Media: Exploring Concepts of Europe this as a basis for describing some possibilities for identifying concepts on which identity constructions may draw. We conclude by discussing the potential and the limits of our approach, and identify its functions. Among the methods that we discuss are the analysis of word frequencies, keyword an

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‘Europe’ in Our Minds: Identifying Knowledge Models Using Concept Mapsfindings are evaluated as representations of the actual state of learners’ factual and conceptual knowledge, which is lexically linked to the morpheme {europ}. The learners are the addressees of educational media, and thus the data may be seen as reflecting the outcome of the use of educational medi

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Mathematik fachfremd unterrichtenh the nation-state and its society are closely integrated. The teaching materials are thus oriented to the ongoing historical discourse and show Europe as a process rather than as an enumeration of individual national histories. The effect is that the small state of Switzerland is understood as part

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Mathematik fachfremd unterrichtenented in textbooks on Danish as a foreign language and in the curriculum for Danish as a school subject in Schleswig-Holstein. We focus particularly on identifying constructions that reflect the specific relationships between Denmark, Germany, and Europe, especially the European Union, and construct

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concepts of identification and forms of subjectivation and knowledge generation that are based on interactive and dialogical practices of the individual self through its interpellation in textbook assignments. This performative contingency of the construction of Europe corresponds to an insisting c